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What is Your
by Chris Sura
Chris Sura, upon earning his Bachelorís at Western Michigan University worked for
Central Michigan University in Housing before teaching at River Valley High School. When
he moved to Houghton Lake where he currently teaches, Chris completed his Masters
in Education at Central Michigan University. A member of the Crossroads Writing
Project through Ferris State University, he facilitates a conference on Professional Writing
every summer and does online instruction through Kirtland Community College. He is
married to Heidi, his wife of twenty years, and has two kids, Christopher and Grace. Chris
writes poetry and fiction and has self published a book of poems.
You can visit Chris at his
A new year begins. This is the time we take on resolutions or goals in the areas of self-improvement, finances or accomplishments. As teachers, many of us take on resolutions at the
beginning of the school year: ďThis year I will use more technology, try out a new strategy or read more
professional articles in the field.Ē But how about your resolution as a writer? What are your writing
Writing is many things for many of us, and since writing is a cross-curricular tool of thinking,
reporting, processing and assessing, writing needs to be on our list. And I have a great suggestion for
following through on that resolution.
As you may have read, I am a fellow of the Crossroads Writing Project. This is a local, university
affiliated branch of the National Writing Project (NWP). Across the nation, there are many affiliations
with the NWP. Writing Projects are guided by the words, ďTeachers as Writers. Writers as Teachers.Ē
Basically, the NWP wants teachers to spend time on their own writing, thus developing the teacherís
own skills. The benefit then reaches out to the classrooms as teachers grow as writers.
After a few years of being encouraged to participate, I attended the Summer Institute of the
Crossroads Writing Project in 2006. It was the best rejuvenating, rewarding experience as a writer and
teacher I that I had ever participated in. During the Institute, I spent hours free writing, participating in
teaching demos, pursuing my writing projects that emerge out of the free writings, learning about I-
Search research and associating with excellent teachers from across the region. I left with great writing
strategies, a journal full of my writing, and several good friends. And hereís the kicker. Itís not just for English teachers.
Writing Projects are geared for any grade level, and subject. In the Crossroads of 2006, out of the
sixteen fellows, I worked with an art teacher, a social studies teacher and a couple
of special education teachers. Plus, we had teachers from elementary to college.
We were all after the same goals. We all wanted to find more ways to be effective in the
classroom, and we all wanted to practice and develop out own writing. A lead by example motif.
Oh, and the writing - it was a blast. The voices and writing pieces that emerged from our writing
groups were spectacular. I was privy to the blossoming of a rugged shipping tale on the Great Lakes, the
horror of bad mashed potatoes at Thanksgiving, the panoramic view of nature poetry and the humor of
daily life of the classroom.
Since 2006, I have remained involved with Crossroads as a teacher-consultant. I am a part of the
Leadership Committee (other teachers and CWP fellows) that meets three to four times of the year. I
am the facilitator for the Professional Writing Summer Institute for Crossroads. We have other institutes
for Professional Development, Technology and Action Research. All with the goal: teachers as writers.
The best way to find a Writing Project near you is to go to www.nwp.org
On the top right corner is a site map for all fifty states. Through the national website, you can read more about the NWP, find
the affiliates and get more info about them.
So what is your writing resolution? How about a Writing Project?
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iOS Math Apps By Teachers
Hand is an
educator's resource for using some of the coolest technologies
Learning in Hand is
written by Tony Vincent. Tony taught fifth
grade in Omaha, Nebraska for six years, and three of those years
his students were pioneers in educational handheld computing.
Then, as technology specialist at Willowdale Elementary, Tony
brought the newest technologies into classrooms. Whether it was
digital video, blogs, email, podcasts, or handhelds, Tony helped
Willowdale teachers and students understand the usefulness of
new technologies. Currently, Tony is self-employed as an
education consultant. He conducts workshops, presents at
conferences, and writes books based on his teaching experiences
and passion for new technologies.
Always excited to
share, Tony has documented much of what he knows about handheld
computing and podcasting on his website, learninginhand.com.
There you'll find useful software collections, the best webs
links for handhelds, complete lesson plans, and an informative
Tony is a teacher who
wants to make education effective, relevant, and fun. He knows
handhelds are small computers that can make a big difference in
classrooms! He hopes Learning in Hand inspires and motivates
teachers to use technology that students crave.
