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FEATURES  FOR   TEACHERS
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Ideas and Features For New Teachers
and Veterans with Class

Volume 8, Issue 13
July 2012
StarTeaching Store Advertise with us Previous Articles Submit an Article FREE Reports Feature Writers Tech Center New Teacher's Niche
   

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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):

What's New @ StarTeaching   Tech Corner: The Literacy Shed: A Wonderful New Resource   Preparing for your Student Teaching Experience (part 2)
NEW! Tony Vincent's Blog: Mobilize for Productivity The Effectiveness of Drama in the English Classroom (part 1) Themes on Life: 
"Today's Agenda"
NEW! Science Activities for Any Setting   10 Days of Writing Prompts   10 Days of Math Problems
School Features:
Instructional Methods for Teaching Reading (part 3)
New Teacher's Niche:
Context Sentences Writing Activity
Student Teachers' Lounge: Give Me Five Sentence Writing Activity
Book of the Month Club:
Survival Kit for the Secondary School Art Teacher
  Website of the Month:
Plagiarism Checker
  Article of the Week: "Preparing for High School"

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!

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.

We are also looking for an administrator interested in sharing 21st century leadership skills and ideas in schools.  

Email your resume and letter of interest to:  editor@starteaching.com

 

Feature Writer

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Preparing for Your Student-Teaching Experience
(part 2)

a special report by Dr. Peter Manute
Educational Consultant

Your student teaching experience is a very important step in your teaching career.  In fact, your entire outlook on teaching and learning can be affected by your success during this period of your life.  This series of articles will help give you excellent 'insider information' on what they didn't teach you in your college classes.

Being an intern is an interesting position to be in. The university treats you as a student, making you jump through hoops completing projects and meeting deadlines sometimes seeming totally irrelevant to the internship.  The school district you are working in expects you to be a professional educator with all the secrets of innovation and new technologies fresh from the university 'think tank'.  Parents think of you as someone who really doesn't know what they are doing yet and don't understand why you are practicing on their kids.  They are always quick to point out their perceptions of student teachers when a problem arises about grades or behavior.  

Hopefully I will provide you with some practical information presented in a no-nonsense form.

First and foremost, make sure all of your personal chores and plans are in order before you begin your assignment.  Once you start it is vital to focus all of your energy and time into your placement.  Secure your housing well in advance and establish a routine of daily tasks.  Plan to arrive at school early and plan to stay late.  Student teaching is absolutely relentless; you will be exhausted after your first day.  The mental and physical strain is unbelievable .  Make sure all of your details are taken care of in advance;  you don't want anything to interfere with your teaching.  Do create some time for yourself or you will self-destruct.  You need to keep your mind clear in order to make effective teacher decisions.  Plan to have some time each day for your self - it may only be a few minutes, but it is very important.  You may think you don't need it, but all veteran teachers will tell you differently.  

Secondly, be a sponge.  You are new to the profession and regardless of how well your university has prepared you, nothing measures up to being on your own in a classroom.  When the door shuts  for the first time you will know what I am talking about.  Glean as much from your mentor and other teachers as possible, and by all means, don't come across a s an expert.   "Learn from your observations and reflections;  don't be afraid to make mistakes.  As you progress and you become more effective, take risks and try different methodologies and teaching strategies."

You have not paid your dues and therefore you are really not an expert at anything.  Learn from your observations and reflections;  don't be afraid to make mistakes.  As you progress and you become more effective, take risks and try different methodologies and teaching strategies.  By all means keep in close contact with your mentor and always remember - no surprises.  Ask questions before you do something;  your mentor knows the ropes and will offer excellent advice.  Make it your responsibility to learn the routines and specifics of the district and building you are working in.  Don't rely on someone to tell you; find out on your own, take the initiative.  You can learn many things from both effective and ineffective teachers.  Unless asked, keep your opinions to yourself, being new and having all the energy of youth will be a threat to some, so tread lightly.  

If there is any down time in your room, ask your mentor for tasks to accomplish.  Help out anywhere you can.  Ask to take on something difficult and work with your mentor to accomplish it.  Save as many artifacts as possible and use them in your professional portfolio.  Creative lesson plans and examples of student work are excellent things to have.  Ask for feedback and listen and process.  Create an open dialog with your mentor;  remember that is the person who will be called first when a district wants to know about you. Your mentor will be able to talk about strengths and weaknesses, so what do you want to them to say about you?  

Finally, enter the internship with the idea there will be a teaching opening that you will be qualified for in the very building you are student teaching.  Create positive relationships with staff, parents, and students.  You do that by demonstrating professional behavior.  When your internship is completed you want everyone to say - "We would really like to have you become part of our team!"  Prove to people that you are the type of teacher that would be a perfect fit for their district.

