Keep Struggling Students Working with These Strategies

As a teacher, there is nothing more challenging than trying to help out a struggling student. It can become quite difficult and oftentimes you are left feeling helpless, especially when everything that you have tried doesnt seem to work. Sometimes, it may seem like the easiest thing to do is to just give the student the answer and be done with it, you do have about twenty other kids to attend to after all. However, this is not the answer. All of your students need you to give them the tools to persevere. Here are the top 10 teaching strategies to help your struggling students keep on going. Teach Students Perseverance In order to succeed in anything in life, you have to work hard. Students who are struggling in school have never been taught that when the going gets tough that they have to push through it and keep on trying until they get it. Try writing down some motivating quotes and tips on how students can persevere and hang them in the classroom for everyone to see. Do Not Give Your Students the Answer Resist the urge to give your students the answer. While this may seem like the easiest thing to it, it is not the smartest. You are the teacher and it is your job to give your students the tools they need to succeed. If you just give them the answer how are you teaching them to do it on their own? The next time you want to save time and just give your struggling student the answer, remember to give them the tool to do it on their own. Give Children Time to Think The next time that you ask a student to give you an answer try waiting an extra few minutes and see what happens. Studies have shown that teachers only wait about 1.5 seconds between when they ask a student a question, and when they ask a student to answer. If only the student would have more time, would they be able to come up with an answer? Do Not Take I Dont Know for an Answer How many times have you heard the words I dont know since you started teaching? Besides giving students more time to think, also make them come up with an answer. Then have them explain how they came to get their answer. If all the children know that it is a requirement in your classroom to come up with an answer, then you will never have to hear those dreaded words again. Give Students a Cheat Sheet Often times, struggling students have a difficult time remembering what is expected of them. To help them with this, try giving them a cheat sheet. Have them write down the directions on a sticky note and place it on their desks, or make sure to always write everything down on the board for the students who constantly need a reference. Not only will this help the students, but it will also deter a lot of them from raising their hands and asking what they have to do next. Teach Time Management Many students have a hard time with time management. This is usually because managing their time seems overwhelming, or simply because they have never been taught the skill. Try helping students with their time management skills by having them write down their daily schedule and how much time they think it takes them for each item that they listed. Then, go over their schedule with them and discuss how much time should really be spent on each task. This activity will help the student understand how managing their time is essential in order for them to succeed in school. Be Encouraging Most of the time students that struggle in the classroom, struggle because they have no confidence in themselves. Be encouraging and always tell the student that you know they can do it. Your constant encouragement may be all they need to persevere. Teach Students to Move On When a child gets stuck on a problem or a question, their first reaction is usually to raise their hand and ask for help. While this is an okay thing to do, it should not be their first thing to do. Their first reaction should be to try and figure it out on their own, then their second thought should be to ask a neighbor, and their final thought should be to raise their hand and ask the teacher. The problem is, you have to teach the students to do this and make it a requirement that they follow. For example, if a student is stuck on a word when reading, have them use the word attack strategy where they look at the picture for help, try to stretch the word out or chunk it, or skip the word and come back to it. Students need to use the tool of moving on and trying to figure it out themselves before asking for help from the teacher. Promote Cognitive Thinking Encourage students to use their thinking caps. This means that when you ask them a question, they should really take the time to think about their answer. This also means that you as the teacher need to come up with some innovative questions that really make the students think. Teach Students to Slow Down Teach students to take it one task at a time. Sometimes students will find it easier to complete the task when they break it apart into smaller, simplest tasks. Once they complete the first part of the task then they can move on to the next part of the assignment, and so on. By taking it one task at a time students will find that they will struggle less.