You've probably heard of apps developed by kids, like Bustin
Jieber by twelve-year-old Thomas
Suarez and MathTime by
fifth grader Owen
Voorhees and his slightly younger brother Finn. It's
really great to see youth creating apps. It's also fantastic to see
educators developing apps. I'd like to tell you about two new math
apps and the teachers who made them.
Gann is a fifth grade teacher in Willard, Missouri.
He codes his own math apps with input from his students. He started
with an iOS app to help practice
rounding. His newest offering is a game called 32 where
the objective to to combine given numbers to make an expression that
equals 32. It's a great way for students to apply their knowledge of
the Order of Operations. 32 is available for 99Ę as an iPhone/iPod
touch app or as an iPad
William has developed other math apps, including ones
that address multiplication, division, prime numbers, and more. Search
for William Gann in the App Store to see all of his
apps. Also, check out the KY3 News story that features William: Willard
5th Grade Math Students are using iPods with Some of Their Teacher's
Own Apps in Class.
Kevin Scritchfield teaches
math at Sierra High School in California. He worked with a
developer to make the first of what he hopes to be many apps. This
first app is for iPad and is called Alge-Bingo.
Kevin says the game is great for Pre-Algebra and Algebra I
students who are just learning how to solve equations. He priced
Alge-Bingo at 99Ę.
32 and Alge-Bingo are
just two of the many great apps for math out there, and it's
nice that they are brought to us by ambitious classroom teachers.
Craving more math apps? I'm keeping a list of good and (mostly)
free math apps on my Pinterest
Order your own iPod Touch Today with the links below:
are six modules designed to test the basic ability of an
individual in terms of Memory & Concentration. Needless to
say this is the most important basic skill for not just to
survive but also to thrive in this competitive environment.
Each of the six modules tests the six variants of Memory &
Concentration in an individual, namely:
of these modules runs at three different levels, from easy to
At each level, the individual's performance is depicted as
A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
Each individual can assess his/her performance any time by
clicking on "history", which gives complete details
of date and time of taking the tests, marks scored each time
and even time taken to do the test. This builds the confidence
level and encourages more participation to eventually
culminate in improvement and enhancement of memory and
Essentially, this software is a SELF AWARENESS tool that
surely motivates the individual to realize one's capability
and seek or be receptive for improvement. Also, if repeatedly
done over a period of time works as Training tool to enhance
software package is specifically designed to help young
children to learn basic skills that will help them in
school. Continued follow-up will give these young
learners success as they mature.
Three versions of the software exist:
Individual Software on either CD or Online, Family
Version Software, and an Institutional Software package.
StarTeaching wholeheartedly supports
and endorses this software. It will make a difference
with your child or student.
HERE to order your own copy today:
For The Things They Don't Teach You In College
Poetry That Can Be Used In Any Class
Poetry need not be confined to the realms of
the dust-covered tomes of your high school English department.
And you need not be afraid or intimidated by poetry; anybody can
write fun (and yet educational) poems. As the following activity
will show, this form of writing can bring an invigorating style
to your ordinary classroom activities, regardless of your
subject area or your students' grade level.
Poetry, for those not totally familiar with the conventions of the
language-arts classes, is a generic term for forms of writing using
highly specific words and phrases to instill images in the reader's
mind. Some poetry follows particular forms and patterns, and other types
of poetry can be free flowing. Poetry can be simply individual (though
connected) words or phrases, or found in complete sentences. As
you can see, there is no limit to the types of poetry that can be
Short, simple poems require a great deal of student thought, because the
kids must carefully choose the best words to fit the poem. These can be
fun for students to write as reviews for tests or the end of chapters.
You could also use them to in place of your normal writing assignments
to add variety.
Feel free to change the poem form to suit your activity or class. For
example, you may want to change the number of details or examples, or
the number of lines. If you have creative (or advanced) students, you
may even want to require the lines to rhyme.
Here's a short, simple poem form:
Name the topic
List three details, facts, or examples
Creatively describe each
Restate the topic in a new way
A Poem for Science:
The Water Cycle:
Water molecules, H-2-0,
Down goes Rain, Hail, Snow,
Raised up to the sky by the sun,
In clouds they gather for fun,
Ready to drop once more,
Changes in matter are a chore!
A Poem for P.E.:
Run, jump, play!
We exercise every day.
Indoors or out,
We love to yell and shout!
Phys-ed is our favorite class.