School districts are looking for candidates who are 'low maintenance' - teachers who can come into their buildings and have an immediate impact.  Confidence, solid work ethic, and exemplary professional dispositions are words you want people to use to describe you.  Your internship is an excellent place to begin!

 

 

 

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Mobilize for Productivity

By Tony Vincent
www.learninginhand.com

Learning in Hand is an educator's resource for using some of the coolest technologies with students.Tony Vincent

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 blog.

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.

 
Nowadays many of us carry mobile devices like an iPhone or iPad, keep a digital calendar, and work from multiple computers. Chances are you feel like a slave to email, having perhaps hundreds of messages in your inbox. You probably spend a lot of time online and might have trouble managing all of your files among your devices. Instead of blaming technology, let's use that technology to make you more productive!

We're becoming more mobile all the time, whether the information follows us in the cloud or we have a device that accesses that info. It's very helpful to learn how others are improving their personal productivity, so I've collected some of my best productivity tips and tools and put them in an infographic.

Click the image to download the PDF. You can click hyperlinks in the PDF where websites and apps are mentioned.

Got a productivity tip or tool to share? Tweet it and include the hashtag #4productivity

 

 

 

iPod Touch

Order your own iPod Touch Today with the links below:

NowAvailable! 

  

Mastering Basic Skills software:

$29.99

There 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: 1. Picture recognition
2. Paired Associate Learning
3. Immediate Recall
4. Serial processing
5. Parallel processing
6. Recognition and Recall
Each 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.

Click HERE to order your own copy today:

 

 

Student Teachers' Lounge: 
For The Things They Don't Teach You In College

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Give Me Five Sentence Writing Activity

 

This is a great writing activity that can be used in any class, any subject, or any grade level.

We've created another variation of the context sentences activity which we call 'Give-Me-Five'. It is similar in that you create a matrix of words, vocabulary, or terms from which your students will write unique, interesting, complete sentences. And students should be given the opportunity to share their unique sentence creations with the class.

The original context sentences activity had a matrix of nine total words, three across by three down. Students then created a sentence for each line across, down, and diagonal, writing a total of nine sentences. Give-Me-Five builds on this, but expands the matrix to five words across by five words down, twenty-five words in all.

Now the lines down, across, and diagonal will include five words that you have designated. That gives you and the students twelve different lines of word combinations to choose from. We like to have the students choose five (or more) such lines from this 5x5 matrix. The students then must fit all five words from their line into a sentence. The students are getting practice in spelling and using the words correctly, as well as writing complete sentences.

One of the great aspects of this activity is its durability. I like to create several matrices and type them out on an overhead sheet so I can use them over each hour and I can file them for year after year. We make up specific sets of words to match certain stories, lessons, or units, and we also use them with random words just to have fun.

Always give the students the opportunity to share their creations with the class. This reinforces the correct use of the vocab or terms, gives students practice reading and listening to properly written sentences, and creates an opportunity for students to present in front of their peers, a skill that always needs practice.  This also makes a great lesson to leave for a substitute teacher, or to put in your emergency plans. Make sure you have fully explained this activity and your students have practiced it a few times under your guidance before leaving it as an activity for your sub.

This activity (as well as the context sentences activity) is great for utilizing vocabulary in foreign language classes, as it forces students to spell and use words properly while writing sentences. It is also good for any class or subject that has specific vocabulary students need to familiarize themselves with. This works well for social studies and science classes, and it makes an easy writing assignment for music, art, p.e, and other elective-type classes where the teacher may be required to add writing activities, even if he or she isn't highly trained in writing.

This is especially good for English teachers if you're covering compound or complex sentence structures, as you can specify particular types of sentences to have students write. Simply set up your matrix so there are two or more nouns or verbs in a line. You might even add a conjunction to the line!

Now of course you might want to adjust this activity to meet the needs and level of your students. This could include changing the number of lines you require students to make sentences out of. You might have students choose fewer lines and create different unique sentences from the same five words. You might have students choose two or three lines and take all ten or fifteen words and create a story paragraph. There are many possibilities you can develop. If you create any really interesting variations, let us know and we'll feature you in an upcoming issue of our newsletter.

