Reflections on Teaching Social Studies to ESL Students..........

But ESL social studies, at times often take second place to that of science, biology and other subjects. This is because social offers fewer opportunities for practical work apart from looking around a globe looking for their own country and places they would like to visit. Social studies offers more subjects that are of an abstract nature and if the lessons are content based then this involves students having to participate in discussions, writing, grammar syntax and other activities which creates and develops their critical thinking. Students in southern Thailand studying colonialism may have no previous knowledge of why there is such a British influence on certain African and other countries. But if one puts their mind to it there are some things you can do to enhance the lesson to make it more interesting. To help them study it can be better sometimes to ask them to read up about the subject in their own language first. This schema idea makes it far easier for them to understand it in English when it's your turn to teach it. By having an understanding of the subject they get the general idea and when you are teaching it, they can develop a sense of anticipation that you can exploit by asking them to answer your questions from what they have read and this breeds excitement and gives the teacher an opportunity to praise them for making the effort to speak.

Recently I was teaching a 9th grade class about the scramble for Africa and why it has been so poor and underdeveloped. In-particular I was making references to the exploitation of its natural resources. I printed out a map of Africa and stapled candies around the edge of the map and gave each candy a name. One was diamonds, one was gold, one was natural resources, one was slavery, one was wood and a few more just for effect. The students were grouped with each group representing a European country. With the map on a table in the centre of the room and the word ''GO'' they had to scramble to the table and take as much of the natural resources as they wanted, of course the scramble was quite effective. After they finished it was an ideal opportunity to teach them the word scramble and exploitation at the same time.

Of course the map was torn to shreds and the candies dispersed to "all parts of Europe" which was entirely expected and made the point quite strongly, in that many European countries have exploited African resources for far too long and today Africa is still having to cope with the legacy of exploitation.

At times, ESL teachers should modify complex texts to fit in with the student's level of English, which is also an important part of teaching social studies to ESL students. Providing proper referencing is included when doing this it's important that the teacher retains the interesting facts and the concepts contained within the story to keep the students interested. At the same time the teacher could leave out important words and put in blank spaces which the students have to work out what is an appropriate word for the space, this is an excellent opportunity for scaffolding key words. The other side of this is that it creates more lesson planning work for the teacher, and rewriting texts takes time even when it's copied from websites as it may have to completely re-written in some cases. But when it's done once it doesn't have to get done again and after all it's really worth the effort.

Teaching certain critical thinking skills like cause and effect can also be enhanced by using conceptual mind maps. On teaching the development of western culture recently, students' loved designing, drawing and coloring mind maps that had links to each which showed the effects of certain inventions' during the Industrial Revolution. Demonstrating that as one object was invented, it created certain "after effects", some good & some bad and the effects of certain things had wider reaching consequences for people and the environment. Mind maps are a great way to teach a lot of information on in one lesson.

Reading texts can also be helpful if we teach them to underline or use a highlighter correctly. Many students underline too much, so it's vital that students are taught to think before they underline anything and have a specific reason for doing so. Students highlight different words and whole phrases for different reasons it may be for information they already know already, but it's sometimes better to teach students to underline the most important sentence or words in the paragraph usually these are new words or phrases because deciding what is the most important requires a higher level of processing. Highlighting is also good at looking for helping words in the text. Students could work together and compare highlights and talk about why they have highlighted each word or phrase. They could talk about to the class or a group discussion. This also helps to develop self questioning and learning from others.

Robert McBain

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The Mistakes People Make When Considering Tutoring Rates

It's important to know not only what to do but also the way to do it right. That is only part of the picture, however. Knowing what NOT to do and what mistakes you will need to avoid is also an important part. You should learn from the mistakes made by others so that you can be sure to avoid them yourself. That is especially true for getting your child help with his schoolwork and looking at what it is going to cost you in terms of tutoring rates. This is an area where it is easy to make mistakes. Three of the most common mistakes that people make with getting your child help with his schoolwork and looking at what it is going to cost you in terms of tutoring rates are discussed below:

First and foremost. many people only take the price into consideration when they go looking for a tutor or a tutoring service.. You'll find this important since, as with most things in life, the benefits you receive from a service are much more important than the price and you almost always get what you pay for. To avoid this problem you need to carefully consider what results will be achieved by your child with the help of the tutor. A higher price may very well be worth the expense when the results are also proportionally better.

Secondly, many people see the rates that tutors are charging and immediately compare the amount to what they get paid at their jobs and wonder what makes the tutor think he is worth that much more per hour than they are. Getting this right is very important considering that tutoring rates are based on a lot more factors than just the hourly wage that the tutor is going to receive. What you need to do then is realize that you get paid a lot more than you think. A lot of the things that you take for granted like company paid health insurance and retirement benefits are not reflected in your hourly rate.

Most people receive benefits other than wages that equal or exceed the wages themselves. When hiring a tutor, or any other service for that matter, keep in mind that a lot of that hourly rate is going to cover things like overhead, health insurance, and retirement plans. If you want to more accurately compare what you are paying out to what you make yourself then multiply your own hourly wage by at least 2 to get a more accurate picture of what you really make including benefits.

Last but not least, many people fail to comparison shop. This happens when you hire the first tutor or service that you contact. This can be avoided by understanding that there are many choices out there and you need to examine as many of them as you can. While tutoring rates should never be the most important consideration when hiring a tutor, when all other things are equal then go with the lower rate and save yourself a little money.

Analyze your attitude toward getting your child help with his schoolwork and looking at what it is going to cost you in terms of tutoring rates. Follow these recommendations with regard to doing it right and you will then be better prepared to achieve amazing results!

Anton Lebedev is the director of Plus Plus Tutoring, an educational service with low tutoring rates.

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Five Reasons You Might Want To Consider Private Tutoring.....

Wouldn't it be nice if you could be sure if you needed to consider private tutoring for your child? Many people have come across this exact situation. For most people it is just a passing, fleeting thought that never gets anything accomplished and is soon forgotten. Most believe that if they just ignore the situation it will go away and everything will be fine.

But this is your child that we are talking about. You just can't afford to ignore the situation if he really does need some tutoring assistance. Private tutoring is something that you may need to take a good long hard look at if your child is showing any of the signs of having trouble with his schoolwork.

Let's take at look at five signs that your child may in fact be in need of private tutoring.