Here's another simple form for those of you with language-arts savvy:
1 Noun (your TOPIC)
2 adjectives that describe your Noun
3 verbs (your Noun in action)
1 adverb for each verb (describe each action)
A real-life example of your Noun, a simile or metaphor, or a synonym
for your first Noun
Walking, eating, swimming
Slowly, peacefully, gracefully
Nature's little armored car
Growing, sprouting, flowering
Upward, outward, gently
A little sun on the Earth
Have your students add hand-drawn pictures to accompany the poems, and
you've got authentic, artful work that is ready to put up in your room
or hallway for parent-teacher conferences.
Be sure to check out our website for the FREE teacher Who-I-Want-To-Be
plan and other great Freebies for new teachers. Simply click the
following link: http://www.starteaching.com/free.htm
Interested in FREE writing activities you can print out and use
immediately in your classroom? Simply click the following link to our
writing page: http://www.starteaching.com/writing.htm
/ 21st Century Teaching Corner
Re-Defining the Teacher's Role
By Mark Benn, Instructional
Benn earned his B.S. from Western
Michigan University and his Elementary Certification from
Northern Michigan University. He is a 20 year teaching
veteran of 5th and 6th grade students at Inland Lakes Middle
School in Indian River, MI. He finished his Masters of
Integration of Technology from Walden University.
Prior to teaching, Mark spent 11 years as
Department Manager for Sears, Roebuck and Co. dealing with
emerging technologies. He has been married to his wife
Bonnietta for 32 years with one daughter and two sons. In
the summers, Mark works for the Mackinac State Historic Parks as a historical
Here's a great article/blog I recently read which really makes a
teacher re-think his/her role as a learner. Use this link:
You Child Be Prepared for Careers That Don't YET Exist?
By Susan Kruger
Article courtesy of
Download a free Homework Rx Toolkit featuring simple study
skills at http://studyskills.com/parents/
that will make a difference for your child immediately!
Simply visit http://www.StudySkills.com
and click on "Parents." Susan Kruger, M.Ed. is a
former struggling student and the author of SOAR Study Skills,
the best-selling study skills book on Amazon. Her program
is in hundreds of schools nationwide!
"We are currently preparing students for jobs that donít yet
Using technologies that havenít been invented,
In order to solve problems we donít even know are problems yet."
- Karl Fisch, Educator and author of "Did You Know"
When we grew up, the employment rate was fairly stable. Our
greatest concern was having to compete against a few "local"
job applicants to get a "good" job.
Our children, however, will face new challenges. For one, they will
no longer be competing with people in their hometowns for jobs; they
will be competing with people all over the globe! Secondly,
companies are down-sizing. For better or worse, technology is allowing
companies to do more with less.
In order to give our children a competitive advantage in this
Information Age and global economy, we must teach them how to learn
STRATEGICALLY: to organize themselves, process new information
efficiently, make critical decisions about that information and access
it at a later time.
These types of learning skills are called "soft skills."
They include learning, organization, and communication strategies. Most
schools do not teach these skills because the national and state
standards that drive their funding are focused almost entirely on
content. Very little focus falls on learning or processing skills.
One study done by the Stanford Research Institute and Carnegie Melon
Foundation found that 75 PERCENT OF LONG-TERM CAREER SUCCESS DEPENDS ON
SOFT SKILLS AND ONLY 25 PERCENT ON TECHNICAL KNOWLEDGE!
Another survey asked hundreds of employers in growing industries what
skills they needed from their employees now, and in the future. Of
the top 57 skills they listed, only FOUR were related to technology.
95% of the skills they need include things like: the ability to think
critically, know how to use various learning strategies and manage time
It seems unthinkable that our education system would ignore the top
95% of skills that students need for career success! But, that is
exactly what is happening. They have the heavy burden of making
sure students pass standardized tests. Ironically, they donít
have time to provide instruction that is relevant to your childís
In the world of education, "soft skills" are called
"study skills." Study skills let students use STRATEGIES
in school. Students use strategies for sports and video
games...why donít they know how to use strategies in school?
Study skills are the skills:
* Required to be an independent learner.
* That build confidence.
* That develop efficiency.
* That allow students to be proactive, make good decisions, and think
* That improve performance to prepare students for high-stakes tests and
the globally competitive job market of the future.
DO STUDY SKILLS MAKE A DIFFERENCE?
Ohio State University published a study in 2009 confirming the
dramatic impact study skills can have on school performance. The
study found that students who took a study skills class earned a higher
grade-point average. More significantly, they found that study
skills had a major impact on graduation rates!
* 45% = the increased likelihood that students who had
"struggled" in high school would graduate from college.