 

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 Teaching Corner

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The Literacy Shed: 
Wonderful New Resource

By Mark Benn, Instructional Technologist

Mark Benn is a Technology Integration Coach for VARtek Services, Inc. Having just completed almost 25 years as an educator for Inland Lakes Public Schools, and having received a Masters of Science in Educational Media Design and Technology from Full Sail University in 2010, he now works in a position that supports teachers of K-12 classrooms in the southwest Ohio region that are interested in integrating technology into their learning environments. VARtek Services mission is to be the best provider of managed technology solutions for enhanced learning in the KĖ12 marketplace. Our website is: www.vartek.com

Here's a great web resource I recently came across.  You'll love it:

http://mgleeson.edublogs.org/

 

 

 


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Check out our selection of past articles, including more about groups and stations, from previous issues at:

http://www.starteaching.com/newsletter.htm


 

 

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The Effectiveness of Drama
in the English Classroom
(part 1)

By Kate Marie Ryan

Article courtesy of EdArticle.com:   www.edarticle.com 

How effective is the strategy of drama in teaching extended written text within the English classroom?

This report is divided into three parts - What, Why and How;

'What' identifies the significance of this inquiry for English teachers, it also contains the definition of extended text and its link to the English in New Zealand curriculum.

'How' identifies the strategies English teachers currently employ when teaching extended text, it also describes the shift towards using and incorporating drama strategies

'Why' discusses the research to support the effectiveness of incorporating these drama strategies into the teaching of extended written text.

As we are about to embark on a teaching career we as English teachers need to be aware that our students will not always share the same enthusiasm and passion we have for reading.

It is no secret that many activities divert students from reading. Student's understanding of humanity comes from commerce-driven images of television and movies and teachers worry that students might read this information unquestioningly (Allen, 2001). With increasing competition for interest and time we as English teachers have a daunting task in encouraging our students to dedicate time to read any written text, let alone the curriculum specified 'extended written text'.

Not only are we competing against a range of diverse media texts and extra-curricular obligations, but also added to the mix is New Zealand's global rating as one of lowest levels of literacy. With these two factors in mind the task of tackling an extended written text in the classroom becomes increasingly challenging (Middleton 2004, Irwin 2002, Education Review Office, 2003).

It is worth noting here that I began my research focusing on motivating reluctant readers - in particular boys. Further into my readings it became apparent that boys are action driven, more so than girls. Jeffrey Wilhelm notes that there is a significant gender gap when it comes to reading and there is much statistical evidence that many boys do not read (McGlinn 2003).

Smith and Wilhelm have completed extensive research in this area and note that boys prefer active responses to reading in which they "physically act out responses, do or make something" (2002 pp.1-12).

Through observations and discussions with current teachers I noted that the set extended text is becoming more of a challenge to plan for and teach to students. The competition for time, opportunities for learning and ability to make connections are even more prevalent than ever.

With my background in drama, I decided to further explore how we as teachers can employ drama techniques within the English classroom to provide relevant contexts to reading an extended text and therefore assist unenthusiastic readers to engage with and enjoy them more.

What is extended written text?

The English in the New Zealand Curriculum does not give an exact definition of an extended written text but it does indicate that text(s) studied should be of sufficient depth and complexity to enable students to develop a full and detailed analysis. The text types can include novel, non-fiction, drama script or hyperfiction.

What links exist between extended written text and the curriculum?

The curriculum clearly states that reading and writing are of central significance in language growth.

Within the English in the New Zealand Curriculum students are expected to engage in a variety of close reading that allows them to explore language and think critically. From Years 9 to 13 students develop the ability to process information from these texts and express their ideas using transactional writing (EiNZC 1994).

From the first year of secondary school, students are introduced to the 'extended written text'. This is usually in the form of a fiction novel that has been selected on the basis of its language suitability, its intrinsic value such as themes and characters, its cultural context such as relevance to the student's experience or needs and its teachable value such as links to other texts or the range of activities needed to approach it with (Middleton, E 2004). Through close reading students are invited to explore the language used and to begin to think critically about the ideas introduced. At levels 1, 2 and 3, NCEA requires students to read, study and then show an understanding of an extended written text which is then externally assessed.

Research suggests that the average student does not read much outside of school (Allen 2001). Consequently it becomes hard to build lesson plans on the assumption that everyone in the class did the reading. As discussed earlier the significance of this inquiry is focused around the competition for interest, time and capabilities of our students. The curriculum expectation for student's 'perceptive understanding' and 'sustained insight' can only occur if English teachers focus on how to engage and ensure students make meaning from texts.

See more in our next issue!

Kate Marie Ryan is a Secondary School Teacher of English and Drama. Born in New Zealand, she has lived in Australia, America, Italy and the United Kingdom. She holds a degree in Communication Studies and after working several years in the UK within Theatre, Journalism and Public Relations industries, she returned to New Zealand to complete a Graduate Diploma in Teaching (Secondary). She currently teaches and resides in Sydney, Australia.