First of all, has your child been missing a lot of school? Take into account that this could be for any reason. Was he sick and had to stay home for an extended period of time due to his illness? Did you take a long family vacation during the school year? Does he participate in a sport or other extracurricular activity that takes him away from classes a lot? Additionally, it's important to remember that while he may have made up all of the assignments that he missed that is not the same as actually being in a classroom setting and there may be important nuances of the lessons that he has missed by not interacting with a live teacher.

Second, has he been hiding or lying about his homework, telling you that he doesn't have any or not letting you see the homework that has been graded by his teacher? Hiding and lying about homework is a definite sign that he is having trouble understanding the material. That's actually the reason that, as many have noted, it is important for parents to take an active role in helping children with their homework on a daily basis. If your child is having trouble in school he doesn't want to be a disappointment to you or for you to think he is stupid so he will hide it from you as long as he can.

Third, is schoolwork starting to affect the whole family? And also is it causing a strain on the familial relationships? If so so then something needs to be done quickly to fix the situation. You should not allow the situation to get out of hand to the point of constant bickering.

Fourth, does your child come home with poor test scores even though he seems to understand the material and does well on his homework? It is possible that even though he comprehends the material perfectly he just does not understand the proper way to study for and take tests. These skills can be taught.

And lastly, is your child bored because he feels held back by the class? Private tutoring can be as much a benefit to a gifted child as it is to one who is falling behind. He may need to be challenged to keep his mind active and expanding.

Now, consider all those reasons and examine your situation carefully. Any of these points would suggest that you may want to consider private tutoring.

Anton Lebedev is the director of Plus Plus Tutoring, a private tutoring service in the United States.

Can one Ever Get Over the Stigma of Depression?

For as long as health professionals can remember, our country has developed a negative stigma towards depression. People who have suffered from depression in our country tended to suffer in silence, or not seek the appropriate treatment because of the shame associated with admitting they have a mental illness. For instance, in the United States, during the 19th and 20th centuries, almost every form of mental illness was linked with a stigma of a moral failing or a sign of weak character.

Currently, patients diagnosed with depression are viewed as broken, helpless people who need lifelong assistance. The stigma of being depressed is often compounded by shame, guilt, and discredit for not being a "productive" member of our society. People often measure their self-worth by building their career or taking care of their family. However, the depressed person feels like a nobody when their depression makes them unable to work or earn a living for their family. In fact, the majority of Americans agree that if they admit to their boss that they are diagnosed with clinical depression, they will lose their jobs.

However, in the attempt to ameliorate the issue of depression, pharmaceutical companies have increased production and advertisements of anti-depressants. With over 27 million people currently taking anti-depressants, it has become increasingly more acceptable to take medication for this condition. Simply stated, instead of resolving the problem within a person, we are using medication as a Band-Aid to avoid any signs of weak character. So, has the stigma associated with depression changed in any significant way? Signs are pointing to no.

Tipper Gore said it best when she stated, "the last great stigma of the 20th century is the stigma of mental illness." It is generally thought that a depressed person has "trouble coping," a "bad attitude," or a "poor outlook on life." However, depression is a combination of environmental and biological causes, and our society has a lack of understanding and acceptance for this condition. Why is it so scary to be open about our weaknesses? The stigma surrounding depression developed from living in a country where feelings of uncertainty and vulnerability are considered weak and unacceptable. Therefore, people easily lose touch with their feelings by avoiding situations where a strong emotion is present.

As health professionals, our mission is to reduce the stigma associated with depression. Although many celebrities have admitted to their struggles with depression, the stigma of mental illness still remains in the working world. In order to reduce this stigma, there needs to be a larger public health and educational approach to this condition. There are various groups who are working diligently to educate the public and diminish the myths and stigma that surrounds mental illness. For instance, people of all ages need to be informed about the signs, symptoms, and treatment for depression.

If our society becomes more knowledgeable and aware of depression, we can reduce the stereotyping that is often association with this condition, making is more acceptable in our culture. It is important to promote the unique strengths that are required to endure depression. It takes much courage and mental toughness to get help for this condition, especially under its current stigma. This is also a good opportunity to teach others about overcoming adversity, and assisting their peers who are also struggling with depression. The key to overcoming the stigma of depression is to realize that your individual self-worth is a function of who you are, not what you do or how much money you make. Repeating this mantra can help you re-define how you view yourself.

Clinical depression is a medical condition, and is just as important as a disease such as diabetes, lupus or hypertension. Therefore, our society needs to stop making depression strictly a moral issue. Is the patient with a heart complication or a pancreas disorder considered weak, lazy, and defective? Of course not, and neither is the person who suffers from depression or mental illness. Depression is a diagnosable condition that needs to be treated with as much respect as any other disease, and in this manner, we can eliminate the stigma of depression in our society.

Nancy Travers, a Licensed Clinical Social Worker, specializes in all types of relationships; dating, existing relationships, family relationships, and relationships with friends and business relationships. She also helps her clients overcome anxiety and depression through talk therapy as well as through hypnosis. What sets her apart from many other counselors is that she has counseled in the gay/lesbian community for over 10 years. She also has experience counseling families with elder care issues. Nancy has been in practice for over 15 years and can provide you with the tools you need to approach dating and relationships with confidence. Visit her website at http://www.nancyscounselingcorner.com.

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Positive Thinking and how To Master It.

Positive thinking is a thought process that helps you make the most of your potential. Anyone can learn to do it. It enables you to achieve the improbable and eliminates the nagging fear of failure that can be such a drawback to getting what you want from life.

Of course, thinking in this manner is not a magic formula--it does not ensure that you will win a gold medal at the Olympics, nor does it guarantee you success at the office. But it does greatly increase your chances. After all, there are few successful people in the world who set out believing that they are going to fail.

You can use it to help you achieve what you want in virtually any situation--on the tennis court, at exam time or at work. Several techniques can be learned, but it takes time and practice to master them. The key is perseverance.

The workings of the mind are often compared to the structure of an iceberg, in that beneath consciousness lies the hidden but immense power of the subconscious.

While you, via your conscious mind, may be determined to achieve a particular goal, strong, negative thoughts stemming from the depths of your subconscious can easily override your willpower and prevent you from achieving your objective.