* 600% = the increased likelihood that students who had
"average" grades in high school would graduate from college!
If study skills are this powerful for college students, imagine the
impact they could have on upper elementary, middle, and high school
students? Imagine the confidence students would have much earlier
Study skills give students a competitive advantage for the future,
help them earn better grades (in less time), and develop confidence! The
only way to ensure your child has every advantage to compete in our
global economy is to provide access to these life-long skills.
Social anxiety is an experience of fear, apprehension or worry
regarding social situations and being evaluated by others. People vary
in how often they experience anxiety in this way or in which kinds of
situations. Anxiety about public speaking, performance, or interviews is
Many professionals and sufferers continue to criticize a perceived
under diagnosis and under treatment of Social Anxiety Disorder and
associated disability, and that not enough is being done to overcome the
barriers faced by this group.
By contrast, others are critical that the diagnostic boundaries have
been stretched too far and that clinical and media work is promoting the
idea that any problems with shyness or social worries are a pathological
medical condition requiring medical treatment. Some see this as being
driven by pharmaceutical companies, either by direct advertising to the
public or their financial influence on psychiatry. This view can be
associated with, but is not exclusive to, anti-psychiatry.
Some argue that problems with social anxiety in individuals can be
seen as indicating problems with society - for example a competitive
culture, power imbalances, lack of care or social education in families
and communities - and are critical of focusing disorder and treatment
only on individuals.
History of Social Anxiety
Literary descriptions of shyness can be traced back to the days of
Hippocrates around 400 B.C. Charles Darwin wrote about the physiology
and social context of blushing and shyness. The first mention of a
psychiatric term, social phobia ("phobie des situations sociales"),
was made in the early 1900s. Psychologists used the term "social
neurosis" to describe extremely shy patients in the 1930s. After
extensive work by Joseph Wolpe on systematic desensitization, research
in phobias and their treatment grew. The idea that social phobia was a
separate entity from other phobias came from the British psychiatrist,
Isaac Marks in the 1960s. This was accepted by the American Psychiatric
Association and was first officially included in the third edition of
the Diagnostic and Statistical Manual of Mental Disorders. The
definition of the phobia was revised in 1989 to allow comorbidity with
avoidant personality disorder, and introduced generalized social phobia.
Social phobia had been largely ignored prior to 1985. After a call to
action by psychiatrist Michael Liebowitz and clinical psychologist
Richard Heimberg, there was in increase in research and attention on the
disorder. The DSM-IV gave social phobia the alternative name Social
Anxiety Disorder. Research in to the psychology and sociology of
everyday social anxiety continued. Cognitive Behavioral models and
therapies were developed for social anxiety disorder. In the 1990s,
paroxetine became the first prescription drug in the US approved to
treat social anxiety disorder, with others following.
When prevalence estimates were based on the examination of
psychiatric clinic samples, social anxiety disorder was thought to be a
relatively rare disorder. The opposite was instead true; social anxiety
was common but many were afraid to seek psychiatric help, leading to an
understatement of the problem. Prevalence rates vary widely because of
its vague diagnostic criteria and its overlapping symptoms with other
disorders. There has been some debate on how the studies are conducted
and whether the illness truly impairs the respondents as laid out in the
official criteria. Psychologist Dr. Ray Crozier argues, "it is
difficult to ascertain whether the person being interviewed adheres to
the DSM-III-R criteria or whether they are merely exhibiting poor social
skills or shyness."
The National Comorbidity Survey of over 8,000 American correspondents
in 1994 revealed a 12-month and lifetime prevalence rates of 7.9% and
13.3% making it the third most prevalent psychiatric disorder after
depression and alcohol dependence and the most apparent of the anxiety
disorders. According to U.S. epidemiological data from the National
Institute of Mental Health, social phobia affects 5.3 million adult
Americans in any given year. Recent studies suggest the lifetime
prevalence number may be as high as 15 million people or 6.8% of the
American population. Cross-cultural studies have reached prevalence
rates with the conservative rates at 5% of the population. However,
other estimates vary within 2% and 7% of the U.S. adult population.
