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Welcome back to our
StarTeaching newsletter,
Features for Teachers, packed full of tips, techniques,
and ideas for educators of all students in all levels.
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In This
Week's Issue (Click the Quick Links below):
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Remember
to bookmark this page and to visit our website for more great
articles, tips, and techniques!
http://www.starteaching.com Also,
feel free to email this newsletter to a friend or colleague!
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FEATURE
WRITER OPENINGS:
Would you be interested in
becoming a Featured Writer for the StarTeaching website?
Our Newsletter
is now posting a opening for a Social Studies / History Writer
interested in a monthly column focusing on Historical Events and
Education.
Email your resume and letter of
interest to: editor@starteaching.com |
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Get pens, pencils and other teaching materials customized
with any message you want for low prices! |
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How Have You Contributed
to Your Students Ability to Retain Material
By:
Candace Davies
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In your role as a teacher, you are focused not only on delivering
important information to your students, but also on demonstrating why
that information is meaningful and how they will use it. Mastery and
comprehension are, of course, critical to learning, since lessons
build upon one another. How do you help your students understand and
retain their lessons?
It is has been suggested in studies that students may only retain
between 20%-40% of major points in a lesson. However, there are
definitely positive things that teachers can introduce in their
lessons that will help students to retain more material. One important
point to keep in mind, although it may be difficult to put into
effect, is to try to avoid introducing too many new concepts and
information all at once. Although there are strict deadlines that
teachers have to stick to concerning curriculum, it can be
overwhelming for students to be subjected to too much information.
By presenting less new information in a lesson, you will have the
opportunity to provide students with more time, more examples, more
repetition, and more reflection on the topics you cover. When you do
introduce a new topic, a great method is to relate an anecdote or
discuss a relevant current event to illustrate key concepts. Students
are very receptive to this technique, and you will typically have no
trouble holding their interest when you segue into the lesson, thus
increasing the likelihood that they will remember and retain the
material.
Don't simply lecture to your students; engage them in an
interactive learning session. Having students experience the lesson
concepts in hands-on activities will help them to retain the material.
Find out what they think about the subject, and let them lead the
discussion. By relating the material to concepts that students can
relate to, they will be better able to understand the material being
presented. Have students brainstorm their own examples of the concept,
and help them develop analytical skills to break down the material
into “bite-sized” pieces they can master one piece at a time.
For younger grade levels, songs and music can be used to improve
retention through fun and interactive repetition. For the higher grade
levels, group problem-solving activities are effective in engaging
students in the material. Group collaboration also teaches them skills
for working together as a team.
Your prospective employer will be very interested in learning about
the tools and techniques you use to help your students comprehend and
retain the material you are teaching them. If you use some
particularly unique visual aids, hands-on activities, or other tools,
create a portfolio you can share during the interview. Even better,
have a colleague videotape you leading your class in a lesson, then
create a DVD presentation you can leave behind at the conclusion of
the interview. It will leave a lasting impression!
Candace Davies, President of A+
Resumes for Teachers, is a Certified Resume Writer, Interview Coach
Strategist, and Author. She is dedicated to assisting teachers,
administrators and other education professionals advance their careers
easily, quickly and with less stress. She is also the author of 9
popular educational job search eBooks.
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Teaching Readers Get a Special Discount on a set of
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Feature
Writer
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Using Photography To Inspire
Writing
By Hank Kellner
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Hank
Kellner is a retired teacher of English who
has served as a department chair at the high school level and an
adjunct associate professor of English at the community college
level.
He is the former publisher of Moneygram,
a marketing newsletter for photographer. He is also the
creator of many photographs and articles that have appeared in
publications nationwide, the author of extensive reading
comprehension materials for a publisher of educational
materials, and a former contributor to Darkroom Photography
magazine. His self-syndicated series, Twelve Unknown
Heroes of the American Revolution appeared in more than
fifty newspapers and magazines nationwide.
Kellner's most recent publication, Write What
You See: 99 Photos To Inspire Writing, is marked by Prufrock
Press. His blog appears regularly at hank-englisheducation.blogspot.com.
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| The purpose of Hank's most
recent work, Reflections, is to inspire student
writing through the use of poetry and photography.