This manner of thinking can be applied in numerous situations. As well as giving you the confidence to succeed where you might once have failed, they can be used to overcome anxiety and minor depression. Start by choosing a technique that suits you--it's best not to get too carried away by attempting all the techniques at the same time.

The techniques outlined below reach into, and reprogram, the subconscious with a positive outlook that works with, rather than against, your conscious will.

1. Affirmations - Affirmations are a good starting point. These are short, motivating phrases that you say to yourself at the same time each day--perhaps first thing in the morning or last thing at night. Affirmations were pioneered by French psychotherapist Emile Coue' at in the 1920's. His most famous affirmation was: "Every day, in every way, I am becoming better and better."

You can make up your own affirmation, but keep it short and to the point. And always make an affirmation as positive as you can--"I am..." not "I want to be..." Examples of affirmations include: "I am determined to succeed at..." and "I am caring and kind."

2. Visualization and Triggers - Visualization techniques require you to use your imagination. They are often used by athletes who, before a race, concentrate on "seeing" themselves breaking the winning tape.

Picture yourself achieving whatever it is you want. Imagine how you will feel and how you will behave after you have achieved. Hold onto that image and those feelings for as long as you need or until you have accomplished what you want.

Physical triggers are another technique. Watch a professional tennis star during a match and you will invariably see a clenched fist after a good shot. What the play is actually doing is creating a physical trigger that is linked in the subconscious mind to the good shot. The maneuver reinforces self-belief.

You can invent your own trigger, such as squeezing your forefinger and thumb together, whenever you achieve something positive. Repeat the trigger when you are down and recall the memory of those positive feelings to give yourself a psychological boost.

3. Build on the Good Thoughts, Change the Bad - Everybody has good and bad thoughts and it's important to separate the two. If you don't, negative thoughts can taint or overwhelm the positive ones so that everything seems bad.

If you are unhappy at work, for example, list all the good aspects of your job on one sheet of paper and all the bad on another. Then focus on the good points. After this, analyze the negative list and think about how the problems can be resolved. If you tackle problems with a positive mind, resolving or coming to terms with them won't seem such an impossible task.

Respectfully Submitted by Idaline Hall. In the early 1920's Emile Coue' electrified the world with his cures of all manner of disease--solely through the power of SUGGESTION!

"Nobody ought to be sick!" he proclaimed, and proceeded to prove it by curing hundreds who came to him after doctors had failed to relieve them. Not only that, but he showed how the same methods could be used to cure one's affairs--to bring riches instead of debts, success instead of drudgery. What was back of his success? A Law as old as the hills, a Law that has been known to Psychologists for years--the Law that the subconscious mind accepts as TRUE anything that is repeated to it convincingly and often. And once it has accepted such a statement as true, it proceeds to do everything possible to MAKE IT TRUE!

Read and implement Emile Coue's formula or method responsible for his success. Click this link How To Practice Conscious Autosuggestion now, or visit: http://ScienceOfGettingWhatYouWant.com

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Three tips for Regaining Focus and Purpose.

Have you ever noticed how one decision leads to another? It's like they are strung together by events, people, and circumstances. Like waking up and having an argument with your spouse and the rest of the day is full of draining and negative events.

Now if you continue to allow those thoughts to linger, by the law of attraction, you will attract other similar thoughts and events. It's like choosing the theme song to the movie "Rocky" to play on Pandora. Pandora will continuously play songs that are in the same genre as the theme from "Rocky." Negative and positive thoughts build momentum or accumulate the same way.

So here are 3 tips to apply to your life today.

Get an accountability partner

An accountability partner is some one that will hold you accountable for accomplishing the goals or tasks that you set for yourself. Give your accountability partner a call each morning and speak for about 5 minutes discussing the goals or tasks to be completed that day. In the event the tasks are not completed, a consequence is enforced like giving your accountability partner a $200 check or giving that amount to a charity you wouldn't normally donate to.

Invest In Yourself

Take a course on nutrition, learn how to short stocks, read a book, or learning a new language are important in maintaining personal development. Investing in yourself is your most valuable asset. It keeps you on the cutting edge and brewing with new ideas and makes you a more well-rounded individual.

Use Daily Affirmations

An affirmation is a statement about a goal in it's already completed state. Here are a few examples: I am happy. I am my perfect body. I am my perfect weight. I am kind. I am smart. I love myself. Affirmations can be used to maintain focus, provide encouragement, confidence and remind you of your "WHY" to help you stay on purpose.

There are countless ways to stay inspired, remain focused and full of purpose. Everyone wants overnight success. But the reality is that to build a business it takes years. Staying inspired and motivated is a daily chore. That's a reason for taking the time to read books, finds a mentor, build new skills, and continue to improve your knowledge base. But you can accomplish your goals and live the life of your dreams. One step at a time, brick by brick.

Keith is a Personal Development & Online Marketing Coach. He empowers and inspires people to discover their passions, fulfill their dreams, and achieve their life's purpose. To learn more, please visit: http://LifePassion.net/Learn-More

Group Discussion Skills.

Hardly a month goes by without some article appearing somewhere bemoaning the deficiencies of our traditional educational system. Even in the business pages you will find articles about how contemporary education is failing to produce students ready to work in a 21st century world where creativity, problem-solving, and independent thinking have become more important than at any time in our history.

One of the most efficient and cost-effective means of promoting these skills in educational settings is the group discussion. Content of all types previously reserved for lecture notes is being turned into group discussion instructions.

With some learners, the transition from a teacher-centered lecture approach to a student-centered group discussion approach comes easily. Students are thrilled with the opportunity to get actively involved and teachers are equally thrilled with the level of motivation and enthusiasm effective group discussions can generate.

However, some learners struggle to make that transition. The fact is not everyone is comfortable talking in a group setting. In addition, some learners simply don't want to get involved and do all they can to "hide in plain sight." Experienced teachers are well aware of this phenomenon from dealing with students who never raise their hands to answer a question in traditional settings and display discomfort when called upon.

Placing such individuals in a group setting is not going to lead to a change in behavior over night. However, as the old saying goes, Rome was not built in a day. It takes time to develop some of the skills needed for effective group discussions.

Even in situations where every member of the group is more than willing to speak up, there can be problems in the early stages of introducing group discussion into your educational setting.