Onset of social phobia typically occurs between 11 and 19 years of
age. Onset after age 25 is rare. Social anxiety disorder occurs in
females twice as often as males, although men are more likely to seek
help. The prevalence of social phobia appears to be increasing among
white, married, and well-educated individuals. As a group, those with
generalized social phobia are less likely to graduate from high school
and are more likely to rely on government financial assistance or have
poverty-level salaries. Surveys carried out in 2002 show the youth of
England, Scotland, and Wales have a prevalence rate of .4%, 1.8%, and
.6%, respectively. The prevalence of self-reported social anxiety for
Nova Scotians older than 14 years was 4.2% in June 2004 with women
(4.6%) reporting more than men (3.8%). In Australia, social phobia is
the 8th and 5th leading disease or illness for males and females between
15-24 years of age as of 2003.
Look for more in part 5 next issue!
Novels by Frank Holes, Jr.
The legends of the Michigan Dogman come alive in six haunting
tales by folklore author, Frank Holes, Jr.
Based upon both mythology and alleged real stories of the
beast, this collection is sure to fire the imagination!
Spanning the decades and the geography of the
, Frank weaves:
A mysterious police report of an unsolvable death in
terrifying encounter in the U.P.ís remote
begun as one manís therapy, becomes a chronicle of sightings
governmental agent investigates the grisly aftermath of Sigma
family meets more than they expected on the trail north
campfire tale of ancient betrayal handed down through the Omeena
to Dogman Country!
Here For The
Tales From Dogman Country Website
of the Dogman Website
of Sigma Website
Nagual: Dawn of the
The Longquist Adventures, written for
elementary students, is excellent for teaching mythology and
classic stories to young children.
We now have special offers on Classroom Sets of our Novel.
Click here for more information:
A CLASS SET
A Place for Teachers New To The Craft
Emergency Lesson Plans:
those situations in life where an emergency has come up, and you
don't have the time (or sometimes the ability) to get a good
lesson plan in to school for your students. Maybe you have a
family emergency or a disrupted travel plan and you just cannot
get into school to leave detailed lessons. That is why it is
essential for you to have an emergency lesson plan available and
The emergency lesson plan should
be able to be used at ANY point in the year. It doesn't have to fit in
with what you're currently doing (nor should it - it is to be used when
you cannot leave normal sub plans). The lesson should be related to your
normal curriculum, but it could be a supplement or a enrichment
Get a folder (or a three-ring binder), and label it appropriately on the
outside cover. There are even folders you can purchase (some schools
even make these available to teachers) labeled 'sub folder' or
'emergency plans'. Also make sure you have an appropriate spot for your
emergency folder on or in your desk area. Some schools will ask you to
keep an emergency plan in the office. In either case, make sure it is
easily accessible by a substitute teacher.
Think about keeping class activities to 10 to 15 minute increments. This
way the sub will have better control of your kids. Students have
difficulties adjusting to changes in their routines, and you don't want
to have to return to discipline referrals.
Keep the information organized and easily accessible for a sub.
Remember, the sub won't know where you normally keep things, and they
can't read your mind. Spell out exactly what you want done, where it can
be found, and what you want done with it when they're finished.
Make sure you have made enough copies of any worksheets so the sub
doesn't have to. And be sure to leave answer keys. Many subs will
actually even grade your assignments for you if you ask them in your
Get this done early in the year, and you can save yourself many
headaches later, not to mention worries about what will happen in your
room if you are unable to be there.
EMERGENCY LESSON PLAN IDEAS:
Language Arts: Include short writing activities involving students
opinions. Thus they don't have to have 'background' information, and
they can write from their own experiences. Parts of speech review can
include mad-libs or easy, fun worksheets.
Math: Leave a calculator activity. These could even be puzzles or
partner games. Or give review problems.
Science: Copy a science article and have students read carefully and
answer questions. Make speculations and use the scientific method. Or
have students create the plans for a lab activity.
Reading: Leave students a copy of a short story or article, and
questions to answer. You could even set up a 'test-taking' exercise, and
discuss appropriate answers and strategies.
Social Studies: Map activities are great for emergency plans. You can
even set up a one-day unit on any area/region of the world, including
your own town or city.
Everyone gets those situations in life where an emergency has come up,
and you don't have the time (or sometimes the ability) to get a good
lesson plan in to school for your students. Maybe you have a family
emergency or a disrupted travel plan and you just cannot get into school
to leave detailed lessons. That is why it is essential for you to have
an emergency lesson plan available and handy.