Most of the poems and photos have been submitted by students,
teachers, and others nationwide, though some are directly from
Hank. Although Reflections has not yet been
published, all of its contents are copyrighted. Teachers
are free, however, to download selected contents for use in
their classrooms.
Each selection will include a poem, a photograph, a direct
quotation, and four trigger words.
We at StarTeaching kindly thank Hank for his permission to
use the materials. |
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Copyright
2009 Hank Kellner
These poem/photo combinations are from
Hank Kellner's upcoming publication, Reflections: A Collection of Poetry, Photos, and
More.
__________________________________________________________________________
Hank
Kellner is the author of
Write What You See: 99 Photos To Inspire Writing. Published by Cottonwood Press ( I-800-864-4297)
and distributed by Independent
Publishers Group, Write What You See includes a supplementary CD with photos. 8 ˝ x11,
120 pages, perfect binding, ISBN 978-1-877-673-83-2, LCCN
2008938630. $24.95. Available at bookstores, from the publisher,
and on the Internet at www.amazon.com and
other websites.
Ask
your school or local librarian to order it.Visit the author’s
blog at http://hank-englisheducation.com.
The author will contribute a portion of the royalties earned
from the sale of this book to The Wounded Warriors Project.
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individual in terms of Memory & Concentration. Needless to
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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: |
1. |
Picture
recognition |
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Paired Associate
Learning |
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Immediate Recall |
| 4. |
Serial processing |
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Parallel
processing |
| 6. |
Recognition and
Recall |
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of these modules runs at three different levels, from easy to
difficult.
At each level, the individual's performance is depicted as
Scores Obtained.
A feedback has been built into the software for all these 18
levels depending on the marks one scores during the
test.
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
concentration.
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
their capability. |
This
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. |
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Guest
Writer |
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TEACHING AND COACHING:
What I didn’t know and what I couldn’t know!
By Dr. Mike Kanitz, coach and educator
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Dr. Mike (Coach)
Kanitz has been involved in athletics and education for
58 years at the high school, collegiate, and
semi-professional (coaching) levels. He was recently
honored with his induction into the Michigan Amateur
Football Hall of Fame. He believes strongly in the
interconnection of schooling and athletics.
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Coaching and teaching are the same thing in reality.
To distinguish them as separate entities would be a mistake. After
thirty some years in the classroom, I can honestly say that starting out
as a young teacher/coach was very difficult. What I didn’t know and
couldn’t know was that my Quarterback would some day be my realtor, my
Guard would be my dentist, and one of my Centers would be a car
dealer/owner I would buy two cars from. A star Defensive Back would make
the FBI’s Ten Most Wanted List and a Defensive End would become the
warden of the Watergate prison.
I say ‘my’ because of the energy invested in each
and all of these youngsters as students and athletes. The oilman who
visits two weeks per year at his million-dollar condo near my apartment
was my manager. I never should have yelled at him that much! When my
children were small and the school secretary would say to me, “You
just wait until your children are in high school.”
I couldn’t have known! Her kids were in high school and I couldn’t
have known the burden of parenting teenagers! While I was heavy into
discipline, I didn’t know discipline was a form of love or respect. As
a young teacher I didn’t know that you never take anything youngsters
do personally. I incorrectly thought they were stabbing me in the back
when they broke “my’ rules. I wasn’t the smartest coach/teacher,
but I really was dumb!
Teaching would have been even more rewarding for me if I had understood
that delaying gratification in seeing the fruits of one’s labor was
part of the career choice. There is no immediate feedback for the
tremendous energy put forth by a teacher. A coach gets a winning season
some of the time and a teacher gets a peaceful semester some of the
time. But, most of the time, the rewards come a long time after the work
is applied. I didn’t understand that dynamic and that led to the
pressure and frustration of trying to get it right!
I always thought batting 300 was something special. How did I not know
striking out was 700 percent of the time? How did I not know the space
rocket was off course 90 percent of the time on its way to the moon? Why
did I think it took off and went straight to the moon, orbiting on its
way?
How come I wasn’t told that success in future life
has only one statistically significant correlation. And that is
involvement in co-curricular or extra curricular activities. I assumed
future success was related to academics and grades!