For one thing, a free-for all discussion, where learners are talking over each other and interrupting can be disruptive. It takes time to develop the skill of participating in a group discussion without dominating it.

Tasks that call for a group decision require conflict resolution skills to work through differences of opinion. There are other kinds of conflicts that can come up in group discussions as sell, most notably having to do with control issues. In some cases, dominant individuals need to develop the skills needed to allow others to participate. Reticent individuals need to develop skills for contributing to the discussion.

Developing the requisite skills sometimes takes time. Ideally, instructors have some idea of the skill level of their learners prior to developing group discussion tasks. Groups with lower skill levels often require more detailed instructions and a well-defined structure for the discussion.

Finally, it is the responsibility of the teacher to observe group discussion sessions to ensure the needed skills are present and to make adjustments when necessary. In theory, group discussion is an ideal way to promote active involvement. However, in practice, the discussion serves to enhance the learning of those who choose to be active, while the passive members are no better off. However, skills can be learned with practice. It just takes time.

Dr Bryan A. West is the owner and manager of Fortress Learning ( http://www.fortresslearning.com.au ), an Australian Registered Training Organization who consistently generates greater than 90% student satisfaction ratings with their range of online courses. Learn more by visiting http://www.fortresslearning.com.au.

Article Source: http://EzineArticles.com/6356192

How to let Your Students Discover Your Content

Although many teachers and instructors today agree on the need to promote active involvement of students in their own learning process, there is still considerable disagreement on how best to achieve that worthy goal.

Perhaps the greatest area of difference is the role of content material. There are some teachers who believe learning activities should be structured to allow students the opportunity to discover important content on their own, with minimum input from the teacher, if any.

Others, however, believe the teacher still has the responsibility to determine and present content to be learned, but to structure content presentations in ways to promote active involvement. They start with the premise that the content of a well developed lecture is a valuable resource, and serves as a starting point for finding active learning opportunities.

Almost all lectures have an inherent structure that can be broken into content "chunks." Contemporary brain-based research tells us the brain learns in bursts and needs time between bursts to rest.

The obvious implication of this finding is to break up a lecture into its component parts, allowing comprehension time between each part. Many teachers alternate brief content presentations with group discussion activities or individual assignments.

However, one of the drawbacks of this is the time required for active involvement. The response of some teachers is that they simply have too much content to cover to allow for extensive group discussions or individual assignments during class time.

For some content, there may be a way to maximize involvement without taking up too much time. The idea is to look at the structure of your lecture notes for opportunities to turn portions of content presentation into group activities.

For example, suppose you are teaching a class on coaching methods in the workplace. The first section in the lecture is a straight factual presentation of four different approaches to coaching and counseling. In the second section, the teacher presents the advantages and disadvantages of each method.

The second section of that lecture can easily be turned into a group discussion activity. You have explained the basics of each method, but you leave it up to the students to draw on their own experience and understanding to identify the strengths and weaknesses of each approach.

The time it would take to present that portion of the lecture goes into the group discussion. Whenever possible group discussions should be followed by a reporting period where each group shares its conclusions.

It is a simple matter here for an instructor to add the content the group may have missed. However, rather than simply providing the additional input, good teachers can use questioning techniques to try to elicit the additional thoughts from the class.

Using lecture content as a resource for developing active learning activities is not easy and requires an investment of time and creative thinking from the instructor. If you believe in transitioning from traditional teacher-centered learning that relied on extensive content presentations towards student-centered learning where learners get actively involved, it will be well worth the effort.

Dr Bryan A. West is the owner and manager of Fortress Learning ( http://www.fortresslearning.com.au ), an Australian Registered Training Organization who consistently generates greater than 90% student satisfaction ratings with their range of online courses. Learn more by visiting http://www.fortresslearning.com.au.

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How to Teach Spelling To Your Child. Why It's Important

Knowing how to spell correctly is an essential skill for kids. But learning how to teach spelling can be even more difficult for parents. Because English is such a complex language, it's not easily taught. For every rule, there are just as many exceptions. You also have to consider that every child is unique and a strategy which works for one may not necessarily work for another.

This presents parents with a challenge, so based on your child's interests and aptitude; it is your job to find the best method on how to teach spelling. Fortunately, there are many methods on how to teach spelling.

How to Teach Spelling

Here are just some of the ways on how to teach spelling to your child:

1. Children usually enjoy methods that make use of their creativity. So visualization can be a very powerful learning tool. For example: Ask your child to imagine a ball rolling towards them, with the letters B-A-L-L printed on it. Start with simple day to day objects like a chair, table etc., and then gradually move on to more complex words. This is also a great memorization tool!

2. Every language has its own set of specific set of spelling rules to follow. Teaching your child the basic spelling rules will help them to form most words correctly, rather than memorizing each word.

3. Phonics is a very useful skill that helps your child understand the relationship between sounds and word formation. Teaching phonics at an early stage helps children to identify letter sounds and can greatly improve their spelling skills.

4. Teach kids how to use syllables. This will help them to form and remember complex words easily. For example: A word like "approximate" can be split based on its syllables like ap-prox-i-mate.

5. Create spelling and reading games. In today's fast paced world, traditional methods of teaching may not work with some children. Learning games are fun, interactive and most of all educational. This is one of the best "how to teach spelling" techniques. It makes learning an enjoyable process.

6. Flash cards can be used to reinforce your child's learning. Some children find it easier to remember what is taught by using flash cards after every learning session. Keep them on hand in a purse or the car so you can use them for quick entertainment during down times. You can create your own, use templates from the internet or buy a pack.

7. Use visualization. The spelling of rhyming words can be challenging to learn. Since they sound the same but differ in meaning, it becomes confusing for children to use the correct spelling. With these words (sky, tie, lie etc.) have the child see the word in his or her mind (refer to #1).

8. Use body movements or exercise when teaching new spelling skills. It integrates kinesthetic, auditory and visual learning styles.

9. Use reading as a how to teach spelling method. Make reading a part of your child's every day schedule. Even reading comic books is a good start. The more your child sees the words correctly through reading, the more likely he or she is to spell correctly.

10. Read with your child. You can alternate paragraphs or pages. If the child is too young to read, then reading to him or her will foster the love to read and in turn will create a better speller.

11.Have your child write daily. Be it a grocery list, notes, letters or even the list of their favorite toys; you can even have your child start a gratitude Journal.