Use this link to access this writing assignment on our
website for your own classroom use:
Interested in FREE writing activities you can print out and use
immediately in your classroom? Simply click the following link to our
writing page: http://www.starteaching.com/writing.htm
Be sure to check out our website for the FREE teacher Who-I-Want-To- Be
plan and other great Freebies for new teachers. Simply click the
following link: http://www.starteaching.com/free.htm
Be sure to check out our website for more great
information, tips, and techniques for new teachers,
student-teachers, and interns in teacher prep programs. Also be
sure to check out our Who-I-Want-To-Be teacher plan for
preparing yourself to enter the educational profession. Simply
click the following link: http://www.starteaching.com/free.htm
Want to check
out the articles in our Student-Teaching series? Check out our
special Student-Teaching page through the following link: http://www.starteaching.com/studentteachers.htm
Click below to check out the NEW Amazon.com Kindle
Your favorite books, magazines, and newspapers on Kindle,
instantly downloadable with 3G wireless.
Kindle weighs only 10 ounces and is 1/3 of an inch
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Order your very own Kindle by clicking the link below:
Are There Other Teachers in Your
School or District Who Would Love to Receive Our Newsletter?
Be sure to
pass along our website and newsletter!
What we sow, we also
One day a teacher asked
her students to list the names of the other students in the
room on two sheets of paper, leaving a space between each
Then she told them to think of the nicest thing they could say
about each of their classmates and write it down. It took the
remainder of the class period to finish their assignment, and
as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student
on a separate sheet of paper, and listed what everyone else
had said about that individual.
On Monday she gave each student his or her list. Before long,
the entire class was smiling. "Really?" she heard
whispered. "I never knew that I meant anything to
anyone!" and, "I didn't know others liked me so
much." were most of the comments.
No one ever mentioned those papers in class again. She never
knew if they discussed them after class or with their parents,
but it didn't matter. The exercise had accomplished its
purpose.The students were happy with themselves and one
That group of students moved on. Several years later, one of
the students was killed in Vietnam and his teacher attended
the funeral of that special student.
She had never seen a serviceman in a military coffin before.
He looked so handsome, so mature. The church was packed! with
his friends. One by one those who loved him took a last walk
by the coffin. The teacher was the last one to bless the
As she stood there, one of the soldiers who acted as
pallbearer came up to her.
Were you Mark's math teacher?" he asked. She nodded:
Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went
together to a luncheon. Mark's mother and father were there,
obviously waiting to speak with his teacher.
"We want to show you something," his father said,
taking a wallet out of his pocket. "They found this on
Mark when he was killed. We thought you might recognize
Opening the billfold, he carefully removed two worn pieces of
notebook paper that had obviously been taped, folded and
refolded many times. The teacher knew without looking that the
papers were the ones on which she had listed all the good
things each of Mark's classmates had said about him.
"Thank you so much for doing that," Mark's mother
said. "As you can see, Mark treasured it."
All of Mark's former classmates started to gather around.
Charlie smiled rather sheepishly and said, "I still have
my list It's in the top drawer of my desk at home."
Chuck's wife said, "Chuck asked me to put his in our
I have mine too," Marilyn said. "It's in my
Then Vicki, another classmate, reached into her pocketbook,
took out her wallet and showed her worn and frazzled list to
the group. "I carry this with me at all times, "
Vicki said and without batting an eyelash, she continued:
"I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried
for Mark and for all his friends who would never see him
The density of people in society is so thick that we forget
that life will end one day. And we don't know when that one
day will be.
Remember, you reap what you sow, what you put into the lives
of others comes back into your own.
What's New @
Welcome to our first January issue.
We are at the beginning of our eighth year! This month, our web partner Tony Vincent shares
great apps created by real math teachers, while tech writer Mark Benn
shares a great article on the new role of teacher as learner, and our Featured Writer Chris Sura
has some thoughts on New Year's resolutions.
Our Website of the Month features Young
Writers Online, and we have an excellent math book for our Book of the
Month. There are also great articles for new teachers and student
Look for more real math problems from Mary Ann
Graziani, science activities from Helen De la Maza, and the Article of the Week
from Frank Holes, Jr. Be sure to join up on our FACEBOOK page for StarTeaching for more reader
interaction as well as constant, updated streams of educational
Of course, you should also check our website for a
number of updates and re-designed pages. We're starting to collect
quite a few articles from educational experts all over the world.
See these archives on our website: www.starteaching.com
See more of our Freebies as well as Special
Reports on our website by clicking the quick link below:
Make sure to BOOKMARK our website so you can
keep up with more changes and additions through the year. And feel
free to share our site by EMAILING it to a friend.
Email us at firstname.lastname@example.org