Every year students flock to the college bookstore to win the numerous textbooks that they require for the treatment of their classes. Little do these students fulfil that, in doing so, they are throwing obedient dough away. As incredible as it may sound textbooks, in some cases, truly charge as much, if not more, than tuition.

On the at first glance the college bookstore may appear like a convenient inception payment textbooks. Titles are mostly in-stock and students may acquisition fashionable textbooks or opt suited for the cheaper alternate of employed books. In truth the shekels saved by purchasing adapted to textbooks from the college bookstore is only a fraction of the amount that students could be cache if they shopped online.

More and more online booksellers be suffering with begun selling textbooks at a worthy overlook improbable of the hidey-hole price. In items, many principal booksellers now get precise areas of their trap sites that are devoted to selling nothing but textbooks. Online occupied bookstores are another source for college books as they cattle a corpulent company of textbooks, which means sizable savings for students. There are also web-based retailers whose inventory is thoroughly doting to college books.

Students should avoid purchasing their textbooks at the first fund that they browse. Rather than, they should investigate the alternatives offered by other online booksellers. Honorarium isn’t the only circumstance to make allowance for when making an online purchase. Students should also factor in shipping costs and delivery lifetime when making their buying decision.

Online auctions are another selection for students seeking a bargain. This option, notwithstanding, has its pros and cons. A plus is that students can deject d swallow unthinkable bargains when obtaining books via online auctions. Anyone downside is that established retailers organize channels in part to ensure that you acquire your pattern within a sane amount of time. With an auction pay for, however, you are at the sympathy of the auction seller’s timetable.

United approach that students can exceptionally save is sooner than obtaining books for the purpose free. Launch Gutenberg is the same resource that English majors disposition bring to light invaluable. At this site students can peruse a brobdingnagian solicitation of classics that have entered the public domain. In the past students seeking benefit with their studies had to recompense throughout the privilege of that staff by purchasing study guides. Today that is no longer the case. Cash-strapped students can for the nonce pop in Glimmer Notes owing gratis downloadable over guides as splendidly as let go downloadable classics.

Students who elect to get online wish no longer be clever to resell their books to the college bookstore at the end of class, but that doesn’t mean that they are stuck with the textbooks. Numberless web sites that over persuaded textbooks also furnish students the option of selling their books to fellow bargain-seekers. This allows students to without even trying recouping a portion of their money.

Textbooks normally consume a major ration of a apprentice’s budget, but that doesn’t include to be the case, because while the sell for of training may be set in stone the charge of textbooks isn’t. During winning the measure to do a petty inspect on the superior textbook values nearby college students can keep money immediately to some extent than acquiring in arrears to be paid retaliation later.
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Education is failing in the United States. By saying this, I know that I join the ranks of the self-appointed Cassandra’s who hurl our hands up to our foreheads and sing the doom of a nation. But it’s true.

And most of the wailers miss the point. Underlying the political agendas, funding battles, culture wars, and the simultaneous disrespect for and outrageous expectations of teachers, there is a much deeper failure.

Think of a moment in your life when you were completely caught up in learning something. In that moment, learning wasn’t about facts, tests or grades, succeeding or failing. Instead, it was an all-consuming, joyful burst of energy and pleasure at finally discovering something. Of understanding something. To borrow from Shakespeare, it was an instance of god-like apprehension, comprehension of our place as partners in a creative universe.

How often have you had a moment like that in your educational process? If you’re like most people, pretty rarely. Somewhere along the line, education became a consumerist contest of amassing skills and factoids and spewing them back to the world like game show geeks. But when we become glorified databases, we lose the analytical abilities that keep us from being engulfed by systems (be they political, religious, societal, or media) without bothering to ask if they should exist at all. We have all of the pieces out of the puzzle box and arrayed on the table, but we don’t have a picture to follow.

And that’s what we’re missing: the picture. The image. The imagining. Our failure is a failure of imagination, both in what we teach and how we teach it, but also, far more importantly, a failure to understand that education is ultimately about imagination itself.

When we become imaginal learners, we move beyond passive collectors of information into creators. We find the enchantment, the poetics of learning, and we can imagine entire universes into being. Learning becomes a spiraling generative process that invites us to continue to learn and to shape ourselves and our worlds.

So what would an imaginal education look like? Part of its beauty, and admittedly, its complexity, is that there isn’t one answer. It is an invitation for each learner to understand herself and the world around her as a classroom. It is about inviting wonder to be your partner, and continually asking “why” and “how” and “what if” about everything and everyone that crosses your path.