What I Could Change My Town Or Parish - 1603 Words

If I could change my town or parish, I would have zero tolerance for corruption and insist that the judicial and legal system adhere to a strict policy of honesty and integrity. I see too many circumstances handled in some of the most corrupt methods. One example is that people are suing elderly people over property disputes. The matter goes through the judicial system and the judges do not even follow the laws as they are written. The judges and attorneys have the good-ole-boy sideline agreements. Maybe some of them will exchange money under the table, and forget about the elderly people who cannot afford to defend themselves. It is down-right unethical and violates the civil rights of the public. In the year 2008, an elderly lady†¦show more content†¦The elderly lady felt threatened for herself and her grandchildren, and that raised a tremendous concern to her. The following Monday, the elderly lady contacted the State Land office. She voiced her concern about the alleged threat that the man in the woods made. The person she spoke to at the State Land office said â€Å"oh no, we cannot have that†. Two weeks later, the State Land office sent a notice to the elderly lady indicating that the State no longer required the ‘Right of Passage’ and that it was an official notice that the â€Å"Right of Passage’ is cancelled. The elderly lady called the State Land office to get clarification of the notice and the person she spoke to told her to immediately file that notice with the parish Clerk of Court’s office. The very next day, the elderly lady took the papers she received and had them filed at the parish Clerk of Court’s office. Approximately six months later in the year 2011, the elderly lady had a fence installed because people were cutting down trees that she had previously planted. About a year later in the year 2012, the elderly man asked the elderly lady if he could put a gate on her property so he could acc ess his property. The elderly lady, by the advice of her children, did not allow the elderly man to install a fence. The elderly lady did not want to be held liable for anyone getting hurt while passing on her property. In the year 2013, the elderly man filed suit against the elderly lady and two adjacent

Willem de Kooning painting of ... free essay sample

Willem de Kooning painting of Woman I This paper will employ close visual analysis of the Willem de Kooning painting of Woman I. How it is contemporary art. Also how it relates to abstract expressionism and artists. The use of colored and different styles to show a blend of two different cultural From the moment we stepped into the Museum, there was everything from modern art to classics. The museum is huge, on many floors. Artists unique painting and sculptures made the museum exciting and welcoming, to any one who wants to learn more about art. An amazing collection of modern art, at The Museum of Modern Art in New York, the art is magnificent. At The Museum of Modern Art in New York, on of the many painting that caught my attention was Willem de Kooning the portrait of Woman I. Created in 1950–1952 around the Period of Abstract expressionism. We will write a custom essay sample on Willem de Kooning painting of or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The dimensions about 6? 4? x 4? 10? caught my eye by its life size that pops out at whomever ways by and many bright colors. Willem de Kooning used oil and metallic paint on canvas and a combination of Graphite, Pastels, Crayon and Oil paint to create this mysterious modern and contemporary piece of artwork. Art since the 1945 modern and contemporary art including works from Color Field, Abstract Expressionism, and Pop Art and 20th-century paintings. After WWII abstract expressionism transformation after 1945 it was the global art capital shifted from Paris to New York City. The First major art style to be developed in the United States. It was the first specifically American movement to achieve international influence and put New York City at the center of the art world. Willem de Kooning painting of Woman I was one of the many masterpieces of central abstract expressionism. An unfinished product of a women on canvas. With a large-scale human female seated figure. The quickness of the brushstrokes, which were so visible imply that the painting was made as quick as possible. The brush work muscular and tough the colors were bright showy. The pinks, orange and yellows stands out the most up against the muddy passages flesh tones, fleshy pink peach tones. He added olive green that feels irregular unusual in combination with the other colors. De Kooning used of these colors was intentionally and difficult to the viewer eyes. There is also border of silver on the right side of the figure. The figure eyes are wide constructed and concentrated and darken, as if she was to get in the mind of the viewer. Emphasis on her breasts showed feminine. Her teeth showing widely with grins, bared teeth shoes aggression and energetic. It is evident that the painting was worked on for years, when looking at the surface of the painting. Layers upon layers in different textures of paint. Some thin , drippy, thick and matte. The seated female figure comes forward toward the viewer overwhelming in size she fills every inch of the canvas there is no space. The figure is dissolved in the paint part of the De Kooning intention when construction the body of the female. This also makes it difficult to for the viewer to declare if her legs comes across her lap or does her arm. There is no clear visual if her arm comes down or even where her thighs are at. The figure is still able to maintain itself in space. Willem de Kooning painting of Woman I compare to Mark Rothko painting untitled. Rothko resisted explaining the meaning of his work, Work without meaning. Rothko want people to come up with their own interpretation. He abandoned conventional titles because that would only limit the viewers mind and imagination. He had developed a style in which float rectangles within a vertical format. Untitled consists of large area of colors portray by uneven, hazy shades on canvas featuring blocks of glowing color. They both struggled with categorical distinctions between abstraction and representation. Willem de Kooning painting of Woman I had smaller features. De Kooning created an impressive array of controversial artworks. That upset fans and early canvases he took into a new and violent direction. Willem de Kooning painting of Woman I, is contemporary art. It relates to abstract expressionism and other artists. The use of colored and different styles to show a blend of two different cultural. The Museum of Modern Art in New York had a amazing collection of modern art. Willem de Kooning painting of Woman I was one of the many masterpieces of abstract expressionism. Looking forward to my next visit.