Did they try to tell us that teaching wouldn’t be all roses in those
teacher-education classes? Was I not listening?
Late in my career I finally figured it out. Teaching was a journey, not
a destination! When a person gives the self-permission to enjoy the
journey, everything seems to change. The individual stops sweating the
small stuff, because everything is the small stuff! Teaching is a gift
you keep giving back, not something you keep for yourself. When I
learned that secret, teaching became a real joy.
I wish I wasn’t a slow-learner!
| Grand Valley offers a Masters in Educational Leadership in Boyne City and Cadillac. If you would like to find out more about our program feel free to contact
Jerry Judge at: jjudge2935@charter.net
or call me at 231-258-2935.
Many of the topics we will present will be for teachers seeking and administration position and for recently appointed administration. I will also receive comments from those who have just completed their first year as administrators. Since the program in Northern began eleven years ago we have placed over 60 GVSU graduates in administration positions. |
Student
Teachers' Lounge:
For The Things They Don't Teach You In College |
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Modeling
Student Behavior
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Whether
you as a teacher realize it or not, you are the best model of
behavior in your classroom. A large part of your proactive
behavior plans should include your own behavior you demonstrate
to the students every day.
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You must set expectations for your students,
demonstrate the behaviors, and be vigilant to correct the kids. Don't
waver on your expectations; inconsistencies will only confuse the
students and cause you more problems.
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If you stay calm,
collected, and in control, your students will exhibit the same
behaviors. The same is true about enthusiasm; if you are
excited about your lesson and truly believe in its importance,
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"Don't
waver on your expectations; inconsistencies will only confuse
the students and cause you more problems." |
the kids will respond in kind. Conversely, the kids will know when
you are tired, bored, don't want to be there, or are 'winging it.'
If you are late to class, or don't start on time, the kids will pick
up on it and be more likely to do the same. The same is true about the
way you dress, the way you act, the language you use, and your 'body
language'.
If you want your students working from 'coast to coast', or from bell
to bell, you need to set the expectation of activity all hour. Start
with a warm up, and ensure the kids are doing it. Keep them busy on
activities with transitions between each. Don't let there be any down
time. Work them to the end of the period, and have them pack up when you
say so, not whenever they want to.
If you want your students to quietly read in class, but you are
spending that time working on other things, it sends the message that
you don't value the activity personally. Modeling the skill for the kids
reinforces your belief that it is important. It show you as a lifelong
learner who values the skills you're teaching them.
| "Modeling
the skill for the kids reinforces your belief that it is
important. It show you as a lifelong learner who values the
skills you're teaching them." |
The same is true for
writing, or labs, or math problems. Students rarely have the
chance to see real people performing school work - for many, the
only examples (and role models) are their classmates. Work along
with your students. |
Now this doesn't mean you have to do this the entire time. You must
also supervise, coach, monitor, and actively support their learning. But
you can spend at least a few minutes 'at their level'.
Be a positive role model for your students. Don't just explain and
show the behavior; be the example day in and day out.
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
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TECH/21st
Century CORNER
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QR Codes: How Can
They Be Used?
By Mark Benn, Instructional
Technologist
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Mark
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
interpreter.
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Here's one of my recent blogs on the use of QR codes. Use this link:
http://mackinacfurtrader.blogspot.com
And here's the link to the QR Codes video (below):
|
Mark Benn earned his B.S. from Western
Michigan University and his Elementary Certification from
Northern Michigan University. He is a 21 year teaching
veteran of 5th and 6th grade students at Inland Lakes Middle
School in Indian River, MI. He is currently working on
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
Mackinac State Historic Parks in the as a historical
interpreter.
|
StarTeaching Featured Writer
|
Mark Benn is a leading expert in using technology
in the classroom.
You can feel free to contact him on email
at mbenn@inlandlakes.org
or at his blogsite: http://www.furtrader.blogspot.com/
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From our
Special Reports
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Active Learning:
A Key To Success
By Rozina Jumani
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Rozina
Jumani
is a Development consultant associated with a number of Non
governmenetal Organizations(NGO). Prior to this, she was with
Aga Khan Education Services Pakistan for 10 years as a
Professional Development Teacher and Counsellor. She has done
her Masters in Islamic Studies and English from University of
Karachi. She is a commonwealth scholar and completed her Masters
in Education Planning, Economic and International Development
from the institute of Education (IOE), University of London.