Kids love to be praised by their parents. So be sure to give them apt rewards for their success. This not only boosts their self confidence, but also motivates them to want to learn more.

Learning to spell correctly is not something that can be taught in a few days. It is an ongoing process and using the how to teach spelling concepts can help you to create a positive learning environment... the key to success.

Gale Lennard is a teacher at heart and shares the knowledge she's gained as a reading tutor at Teaching-Reading-Fundamentals.com from her experience. She includes information on how to teach spelling.

Article Source: http://EzineArticles.com/6349716

Ideas for Sunday School Activities

I have a friend and am part of the Church of the child in our church. He said he is not small. Whenever you spend time together, he told me stories about how he is struggling to cope with the little kids and how hard it is to be understood. New deal to the church and in a position with children.

Which means that you can use to tame the children to get their attention? Here are some tips:

First, they know personally.

Such as meeting a new friend, you have to know their students personally. To know by name, and what games they like to play. Use your company name or nickname that you call so that you sound as if you have a closer relationship with them. Not treat them as their age. They are young, so take it easy and seamless.

Secondly, to play with the word of God.

One way is to attract the attention of children to give them a show. It's annoying for them to share the word of God is the way we shared with her parents. Be creative, you can draw your attention, something that will make your imagination. The story of a puppet show.

Third, their singing and dancing.

Music is the best way to attract children's attention. Make you dance and sing. They teach them songs that can be easily stored, and dance steps that are easy to follow. One way to worship God help through the mediation of praise to the Creator.

I am smiling as I think about it now, how can God be satisfied and happy when he praises the little angel looks think to write. How heartwarming to think that God is pleased to announce that the cult at a young age.

Fourth, a good story of the Bible.

Every child loves to hear stories. They love tickles their fancy, so that they go into another world. Together to mediate after a time of worship and the great stories of God in the Bible. Let them know where they came from. Teaching the love of God. They tell stories like Adam and Eve, the heart of David, Noah's ark .. and much more.

Fifth: They share their thoughts.

According to the story, now you can ask what she's history, what they learned from him and what they say about it. So you can assess whether they learned anything or not. Tell them how much God loves them, and how valuable are the eyes of God.

After my friend, are a few of these tips, I said that dealing with children has become much easier and more fun. When watching puppet shows for children, worship through song and dance, sharing stories of the Bible, and after the release of his thoughts developed with them, my friend, a good relationship with the children.

One last thing, now .. ora .. and pray for God's guidance as you deal with them. Are your children's best to ask his father how to manage your little kiddos.

For more information on the best advice for Sunday School, please visit the best teaching Sunday school.

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An Introduction To Learning Styles.

We all have certain preferences when it comes to receiving information. Some of us like to learn exclusively by reading books, while others favor discussing ideas with other people to help themselves understand a topic or problem. Recognizing what your preferences are is generally considered a good way to improve the way you perceive and process new information. It can be a very useful skill for someone still progressing through education.

This concept of "learning styles" has been a topic of much debate among educational professionals and academics over the years, with many different models and theories springing up as a result. One of the most popular models is the VARK model, which recognizes three different types of learning style:

• Visual - Refers to those who like to learn from written sources. This can include books, slideshows, charts and images.
• Auditory - Refers to those who prefer to hear and talk about new information. This means that they typically favor educational formats such as lectures and seminars, with the former offering the chance to hear large amounts of information while the other facilitates discussion, debate and group consensus.
• Kinesthetic - Refers to those who need to experience the subject they are being taught. This means they favor practical subjects where learning takes place through real-world applications of theoretical material and where the student is allowed to take a hands-on approach to the subject. Actual physical movement improves learning for people who favor this style.

These three learning styles cover a wide range of different educational activities, and most people will agree that they have preference for one or two styles over another. Knowing what your preferred learning style is can be very helpful, because it will help you tailor your own learning towards your strengths, subsequently making education more effective.

In order to help students recognize their learning preferences, it has been suggested that teachers should include in their lesson plans a variety of activities across the three styles. Encouraging an awareness of learning styles can also help students reflect more effectively on their own learning. Not only will they realize where their strengths lie but also their weaknesses, which will allow them to start to developing strategies to deal with the more challenging aspects of their education.

However, it is important to note that models of learning styles, including the VARK model, have received some criticism in recent years. One notable complaint has been that learning style theory implicitly suggests that we have one fixed or exclusive learning style to which we must adapt. This argument suggests that focusing too narrowly on "inherited" learning styles can actually damage our education, when really we should be developing learning strategies which will help us make the most out of each type of learning.

This argument highlights a popular misconception about learning styles being fixed and limiting. In fact, it is widely recognised that the most effective learners make use of all learning styles, responding to the demands and benefits of each to maximise their ability to receive and interpret new information. Perhaps the best approach that students can take is to recognize where they stand in relation to learning styles, so that they can tailor their education to make the most of their strengths while also working on their weaknesses. This will help them pursue a flexible and responsive attitude which, in turn, helps them get the most out of their education.

Hannah McCarthy is Schools Marketing Manager for Education City, a leading supplier of e-Learning software to the preschool and school markets in the US. With online Pre-K games, a comprehensive package of school games covering the core curriculum in math, science and language arts and Stig and Sten's fun adventure games for kids aged 4 to 12 to play at home, Education City is the future of interactive learning in the US.

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Workshops For Classroom Management Techniques.

Building classroom discipline is an exercise all well-meaning and professionally qualified educators love to do. Teaching is surely one of the most challenging and fulfilling careers anyone can get involved with. There is no doubt that educators play a special role in the overall educational advancement of school children. It is therefore necessary to have these educators equipped with the right trainings and the needed skill sets taught in classroom management workshops available in this contemporary time when kids are wise with all kinds of updated information that most often are detrimental to their academic progress and future inclinations.

Parents have special preferences for the best schools where they are sure their children can have the best education as long as they can afford the fees payable in those schools. It is no news that some parents would take out a loan from financial agencies in order to finance the education of their children in the schools they regarded as the best based on their assessment of building classroom discipline and good academic results such schools usually turn out. So, it is not the name of such schools that attract parents but the best quality of the teaching-learning process that takes place in those schools. Ironically, the best educators also work in these good and expensive schools.