Since it is so vast, let me try to sketch out an example from a very small, prosaic beginning point: the number 32. I have a painful memory of standing in a classroom with flashing cards and spots before my eyes, trying to spit out multiplication tables. But in spite of that (mostly because I count on my fingers), I know that eight times four is thirty-two.

In an imaginal learning context, the flash cards are gone. The walls of the classroom are gone, replaced by a hillside on a quiet night where the stars seem made for counting, and infinity has a tangible and richly mythic presence. So I lie on my back, and imagine a life for the number 32. A combination of eight (a sideways symbol of infinity) and four (of the four elements) make up the sinuous and stable combination of thirty-two. I imagine its colors, its own suggestion of infinity when turned sideways &ndash like three mountains and the beginnings of a fourth.

And then I begin to count. Eight constellations, each of four stars. Sixteen pairings of two. I remember the stories of the constellations. I make up poems with four stanzas of eight lines each, and drum out rhythms in 4/4 and 2/4 time. And then I explore 32 as a leaping point into other thoughts, other disciplines, awareness of myself and those around me. For example, in the Buddhist tradition, there are 32 body parts. How many can I count? And what lies underneath a philosophy that identifies the body this way? Or, I look to language. Balagt

It’s parent-teacher conference time! Some are positive experiences where teachers are able to make great connections with parents. And yet other meetings are foretold by apprehension and met with strife. Over the years, you will encounter the gamut of positive and negative experiences, and everything in between. However, there are strategies you can use to make the best of any situation.

It is extremely important to make a good first impression (even if you already know the parents). Make eye contact with them, and greet the parents with a firm handshake. No weak grips! If you’ve never met the parents, stand up to introduce yourself. Welcome them with a smile. Remember that you are building relationships, and setting the tone for the conference.

A good way to open the conference is to ask how the student is doing in other classes. Ask about their other grades, and start building an overall picture. You will often find the student’s strong and weak areas, and you may even find surprises. I’ve found students who were failing every class but mine. And I’ve found the opposite too. A good overall picture can really give you a new perspective on your students.

Always try to say something positive. Even in the cloudiest of situations, you should find some ray of sunshine. And if you do have bad news to share, opening with good news can help ease the transition.

Be objective with bad news. Give truthful and accurate facts, and keep from making speculations. Make sure you have your facts straight! Work with parents, and try to offer suggestions. Most parents will look to you for ideas. Plan what you’ll say ahead of time. If you’ve taken the time to get to know your students well, you’ll find the conferences easier.

Positive parents are what we all expect and hope for. They come in with an open mind, are pleasant, and are willing to both listen to your comments and help with solutions to problems that do occur. These are often very short conferences at the middle and high school levels. The parents have heard the stories all before, and with good reason; students whose parents regularly attend conferences have higher grade averages and fewer instances of behavior problems than those students whose parents rarely interact with school personnel.

The truth be known, many parents are intimidated by teachers. Many do worry that their concerns and critiques will be turned around and used against their kids. Even though teachers find this entire concept laughable and preposterous, it does, nonetheless, cross many parents’ minds.

So, what do you do with a hostile parent? Diffuse the situation by being patient and listening. Sometimes its hard to just listen while parents are going off on you. They may be right or wrong, misinformed or even plain out of line. It is only a mistake to interrupt them, especially if they are on a roll. Stop yourself, focus on what they’re saying, even take notes to show you’re listening, and let them burn themselves out. Sometimes the hostile parents are looking for an audience, and sometimes they just need to vent. By giving them the time to ‘get it all out of their system’, you allow them to calm down so you both can reasonably discuss the situation.

Be sure to stand when they leave, again this is being courteous and polite. Thank them for attending. And let them know you’ll contact them if anything changes. Parents generally want to be kept informed about their kids, both the good and bad.

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For this article, and more on teaching and education, be sure to check out our website:

.starteaching.com

Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:

.starteaching.com/Features_for_Teachers_2feb2.htm

You can contact Frank at:

editorstarteaching.com

It’s that time of year when mom and dad look for ways to improve their child’s academic standing during the upcoming scholastic year or, at least, they should be.

There are many options to weigh in such as: new school clothes, school supplies, peer pressure, after school care, homework, league sports, and transportation.

This is time of year for great changes, but here are two changes that will impact your child for life and require a bit of work and commitment on your part.

Expose your child or children to some kind of faith: The faith of your parents, your faith, your spouse’s faith, or the faith that you left behind. Set an example and start attending a temple, mosque, shrine, or church right now.