Moral And Philosophical History Of Vegetarianism Essays - Diets

Moral And Philosophical History Of Vegetarianism Vegetarianism is the theory or practice of living solely on vegetables, fruits, grains and nuts. It is practiced for moral, ascetic or nutritional reasons In Western society today meat in many different forms is readily and economically available, yet the current trend shows a growing number of voluntary vegetarians around the world. In the United States, roughly 3 to 4 percent of the total populations are considered vegetarian. The origins of modern day Vegetarian philosophy and its influences can be traced back nearly three thousand years. . Most vegetarians are people who have understood that to contribute towards a more peaceful society we must first solve the problem of violence in our own hearts. So it's not surprising that thousands of people from all walks of life have, in their search for truth, become vegetarian. Many well known influential philosophers have both preached as well as practiced its inherent advantages. The earliest archeological data we have that suggest a voluntary partial vegetarian diet is the Old kingdom of Egypt. There are hieroglyphic inscriptions, which suggest the avoidance of eating some animals. The priests avoided eating pig for its lack of cleanliness, and cow for their belief that it was sacred mainly did this. This is believed to been practiced as early as 3000 BC. There are few historical sources on the practice of abstaining from meat in ancient Egypt, but we do know it directly influenced the beliefs held across the Mediterranean in Greece. Pythagoras was born off the coast of Turkey on the Island of Samos in the 6th century BC. He is most famous for his well-known proposition about right angle triangles, known as the Pythagorean theorem. Having spent time in Egypt and Babylon, much of his main philosophical teachings are a combination of ideas expressed in the places he traveled to. Pythagoras preached the soul as being abstract and immortal. A soul is within all living creatures, and therefore all creatures, man or beast deserve to be treated compassionately. The soul was said to pass between lives into different living creatures. Therefore in eating the flesh of an animal, one could be eating the flesh of a deceased cousin. This was somewhat revolutionary for a world in which religious ritual was centered on animal sacrifice. He also believed in the concept that an eternal world which was revealed to the intellect through continuous ascetic routines rather then the senses. For two hundred years following Pythagoras death a religion made up of followers of his teachings persisted. As a religious practice of it dissipated, but the teachings were responsible for influencing the likes of Plato and Socrates. Plato frequently makes reference to the migration of souls across species lines. This is in no way a proof that he himself was a Vegetarian, but it does show that one of western philosophies premier philosophers had a regard for animals with certain sensitivity. In Plato's Republic, there is a documented dialogue between Socrates and his student Glaucon. Socrates points out that the eating of animals causes one state to go to war with the other. Cattle were considered great wealth, and states would fight with each other to obtain cattle. Meat was valued as such a luxury that men were willing to die for it. Socrates suggested that the consumption of cattle is somewhat gluttonous rather then of necessity. He suggests refraining from meat would lead to a world with less conflict and greater opportunity for peace. Another great Greek philosopher was Theophrastus. A contemporary of Aristotle, his writings clearly state that if plants and vegetables are abundant there is no need to eat meat. Theophrastus speculates that people only began to eat meat when crops were destroyed in war. The Bible, arguably the most influential document for western philosophy, speaks of a world that begins with a euphoric harmony in which all walks of life are vegetarian. ? And God said, behold I have given you every herb bearing seed, which is upon the face of the earth, and every tree, in the which is the fruit of a tree yielding seed, to you it shall be for food. And to every beast of the earth, and to every fowl