The best educators are truly the best for many reasons which include their ability to help school children learn better and their roles in building classroom discipline and fostering good behavioral patterns in their students. A major part of this class of educators is their regular training and skill building at every opportunity that present itself in classroom management workshops where effective strategies on quality control in teaching, learning and all other aspects of educational system are always taught.

The management of these schools that are regarded as best schools are proud of their accomplishment and of the fact that they have the best and well-motivated educators as teachers who they often encourage to attend well-articulated classroom management workshops that takes place every year and numerous times a year.

Here are some reasons why the management of every school and educators themselves should give classroom management workshops priority and attend as often as it is practically possible.

Trainings will assist educators to teach capably: Of all official responsibilities of educators in the school settings, ability to instruct capably is about the most important. Without building classroom discipline in students, there can be no assurance that educators will be able to instruct well and the students will be able to learn the curriculum. There is the tendency for educators to be engrossed with the curriculum and doing things out of need rather than effective teaching that brings a change in behavior of learners. Proper trainings and teaching techniques taught in classroom management workshops serves to equip educators with the requirements for quality teaching.

Trainings will update educators with the reality of present-day students: Since behavior and emotional issues are the central focus of the classroom while contemporary teacher training focuses more on content and testing, there is the reality that today's educators are being equipped with yesterday's tools to do today's job which is daunting considering the updated level of contemporary students. Hence, there is the urgent need for today's educators to be updated with the present day knowledge of the contemporary students.

Author is Dr. Jordan Reeves Walker who is a motivator of educators, business teams and parents. For more information on her classroom management strategies workshops, contact Dr. Walker at 678.772.9707, or visit her blog at http://www.buildingclassroomdiscipline.com.

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The Hope Diamond, The Largest and "Most Perfect" Dark Blue Diamond in the World.

The Hope diamond, a large, 45.52 carat (9.10 g) deep-blue diamond, which currently sits in the Smithsonian Natural History Museum in Washington, D.C., is one of the most famous diamonds in the world. It is difficult to assign a dollar value to the largest and "most perfect" dark blue diamond in the world. Some sources value the 45.52 carat rock at a quarter of a billion dollars ($250,000,000), while others quote a more conservative figure as low as $200,000.

Origins and Early History

It is not known exactly when and where the Hope Diamond was discovered, but it was likely in the mid 17th century and most likely in the Golconda area of India. This region was the only major source of diamonds in the world prior to their discovery in Brazil in 1723 and the Kollur mine in particular was a well known source of colored diamonds.

Diamonds from this mine have been turned into diamond rings, earrings and every other imaginable type of jewelry. As legend has it, several centuries ago a French named Jean-Baptiste Tavernier made a trip to India. While he was there he stole a large blue diamond from the forehead (or eye) of a statue of the Hindu goddess Sita. He then smuggled it to Paris when in 1668 Tavernier sold the blue diamond to King Louis XIV of France.

The king actually had the stone re-cut into a heart shape in 1673 while reducing its size from 112.5 carats to 67.5carats, now becoming known as the "Blue Diamond of the Crown." During the reign of King Louis XVI and Queen Marie Antoinette the French Revolution erupted, and in 1792 the royal treasury was looted and the Crown Jewels, including the Hope Diamond disappeared.

The Curse of the Hope Diamond

After Tavernier stole the diamond the Hindu Priests were incensed and placed a curse on whoever owned the diamond so that there would be "bad luck and death not only for the owner of the diamond but for all who touched it." Indeed, possession of the Hope diamond has been connected to many violent deaths, tragedies and debt. First of all, it is told that Tavernier was killed by a pack of wolves on a trip to Russia after he had sold the diamond to King Louis XIV of France, who himself eventually died broke and scorned.

After it was passed on to Louis XVI, but both he and his wife were beheaded during the French Revolution. Then in 1839 an entry of a large blue diamond was entered in the gem collection catalog of London banker Henry Philip Hope, the man from whom the diamond now takes its name. He didn't believe in the curse and called it the "Hope Diamond" in response, however later on their only son died in a car accident while Hope too died an unexpected death while the Hope family went bankrupt.

Over the next 16 years, the Hope diamond went from owner to owner, while continuing to leave a trail of tragedy and debt. In 1949, the diamond was bought by Harry Winston, a dealer in precious stones. Winston, in turn, donated it to the Smithsonian Institution, where it now remains.

I'm a freelance writer, with a deep interest in diamonds & jewelry, that enjoys writing about Diamond Engagement Rings and Diamond Education Articles in general.

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Is Reading and Writing Still Critical to Learning?

There is some feeling nowadays that reading is not as necessary as it once was." This quote is from 1940 from How to Read a Book. How many of us believe that we are presently in the same situation? After all, we have video, iPods, computers, and televisions that have taken over many of the functions of books, newspapers, and journals. What happens when you stop reading is that you don't 'make up your own mind' about something. Instead, you just accept the opinions of others without bothering to give much thought about the idea.

This is one of the reasons reading is so critical. Reading teaches everyone to think for themselves. Remember, reading is an actual activity. You just can't be passive when you read. You need to actually put out some effort and process the information the writer is giving you. Reading becomes almost like playing catch with a ball. The writer throws the ball and the reader catches it.

Your success in catching the ball, reading, is then determined by how much you receive, understand, and utilize the information you have read. Reading is so much more than just word calling. Reading is the active understanding, contemplation, and utilization of the written word. The result is a greater understanding of the topic than you had before you started to read.

There are several goals of reading: to gain information, to have increased understanding, and to be entertained. Reading for entertainment is the least demanding kind of reading and requires the least amount of effort. This is why we start our children off with reading stories for entertainment. This helps to provide both ease and love of reading.

Once the process of reading is relatively easy, we add reading for information in the way of history, geography, and science. With this in mind, anytime your children read for pleasure -be it comic books, short stories, or novels - rejoice because it will be easier for them when they read for information. Pleasure reading is just that, pleasure reading. So, it is well and fine to read a book written at an easier grade level than their textbooks.

Our goal here is to create readers. As we create readers, we start teaching them how to process, retain, and comprehend the written word. The best way to do this is to teach your reader how to take notes from what they read using simple note-taking graphic organizer forms after they have read a short stories or book. Teach the process with material that is easy and fun. Once children are familiar with taking notes and writing summaries, it is easy to move on towards the goal of reading for information, understanding, utilization, and enlightenment with their text books.