 

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Instructional Methods for Teaching Reading
(part 3)

Courtesy of K12Academics.com

A variety of different methods of teaching reading have been advocated in English-speaking countries. In the United States, the debate is often more political than objective. Parties often divide into two camps which refuse to accept each others terminology or frame of reference. Despite this both camps often incorporate aspects of the other's methods. Both camps accuse the other of causing failure to learn to read and write.

Phonics

Phonics refers to an instructional method for teaching children to read. The method teaches sounds to be associated with letters and combinations of letters. "Phonics" is distinct from the linguistics terms "phoneme" and "phonetics", which refer to sounds and the study of sounds respectively.

There are several different varieties of phonics.

    Embedded phonics is an instructional approach where letter sounds are taught opportunistically, as the need arises and in meaningful contexts, such as the reading of a storybook. Embedded phonics is often associated with a whole language approach to teaching reading.

Synthetic phonics and analytic phonics are different but popular methods of teaching phonics. Synthetic and analytic phonics approaches both generally involve explicit, carefully sequenced instruction that teach a large body of phonics patterns.

    Synthetic phonics emphasizes the one-to-one correspondences between phonemes and graphemes. In synthetic phonics programs students say the sounds for the graphemes they see and orally blend them together to produce a spoken word. In the context of phonics, the word blend takes on a different meaning from its use in linguistics.
    In analytic phonics, students often learn phonograms, the rime parts of words including the vowel and what follows it. Students are taught to generalize the phonogram to multiple words. The phonogram -ail can be used to read fail, trail, mail, wail, sail, and other words.

The Orton phonography, originally developed to teach brain-damaged adults to read, is a form of phonics instruction that blends synthetic and analytic components. Orton described 73 "phonograms", or letter combinations, and 23 rules for spelling and pronunciation which Orton claimed would allow the reader to correctly pronounce and spell all but 123 of the 13,000 most common English words.

Controversy about phonics

Advocates of phonics cite the large reading and spelling vocabulary that phonetic students can theoretically obtain. However, critics of phonetic methods talk of students that fail at each one of the method's many mandatory skills. Almost all students learn letter-sounds. Some students find it difficult to "blend" the letter sounds to produce sensible speech. Some students also fail to apply rules to select letter sounds. Also, critics charge that in phonetic programs, students can learn to pronounce a sentence without ever learning to understand it. The same holds true for "look say". However, studies show that if students are guided through phonics by a trained, certified teacher (as opposed to a parent, para-pro, or tutor with minimal knowledge of phonics), they will be successful at blending the sounds, comprehending material, and reaching grade level.

See more in our next issue!

Article courtesy of K12Academics.com

K12Academics.com

 

MythMichigan Books
Novels by Frank Holes, Jr.

Dogmanís Back!

  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 Great Lakes State , Frank weaves:

  A mysterious police report of an unsolvable death in Manistee County

A terrifying encounter in the U.P.ís remote Dickinson County

A BLOG, begun as one manís therapy, becomes a chronicle of sightings from around Michigan

A secret governmental agent investigates the grisly aftermath of Sigma

A pioneer family meets more than they expected on the trail north

A campfire tale of ancient betrayal handed down through the Omeena Tribe

Welcome to Dogman Country!

Now Available!

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Year of the Dogman Website
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Haunting of Sigma Website
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Nagual: Dawn of the Dogmen Website 
     
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The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.  

http://www.longquist.com

 

 

Teachers:
We now have special offers on Classroom Sets of our Novel.  Click here for more information:

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New Teachers' Niche: 
A Place for Teachers New To The Craft

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Context Sentences Writing Activity

Here's another great writing activity I picked up at a conference in Sault Ste. Marie a few years ago. This can be used (and adapted) for any age or grade level, or any course or subject area. Context paragraphs are similar to our Context Sentences, except students are writing out paragraphs to use their word list.

The activity begins with a word list you have generated for the students. These words can include any terms or vocabulary from your class or unit that you are currently studying. Students need to use each word correctly (its proper definition) in the context of the paragraph.

You will also want to add several 'supporting' words or terms to help in writing proficiently about the main terms (and topic). Finally, you will want to include other words for creativity. Add in descriptive verbs and adjectives for students to use. And if you want to make things more interesting (or make your students work harder), include some 'oddball' or unusual words to the list.

Keep your students in mind as you create your word list. At the seventh grade level, we use between 16 and 20 words on our list. But even this number can be adjusted depending on how much time you've allotted for the writing. The less time available, obviously the fewer words to include.