3 Types of Intermolecular Forces

3 Types of Intermolecular Forces Intermolecular forces or IMFs are physical forces between molecules. In contrast, intramolecular forces are forces between atoms within a single molecule. Intermolecular forces are weaker than intramolecular forces. The interaction between intermolecular  forces may be used to describe  how molecules interact with each other. The strength or weakness of intermolecular forces determines the state of matter of a substance (e.g., solid, liquid, gas) and some of the chemical properties (e.g., melting point, structure). There are three major types of intermolecular forces: London dispersion force, dipole-dipole interaction, and ion-dipole interaction. Key Takeaways: Intermolecular Forces Intermolecular forces act between molecules. In contrast, intramolecular forces act within molecules.Intermolecular forces are weaker than intramolecular forces.Examples of intermolecular forces include the London dispersion force, dipole-dipole interation, ion-dipole interaction, and van der Waals forces. Heres a closer look at these 3 intermolecular forces, with examples of each type. London Dispersion Force The London dispersion force is also known as LDF,  London forces, dispersion forces, instantaneous dipole forces, induced dipole forces, or the induced dipole-induced dipole force The London dispersion force is the weakest of the intermolecular forces.This is the force between two nonpolar molecules. The electrons of one molecule are attracted to the nucleus of the other molecule, while repelled by the other molecules electrons. A dipole is induced when the electron clouds of the molecules are distorted by the attractive and repulsive electrostatic forces. Example:  An example of London dispersion force is the interaction between two methyl (-CH3) groups. Example: Another example is the interaction between nitrogen gas (N2) and oxygen gas (O2) molecules. The electrons of the atoms are not only attracted to their own atomic nucleus, but also to the protons in the nucleus of the other atoms. Dipole-Dipole Interaction Dipole-dipole interaction occurs whenever two polar molecules get near each other. The positively charged portion of one molecule is attracted to the negatively charged portion of another molecule. Since many molecules are polar, this is a common intermolecular force. Example:  An example of dipole-dipole interaction is the interaction between two sulfur dioxide (SO2) molecules, where the sulfur atom of one molecule is attracted to the oxygen atoms of the other molecule. Example: H​ydrogen bonding is considered a specific example of a dipole-dipole interaction always involving hydrogen. A hydrogen atom of one molecule is attracted to an electronegative atom of another molecule, such as an oxygen atom in water. Ion-Dipole Interaction Ion-dipole interaction occurs when an ion encounters a polar molecule. In this case, the charge of the ion determines which part of the molecule attracts and which repels. A cation or positive ion would be attracted to the negative part of a molecule and repelled by the positive part. An anion or negative ion would be attracted to the positive part of a molecule and repelled by the negative part. Example:  An example of the ion-dipole interaction is the interaction between a Na ion and water (H2O) where the sodium ion and oxygen atom are attracted to each other, while the sodium and hydrogen are repelled by each other. Van der Waals Forces Van der Waals forces are the interaction between uncharged atoms or molecules. The forces are used to explain the universal attraction between bodies, the physical adsorption of gases, and the cohesion of condensed phases. The van der Waals forces include Keesom interaction, the Debye force, and the London dispersion force. So, van der Waals forces include intermolecular forces and also some intramolecular forces. Sources Ege, Seyhan (2003). Organic Chemistry: Structure and Reactivity. Houghton Mifflin College. ISBN 0618318097. pp. 30–33, 67.Majer, V. and Svoboda, V. (1985). Enthalpies of Vaporization of Organic Compounds. Blackwell Scientific Publications. Oxford. ISBN 0632015292.Margenau, H. and Kestner, N. (1969). Theory of Inter-molecular Forces. International Series of Monographs in Natural Philosophy. Pergamon Press, ISBN 1483119289.