There are painless ways to do this. Note taking and writing projects don't have to be hard. Using specially designed graphic organizers will make the process quick and pain free!

We can't keep our heads in the sand, just 'playing back' someone else's opinions. Our children deserve better than that. Our nation deserves better than that. We can teach them how to read for meaning and how to utilize what they have read.

Bonnie Terry, M. Ed., BCET

Bonnie Terry, M. Ed., BCET is a Learning Disabilities Specialist. http://bonnieterrylearning.com.
Ms. Terry helps parents identify, understand, & address the underlying causes of their child's learning problems. Bonnie has designed a variety of books, games, and guides to make learning reading, writing, spelling, English, and math easy even if you are Dyslexic, have a learning disability, or are ADHD.

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What Is an IEP

IEP stands for Individualized Education Program. This is a plan created by the school in an effort to teach a child who has special needs. IEP's can be created for children with learning disabilities, emotional disabilities, behavioral disabilities or any other state recognized condition that requires special educational help. Building an IEP that works for each child can be a bit of trial and error and each school system will have their own process. Parents who are new to special education need to understand what an IEP is, how it is created, how to make changes and what to do when teachers do not follow the procedures in the IEP.

How to Request an IEP

Parents who have children in school know that not every student is equal. Some kids are good at math, while others excel at reading. Some children enjoy science while others like art. Everyone has different skill levels and abilities, but some kids have more difficulty than others. When a child falls significantly behind in school or consistently has trouble it may be time to consider an IEP. The process will vary from one school district to another, but the first step is to contact the teacher and school administration.

Some schools have entire departments dedicated to special education. These teachers have many different tests and evaluation techniques that can be used to determine if a child need extra help. In some cases this might mean a tutor. Ask for the child to get tested in the area where they are having problems. For behavioral problems there should also be some observation by the specialist, not just anecdotal stories from the teacher. After gathering the information the special education staff should meet with the parents to review the information and discuss the next step.

Writing an IEP

Parents should not need to write the IEP itself, but they should have a good idea of the changes they want to see and skills that need to be worked on. Don't ask for huge changes all at once. For many children changes come in small steps toward a larger goal. An example is a kindergartener with a non verbal learning disability. This child may be fine academically, but be having a lot of trouble interacting socially. They will need to be taught about eye contact, tone of voice, body language and all of the aspects of non verbal communication. This child may have an IEP in kindergarten that focuses on learning basic body language and tone of voice.

In first grade they may work on conversation skills and more subtle body language. By second grade they may need to be monitored to ensure they maintain the skills they learned and in third grade not need an IEP an longer. An IEP is a map on a journey, not the destination. Once the test results have been discussed and goals are agreed upon the school is responsible for writing the IEP. Parents should read the document in its entirety and sign off on it if they agree. If there are changes that need to be made, request them before signing the document. This is a legal document that will be used for reference if there is a problem. If the document does not say exactly what the parents want it to say the child may not get what they need and there will be no recourse until the next IEP is written.

Requesting Changes to the IEP

Schools are required to review an IEP annually. This is the easiest time to make changes if they are needed. Many times the school will also provide updates on progress at the same time that grades are provided. These progress reports should be reviewed and if there are concerns contact the special education teacher directly. Each district will have its own process for requesting changes and it is best to try and work within these rules whenever possible. If there is a need for a drastic change contact the special education teacher first and discuss the change. They may be aware of the need already and will work with the parent to create an updated IEP that addresses the issue.

What to Do When A Teacher Doesn't Follow the IEP

This can be a difficult situation. The first step is to find out why the IEP isn't being followed. In districts where there are not special education teachers in every school it may be a case where the classroom teacher simply isn't aware that an IEP is in place. This problem is easily avoided by contacting the classroom teacher directly when an IEP is created to verify they are familiar with the requirements in the document. If the teacher is aware of the IEP they may not have the proper training to be able to fulfill the requirements. If this is the case the parent will need to work with the school system to either get the teacher trained or move the child to a classroom with properly trained staff. A third possibility is the most difficult to deal with, a teacher who knows about the IEP and simply doesn't follow it because they don't believe it is necessary.

In this case it is a good idea to at least start a conversation with the teacher. If the teacher is unresponsive or unwilling to discuss the problem it may be necessary to move the child to another classroom or to involve the administration. Teachers are legally required to abide by an IEP and there isn't any wiggle room on this issue. Having an IEP in place is one step to helping a child who is having problems in school. There are many conditions that will benefit from therapy, tutors and home activities. A good education is the right of every child and it is important for parents to be their advocate when needed.

I am the parent of an autistic child who also suffers with a non-verbal learning disability. I have started a website to help other parents with special needs children connect with each other and with local resources here in Minnesota. Check out http://thingstodowithkidsmn.com/nvld-mn/ to find resources on NVLD and autism in Minnesota.

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What Do I Do? I Know There Is a Learning Problem and the School Says No.

You have a feeling, actually it's more than a feeling, it is 'a knowing' that your child has a learning problem. You try to get help for your child in the school system and they say, "NO." Recently a distraught parent called me. She was at a loss what to do. She had just gotten off the phone with her daughter's school. She was again informed that her 9th- grade daughter did not qualify to get any help from the school system. She had been trying to get help for her daughter for years. Each time the school did an evaluation for her daughter the answer was the same. "She scores very high in the auditory areas so she doesn't qualify for help."

Even though they explained to the school that the only way their daughter managed was because she and her husband read everything to her after school so she could keep up with her schoolwork and homework. But, the bottom line was, they could not follow her around school all day long year after year reading everything to her. Her learning problem was not being addressed.

Schools have been telling parents for years that their child's learning problem does not qualify them for help because they are so high in another area. When this happens, all is not lost. As a parent, what you need to do is to keep advocating, as difficult as it is. You can actually make a case for discrepancy if you are a bit educated in what is actually going on.

A learning problem can come from one, two, or three broad areas. There are 3 areas of perception. We learn by hearing, seeing, and doing. The areas of perception are auditory, visual, and tactile/kinesthetic. A student can qualify for help when there is a severe discrepancy between the auditory processing and visual processing levels.