You can now decide on the topic of the paragraph. It could simply be a recap of what you covered in class that day. It could be a summary of a unit or section of the reading. This can be a great review activity for any class.

You could even let the students be creative and choose their own topic. Or have them write in poetry, narrative, or in a story form. You might allow students to make up a fictional story using the word list. You might even try out different styles and topics each time you do this activity.

Context Paragraphs don't have to be a solo act either. Students can partner up and work together (I've found that groups of three work particularly well, as the 'writer' sits in the middle and the 'idea generators' sit on either side.) This also works as a 'Write Around' where one student passes the paper to the next student who continues the story for a given amount of time (1-2 minutes) or amount of writing (1-3 sentences) or a specific number of words from the list (1-4 words).

As always, allow students to share their writings in class. Some of the memorable stories I've heard included medieval knights utilizing modern business concepts, chefs cooking with math terms like 'pi', and raindrops following through the water cycle. Your students can have a lot of fun writing while reviewing their vocabulary terms in a paragraph structure.

Use this link to access this writing assignment on our website for your own classroom use:

http://www.starteaching.com/writing.htm#writingideas


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

 


 

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Kindle weighs only 10 ounces and is 1/3 of an inch thick, yet it holds over 1500 books!

Order your very own Kindle by clicking the link below:

 

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"Today's Agenda"

Themes on Life

What is on your list of things to do today...?

* Smile at a stranger

* Drop a coin where a child can find it

* Learn something new and teach it to someone

* Tell someone you love them

* Hug someone

* Forgive someone who has wronged you

* Try saying "I'm sorry" when you ought to

* Tell a child how great they are

* Sing a song about Jesus to yourself

* Keep a promise

* Call someone just to say hello

* Try listening more than talking

* Stand up for what you believe in

* Thank God for His beautiful Creation

* Encourage someone who is feeling down

* Cherish today as if it were your last one

* Tell someone about Jesus

What's New @ StarTeaching?

 

Welcome to our first July issue. This month, our web partner Tony Vincent shares some great apps to increase productivity and tech writer Mark Benn shares a great resource for literacy. 

We are also featuring follow-up articles on teaching reading and preparing for student teaching.  And we begin a new series on using drama in the classroom. 

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 information.  

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

 

 


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Click to see over 1000 prompts

10 Days Of
Writing 
Prompts 

Day
1

What does it mean to be 'productive?'

Day
2

Why are Americans obsessed with being productive?

Day
3

Why do jobs and careers expect employees to be productive?

Day
4

Describe a time you've been productive at home.

Day
5

How can you be more productive while at school?

Day
6

Why do teachers expect you to be productive at school?

Day
7

How can you be more productive in your daily life?

Day
8

Is it important for people to be productive?  Why or why not? 

Day
9

Do you enjoy being productive?  Why or why not?

Day
10

 Why is being productive a good thing?

STARTEACHING WRITING PROMPT COLLECTION - 
Click to see over 1000 prompts

 

10 days of writing prompts

 

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STARTEACHING
Writing Process Articles

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Be sure to check out our
BOOK of the MONTH


Survival Kit for the Secondary 
School Art Teacher

By Helen D. Hume

 

 

Coming Soon:

More Article of the Week

Technology & Teaching: Seamless Integration into Curriculum

Writing Process and Programs

Classroom Management


 

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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1 Write the expression using exponents.

56 x 56 x 56 x 56 =

Day 2 Write the expression using exponents.

66 x 66 x 66 x 66 =

Day 3 Write the answer in digits:

102 =

Day 4 Write the answer in digits:

82 =

Day 5 Solve for u:   4 = 2u
Day 6 Solve for m:   3m = 27
Day 7 (-2)2 =
Day 8 (-2)3
Day 9 (0.03)4
Day 10  ( 1/2 ) 4 =

 

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STARTEACHING
Tech-Ed Articles

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Science Activities For Any Setting
By Helen de la Maza
Ethology
(click for PDF)

Pop The Top
(click for PDF)

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Helen's Science Activities

 

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Inspirational Quotes
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WEBSITE OF THE MONTH
Plagiarism Checker
http://www.plagtracker.com/

 

 

 

Using Photography To Inspire Writing
By Hank Kellner

Visit his blog at: hank-englisheducation.
blogspot.com
.

 

 

TONY VINCENT
Learning in Hand is an educator's resource for using some of the coolest technologies with students. Tony Vincent
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.
learninginhand.com

 

Article of the Week
"Preparing For High School"
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"Michigan Urban Legends"
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