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In
the words of Christensen, Garvin & Sweet, “To
teach is to engage students in Learning.”
However the engagement of students is possible in various ways.
My
school teachers use a traditional way of teaching as they think the course
content can not be finished otherwise. On the other hand, there are quite
a few teachers who believe that using innovative approaches and presenting
concepts in the form of activities helps students to develop the taught concepts
gradually and also seeks confidence in participating and communicating their
ideas with their colleagues in a better way. Thus, they advocate that through
employing such methods, students' learning can be improved and teaching remains
stimulating work.
My
own association with the teaching profession is for more than a decade; I began
my journey as an average teacher who had basic teaching skills. Other than that,
I had nothing to offer until I received professional training and certificate
programs that enabled me to think about teaching and learning, and with this my
role expanded as ‘Teacher Educator”.
As Senge (1990) says, ‘Through
learning we recreate ourselves’. This
paradigm shift in my thinking and teaching brought many changes in me and I
embarked on a whole new arena where as a researcher I investigated how children
learn. Though I was sure that merely listening to the lectures and copying from
the board won’t bring any learning and excitement among students, I started
employing innovative activities, and that engagement brought a significant
change in my students
.
In
the words of ‘Felder & Brent (1999); Hannula (2003); McConnell, Steer
& Owens (2003) “Active learning
incorporates strategies that require students to participate directly in their
learning- to apply newly acquired knowledge to solve problems, to question and
test theories, brainstorm, solve problems, hypothesize, summarize, or to
critically think and interact with colleagues”.
As
the term ‘Activity based learning’ encompasses a wide range of
aspects - thus it is considered a relative term where every reader infers the
meaning as per his/her own experience. In order to avoid the ambiguity, the
understanding of the term is required to be shared.
The
term ‘activity based learning and teaching’ means students and teachers both
are considered ‘Learner’ and all play an equal role in constructing a new
idea/concept about things. Hence both are active and mutually support each other
in the process of learning. The motivation of initiatives brings confidence
among learners and they construct their own meaning about the concept/idea.
According
to Roth (1990)
“Learning
is enhanced when it is built on student’s prior knowledge and experiences
allowing learners to link what they already know to new information to be
learned”
Activity
based learning can be viewed as following:
1.
Active Learning is
defined as any strategy "that
involves students in doing things and thinking about the things they are
doing".
2.
“Constructivism”
it usually means encouraging students to use active techniques (experiments,
real-world problem solving) to create more knowledge and then to reflect on and
talk about what they are doing and how their understanding is changing
-
“Hands-on and learning
by experience are powerful ideas, and we know that engaging students
actively and thoughtfully in their studies pays off in better learning”.
(Rutherford,
1993, p. 5).
Thus
it is more important to enable students to think for themselves then to merely
fill their heads with the right answer
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Social
Anxiety
(part 5)
Courtesy of
K12Academics.com
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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
common.
Symptoms
Cognitive Aspects
In cognitive models of social anxiety, social phobic's experience dread over how
they will be presented to others. They may be overly self-conscious, pay high
self-attention after the activity, or have high performance standards for
themselves. According to the social psychology theory of self-presentation, a
sufferer attempts to create a well-mannered impression on others but believes he
or she is unable to do so. Many times, prior to the potentially
anxiety-provoking social situation, sufferers may deliberate over what could go
wrong and how to deal with each unexpected case. After the event, they may have
the perception they performed unsatisfactorily. Consequently, they will review
anything that may have possibly been abnormal or embarrassing. These thoughts do
not just terminate soon after the encounter, but may extend for weeks or longer.
Those with social phobia tend to interpret neutral or ambiguous conversations
with a negative outlook and although still inconclusive, some studies suggest
that socially anxious individuals remember more negative memories than those
less distressed. An example of an instance may be that of an employee presenting
to his co-workers. During the presentation, the person may stutter a word upon
which he or she may worry that other people significantly noticed and think that
he or she is a terrible presenter. This cognitive thought propels further
anxiety which may lead to further stuttering, sweating and a possible panic
attack.