There are nine different areas for each of auditory processing, visual processing, and tactile/kinesthetic processing. If you go through an informal assessment that is created for parents or teachers, you will be able to determine which areas are strong and which are weak. Armed with that knowledge, you can ask the school to do formal testing focusing on those areas to conclude if there is an actual discrepancy. And, if there is, your child will qualify for additional IEP help and actually get help with their learning problem.

Author BoxB Bonnie Terry, M. Ed., BCET, The Nation's Learning Expert, is a learning disabilities specialist and board certified educational therapist. http://bonnieterrylearning.com. Ms. Terry helps parents identify, understand, & address the underlying causes of their child's learning problems. Bonnie has designed a variety of books, games, and guides to make learning reading, writing, spelling, English, and math easy even if you are Dyslexic, have a learning disability, or are ADHD. She also offers a coaching program, Awaken the Scholar Within, where she teaches you step-by-step how to help your child improve their skills yourself in just 20 minutes a day. Give Bonnie a call at 530-888-7160 to find out more.

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How to Use Music to Help Treat Children With Autism.

Music is a universal language. In my experience in working with children who have Autism Spectrum Disorder, most of them respond very well to music. In my classroom, we use music all day long. As a former music therapy major, I learned a number of ways to incorporate music into my classroom in a therapeutic manner.

There are a number of ways I use music to teach children. It has been my observation that all children, but particularly those with special needs, learn and benefit from having music incorporated into almost every part of their day.

The following are some of the ways in which I do so.

1. Sing the Daily Schedule

As in most classrooms for children with autism and other disabilities, I have a daily schedule posted with words and pictures. Most teachers use Board-marker. Mine are schedule cards I got from ABCTeach.com. I point to the schedule and literally sing the words to the tune of "Oh My Darling Clementine." I sing "First there's breakfast, then there's bathroom, morning work and check-in, then there's recess, juice time, group time, and there's trampoline if you're on green." And so forth. If I miss a day, one of my students will say "Ms. Whiting, I need you so sing to us."

2. Exercise to music

We exercise in my classroom several times per day. I try to make sure the children get an hour of exercise per day, including their two fifteen minute recesses, but oftentimes they get more.

Here are some of my favorite CD's and DVD's for our exercise time:

• Greg and Steve's CD - "Kids in Action"

• "Moove n Groove Kids" DVD

3. Calendar Time

We sing songs at Calendar time for the days of the week and the months of the year. Circle time is a particularly good time to use music to practice eye contact, wait time and social interaction.

4. Daily Sign-in

Because I teach younger children, they usually don't know their names in print at the beginning of the year. A very simple sign-in game I use is with plain paper plates. I put each child's name on a paper plate. The next thing I do is put one of the paper plates on the floor and sing to the tune of "If You're happy and you know it"

"If your name is on the plate, stand up.
If your name is on the plate, stand up.
If you name is one the plate, then you're doing really great.
If you name is on the plate stand up."

The child stands up, picks up the plate and gives it to me. He then chooses his name from the magnetic white board and adds it to our daily sign-in chart and our daily lunch choice board.

Our daily sign-in is different every day. It is a "Question of the day" with two columns that I have made up such as:

What kind of ice cream to you like? Chocolate or Vanilla

What color do you like least? Red or Blue

The child has to put his name under the column that best fits for him.

5. Use music for teaching all basic skills.

I discovered a new series of DVD's this year called "Super Simple Songs." They were developed by the staff of the Knock Knock English School in Japan. They were having a hard time finding simple songs that were fun for their Japanese students who were learning English, so they developed their own.

Super Simple Songs can be used independently but I prefer to make or download from the website some kind of visual with every song I use. Children with autism are very visual and need pictures as much as possible.

I bought the series of three CDs and have used them every day since. I use songs to teach basic academic skills such as numbers, letters, shapes and colors. I also use them to teach social skills, emotions, wait time, and even humor, something children have a very hard time understanding. There is a song called "Do you like Broccoli Ice Cream?" that teaches humor and sarcasm.

Music helps student with autism learn skills but also helps them generalize skills into other areas of their life. We use music wherever we go. I started 20 years ago with a record player in my classroom and how I'm using a CD player, an IPod and my Smartphone.

Written by Kristin Whiting
For more information on Kristin, go to her blog at http://www.myspecialneedsclassroom.com

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Applying for Jobs as a Student - Helpful Dos and Don'ts

Are you a high school or college student who is looking to acquire a part-time job? If so, you are sometimes placed in a difficult situation due to the fact that your schooling limits your hours of availability. Moreover, many high school and college students are searching for their first or second job, meaning you may not have as much experience as other applications. However, you should not let that stop you!

When it comes to applying for part-time jobs as a high school or college student, please keep these important points in mind.

Some of the best part-time jobs for students including working in a clothing store, department store, grocery store, or restaurant. This is due to the fact that most of these establishments see a surge in business on nights and weekends. This is when most students like you are able to work. Moreover, many of these establishments are known for employing working students; therefore, they tend to be more willing to accept your limited availability schedule.

There are part-time entry level jobs that can benefit your future career path. If you are in high school or college, there is a good chance that you have decided on your future career path already. It might be within your best interest to find a part-time, entry level position in a similar field or industry. Let's say you are interested in becoming a lawyer. Contact local law offices to see about working part-time after school as an office secretary. You might be surprised how much experience you will gain by doing this.

Be sure to include a resume when applying for jobs. Even if you are looking to secure a part-time job as a waitress at a local restaurant, know that resumes have an unlimited number of benefits. Not all job seekers attach a professional resume to a job application. By doing so, you automatically get a jump start on the competition. Submitting resumes is a nice and simple way to say "I am professional, driven, and truly serious about acquiring this job."

When writing your resume, be sure to build off your current schooling and extra curricular activities. This is a good way to make up for your lack of on-the-job experience. Most job seekers feel as if they only need to post prior jobs on a resume. However, training, education, extra circular activities, and volunteer work is just as important. Be sure to include these extras on your resume or job application whenever possible.

There you go! You just got a few great tips for applying for part-time jobs as a high school or college student. Remember that due to the current state of the economy even part-time jobs are hard to come by. With drive, determination, goal setting, and a good resume, you can find yourself employed part-time.

If you are ready to start your job search, checkout our line of job search apps that enable you to job search on-the-go. Search 100s of job sites at once for the largest selection of current openings.

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