Top 10 Love Quotes from Shakespeare

Top 10 Love Quotes from Shakespeare As this  list of top 10 Shakespearean love quotes suggests, William  Shakespeare remains the world’s most romantic dramatist and poet. He is responsible for Romeo and Juliet and Sonnet 18, the greatest love story and poem ever written. Here are the top Shakespeare love quotes, from his plays and his memorable sonnet: Helena, A Midsummer Nights Dream   Act 1, Scene 1: Helena ponders how Demetrius, instead of falling for her, is becoming enamored of  Hermia: Love looks not with the eyes, but with the mind,And therefore is winged Cupid painted blind. Romeo, Romeo and Juliet Act 1, Scene 4:  Romeo tells his friend Mercutio that he is sinking under loves heavy burden with Juliet: Is love a tender thing? it is too rough,Too rude, too boisterous, and it pricks like thorn. The Duke, Twelfth Night Act 1, Scene 1: The Duke addresses the court in his palace, comparing love to a beautiful tune being played by the court musicians: If music be the food of love, play on. Sonnet 18 This is the opening couplet of Bards famous poem in which he compares his lover to a beautiful spring day- and finds her superior: Shall I compare thee to a summers day?Thou art more lovely and more temperate. Olivia, Twelfth Night   Act 3, Scene 1: Olivia, a countess, is talking to Viola, who has disguised herself as a man and inadvertently attracted Olivias love: Love sought is good, but given unsought is better. Ferdinand, The Tempest Act 3, Scene 1: Ferdinand, whose party has crashed on an enchanted island,  is speaking with Miranda, who was marooned on the island 12 years before, as they fall in love amid magical trickery: Hear my soul speak:The very instant that I saw you, didMy heart fly to your service; there resides,to make me slave to it. Beatrice, Much Ado About Nothing   Act 4, Scene 1:  Beatrice addresses Benedick as they banter  while friends conspire to make them fall in love- and succeed: I love you with so much of my heart that none is left to protest. Portia, ​The Merchant of Venice   Act 3, Scene 2:  This is Portias convoluted way of saying Im all yours! to Bassanio, one of her suitors: One half of me is yours, the other half yours- Mine own, I would say; but if mine, then yours,And so all yours! Romeo, Romeo and Juliet Act 1, Scene 1: Romeo tells his cousin Benvolio about his love for an unnamed woman (Juliet) and how she has so far resisted his advances: Love is a smoke raised with the fume of sighs. Phebe, As You Like It   Act 3, Scene 5:  Phebe tries to tell Silvius that she doesnt love him, having instead fallen for Rosalind, who is disguised as a man named Ganymede. (Phebe is quoting from a poem by Christopher Marlowe; Shakespeare borrowed the line from Marlowes Hero and Leander.): Who ever loved that loved not at first sight?

What does the reading have to say about the relation between theory Research Paper

What does the reading have to say about the relation between theory and practice in Zen Please try not to take what the reading says for granted - Research Paper Example T’an-ching where the precise meaning of t’a that according to Hu Shih is an appeal for more systematic search in Japan for long-hidden T’ang dynasty source materials of the history of Zen Buddhism. It is believed that the monk shen-hui of Ho-use temple that is in the eastern capital would each month make a platform and give sermons to people. Before the platform sutra, there is no instance in that the work that was merely the record of career and sermons of a particular master that was recognised with the name sutra. However, according to Ta-chien bodhisattca monk and his teaching of the platform sutra there is no difference from the Buddha’s preaching of sutra. The monk-disciple recorded his words so that they may be used later in generations to come and offer benefits to students and make them have a pivot of teaching and transmit it among themselves. Connectively, master Hua-neng emphasised that the first thing to do is to purify ones mind and then conc entrate on dharma that has great perfection of wisdom. The master recounts how he was able to join the fifth patriarch in Huang-mei hsien in ch’i-chou that presently has thousand disciples 2. Though a commoner from ling-nan, he was reluctantly accepted, the master preached to them and told them that they had first to look into themselves and write a verse and if the master finds that one of them is awakened to the cardinal meaning them he shall be given a robe and the darma that will make him the sixth patriarch. The disciples gave up and refrained from writing the verse, the priest after much thought decided to write a verse in the midnight secretly without letting anyone see it. At dawn, the fifth patriarch swa the verse and decided for the pictures not to be painted after all quoting words from the diamond sutra that all forms everywhere are unreal and also false. The master burned the in-cense before the verse in the presence of all disciples. He ordered the