Behavioral Aspects
Social Anxiety Disorder is a persistent fear of one or more situations in which
the person is exposed to possible scrutiny by others and fears that he or she
may do something or act in a way that will be humiliating or embarrassing. It
exceeds normal "shyness" as it leads to excessive social avoidance and
substantial social or occupational impairment. Feared activities may include
most any type of social interaction, especially small groups, dating, parties,
talking to strangers, restaurants, etc. Physical symptoms include "mind
going blank", fast heartbeat, blushing, stomach ache. Cognitive distortions
are a hallmark, and learned about in CBT. Thoughts are often self-defeating and
inaccurate. According to renowned psychologist B.F. Skinner, phobias are
controlled by escape and avoidance behaviors. For instance, a student may leave
the room when talking in front of the class (escape) and refrain from doing
verbal presentations because of the previously encountered anxiety attack
(avoid). Minor avoidance behaviors are exposed when a person avoids eye contact
and crosses arms to avoid recognizable shaking. A fight-or-flight response is
then triggered in such events. Preventing these automatic responses is at the
core of treatment for social phobia.
Physiological Aspects
Physiological effects, similar to those in other anxiety disorders, are present
in social phobic's Faced with an uncomfortable situation, children with social
anxiety may display tantrums, crying, clinging to parents, and shutting
themselves out. Adults may weep, as well as experience excessive sweating,
nausea, shaking, and palpitations as a result of the fight-or-flight response.
Blushing is commonly exhibited by individuals suffering from social phobia.
These visible symptoms further reinforce the anxiety in the presence of others.
A 2006 study found that the area of the brain called the amygdala, part of the
limbic system, is hyperactive when patients are shown threatening faces or
confronted with frightening situations. They found that patients with more
severe social phobia showed a correlation with the increased response in the
amygdala.
Look for more in Part 6, next issue!
|
MythMichigan
Books
Novels by Frank Holes, Jr. |
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Dogman’s
Back!
A masterful blend of
science fiction, fantasy, and folklore, the DOGMAN
EPOCH: SHADOW and FLAME
is an epic tale in its own era, stretching from the present day
to far beyond
the history of humanity.
SHADOW…
Tying
the Dogman legend to the 2012 Mayan doomsday prophesy, a secret
governmental agency races to solve
the ancient puzzle and save the world
from destruction, all the while
dodging a hidden enemy…
FLAME…
10,000
years in the past, the Nagual and their sorcerer chieftain begin
their conquest of the native civilizations. Can the great
Guardians stand against the evil onslaught, or will the looming
end of the Third Age of the Sun prove the downfall of humanity?
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The Longquist Adventures, written for
elementary students, is excellent for teaching mythology and
classic stories to young children.
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Designing
And Running A Medieval Fair
(part 1)
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Running large events, such as a medieval
fair, at school is often too much for most teachers to attempt.
However, with careful planning, and some well directed help, you
can orchestrate a successful, educational, and memorable
experience for your students.
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The key to any event is your personnel. As a leader, choosing your
team is the single most important piece of the puzzle. If you are
already working on a teaching team, you have a great start. But you will
undoubtedly need to enlist the help of others to pull off the event.
The medieval fair concept (at our seventh grade level) was born several
years ago. In an effort to make better connections between our classes,
we as a teaching team decided we should have projects involving two (or
more) subject areas. As we became better at working together and team
teaching, our projects became more and more involved and elaborate.
Papers became stories, which became presentations, which then grew into
multi-class hands-on experiences.
We used our school social studies curriculum as a starting point for
projects. The first marking period of the year we connected to Africa.
The second marking period was spent studying Asia. And our third marking
period was spent in historical Europe.
The medieval European time period lent itself to creative ideas in all
classes. We tried to make English-class connections with fairy tales and
legends from various European cultures. Science and math classes studied
explorers, inventors, and inventions. We also had the students write
children's storybooks describing a drop of water traveling through the
water cycle (it of course was set in the middle ages and included
medieval details.)
After a few years of perfecting our projects, we started thinking of
creating culminating activities to wrap up the unit for our students.
During the study of Africa, we create travel brochures and have small
groups of students try to promote and 'sell' an African region as a
great place to visit, work, or live. The Asia unit culminates with the
presentation of a student-created magazine which includes articles on
Asian stories, countries, and natural disasters (we even recently did
this project during our Europe study, except our magazines were written
on parchment or in monk manuscript form).
The idea for a Medieval Fair was first brought up by our (now retired)
art teacher. She had been contributing art projects to all of our
units through the years. She had our students creating Adrinka cloths,
and masks for the Africa unit. And our students wrote calligraphy-styled
Japanese letters for haiku poems, Mandala paintings, and paint stamps
(the fish stamp was quite interesting) during our study of Asia.
You'll want to develop your activity event around your interests and
your particular curriculum. If you and your students are excited about
the topic and really interested in it, you'll make it fun and fantastic!
The biggest key is to have fun!
Start small. Our first Medieval Fair was a fun time, but lacked enough
activities to keep the students occupied. We as teachers had to run the
various activities, as well as monitor the older students who were
helping to run booths. It made for a fun, yet hectic afternoon. Looking
back, there was far too much 'administration and orchestration' for us
to do BESIDES the running of events. We needed more planning and prep
time, and more help.
Reflection was important. We met as a team right after the event and
discussed what went well and what needed to be improved. Items we needed
to fix are shown in the list below. We also set up meetings through the
year to start working on our list. Planning ahead of time proved to be
the best adjustment we could have made.
* more hands-on activities for the kids
* free up the teachers to facilitate
* sponge activities for extra time
* match boy-only activities with girl-only activities at the same
station
* more and better prep time on decorations
* set up the gym & activity areas at least a day early
* coordinate a 'true' medieval lunch menu that our school cooks could
prepare
* bring in outside expertise
* better preparation of knowledge base
However, we were gung-ho about the event, and we enjoyed it so much that
we decided to start our planning much earlier. We also knew we needed
some outside help. We wanted (and needed) to be free to move about the
event, providing help and assistance, and monitoring the students. And
we couldn't do that if we were tied down with running our own activities
or groups.
We also experienced a tremendous influx of students (and teachers) from
many other grade levels who wanted to see what we were doing.
This, however, had to change, as we spent too much time chasing off
other students.
Look for more in the next segment!
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
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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
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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!
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"You
Might Be A Teacher If ..."
Themes
on Life
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A
little bit of fun as we begin the new year.
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You might be a
teacher if...
- You want to slap the next person who
says, "Must be nice to have all your holidays and summers free."
- You can tell it's a full moon
without ever looking outside.
- You believe "shallow gene
pool" should have its own box on the report card.
- When out in public, you feel the
urge to talk to strange children and correct their behavior.
- When you mention
"vegetables" and you're not talking about a food group.
- You think people should be required
to get a government permit before being allowed to reproduce.
- You wonder how some parents ever
managed to reproduce.
- You can't have children of your own
because there is NO name you could give a child that wouldn't bring on high
blood pressure the moment you heard it.
- Meeting a child's parents INSTANTLY
answers the question, "Why is this kid like this?"
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What's New @ StarTeaching?
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Hello readers! Welcome to your
second January issue of Features For Teachers, the last for 2012. This
month, we have a great set of articles including another selection from Hank Kellner
from his upcoming
book, Reflections. Mark Benn shares an interesting article on
QR Codes and guest writers Rozina Jumani and Dr. Mike Kanitz share
insights into education and students. You'll also find
excellent articles for our new teachers and student teachers.
As
always, we have free activities (from Mary Ann Graziani and Frank Holes
Jr.) and many articles with practical ideas
and techniques to be applied directly into your classroom.
And be sure to check out our article archives on our website:
www.starteaching.com
And be sure to check out our FACEBOOK page for StarTeaching for more reader
interaction and constant, updated streams of educational
information.
Thanks again for your continued support! ~Frank Holes, Jr. |
See more of our Freebies as well as Special
Reports on our website by clicking the quick link below:
http://www.starteaching.com/free.htm
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.
http://www.starteaching.com
Email us at editor@starteaching.com
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