If your children have nothing to believe in, will they have a happy, productive, and successful life? You already know the answer to the question, and it requires work to teach children. Anybody can let years go by, and teach their children nothing.

Find a hobby that suits your child and have them stick to it. Oh no, more work! Yes, it is, but your child will benefit immensely from this decision.

It could be dance, Yoga, martial arts, music, gymnastics, boy scouts, girl scouts, or something else, but whatever it is, your child should initially like it. At that point have them make a commitment and don’t allow them to quit unless there is a solid reason.

If a coach, teacher, or tutor is abusive, that’s an understandable reason to leave, but you can always find another coach. In truth, if you allow laziness, in your child, you will receive it. Children will usually follow the path of least resistance, but they crave structure.

My experience has been: Children constantly turn their attitudes around, for the better, in martial arts and Yoga classes. Due to the fact, that there is a formal set of existing rules and a code of conduct.

Don’t allow them to sit in a corner with a video game and a television, except for rare occasions. There are too many good things going on in the “real world” that need their attention.

These two changes will instill fortitude, perseverance, and goal-setting skills that last a lifetime. The rewards can be endless, for your whole family.

Is your girl child feeling pressured in the co-ed classroom environment? Do you want to bring up your child in a healthy all girls’ environment? Well then waste no time to admit your girl to a good and reputed girls’ boarding school where she will receive the proper training to develop a self-belief that will help her to become tomorrow’s leader.

Education is not just attending school and learning facts. Your child should have to develop skills to meet the challenges of the future. A girls’ boarding school will give your girl the right environment to learn and grow. Girls in a boarding school find a close-knit community, wide variety of clubs, teams and activities that help to have a proper intellectual, emotional, social and spiritual growth.

A girls’ boarding school will enable your child to explore the world around her, both inside and out of the classroom. In the classroom they will have sharing and will have an equal exchange of ideas. She will get a competitive environment where she will learn to perform and dominate. In most of the schools the students remain busy on weekdays with their academic schedules, electives, extra curricular activities and evening studies. While on weekends they have a lot of relaxation, weekend trips, recreation and cultural outings.

The resident students and faculty of a girls’ boarding school form a community. The resident faculties are the disciplinarians and hand holders of the students. They always keep an eye to the girls, assist and guide them and offer counsel when necessary. They all form a family away from home. Sometimes the schools even take the resident girls to local malls, movie, shopping, amusement park and cultural events.

The girls’ boarding schools have lots of activities. What does your girl like? Is she interested in sports? Boarding schools, these days, have their own athletic centers featuring basketball and volleyball courts, fitness centers, aerobics room and also gymnasiums. Each school has a specialized gymnasium director to guide your child. If she is interested in music, there are music departments where she can have training in music. She will also have the opportunity to perform in music ensemble. The girls’ boarding schools also guide the students to express themselves artistically. They have special drawing, painting classes to develop their skills in drawing.

When your child is in a girls’ boarding school you may wonder whether your child is having proper nutrition. You need not have to worry about your child’s diet, as the boarding schools are on a mission to encourage the girls to have a proper and healthy choice regarding their daily menu. The schools promote healthier eating of the students by adding more nutritious and organic foods to their menu.

As girls start growing they may start to become interested in boys. If such happens to your child she will be more concerned about boys than her books. But studying in girls’ boarding school will protect your child from the impact of boys. Besides, the girls are not subject to sexual harassment in an all girls environment.

Social and emotional growth of the girls is the motto of the girls’ boarding schools. A good girls’ boarding school will not only offer your girl child with the support and guidance to develop her intellect, curiosity and creativity but also the school will help your child to build up her self-discipline and decision making skills and abilities.

Everyone gets those situations in life where an emergency has come up, and you don’t have the time (or sometimes the ability) to get a good lesson plan in to school for your students. Maybe you have a family emergency or a disrupted travel plan and you just cannot get into school to leave detailed lessons. That is why it is essential for you to have an emergency lesson plan available and handy.

The emergency lesson plan should be able to be used at ANY point in the year. It doesn’t have to fit in with what you’re currently doing (nor should it - it is to be used when you cannot leave normal sub plans). The lesson should be related to your normal curriculum, but it could be a supplement or an enrichment activity.

Get a folder (or a three-ring binder), and label it appropriately on the outside cover. There are even folders you can purchase (some schools even make these available to teachers) labeled ’sub folder’ or ‘emergency plans’. Also make sure you have an appropriate spot for your emergency folder on or in your desk area. Some schools will ask you to keep an emergency plan in the office. In either case, make sure it is easily accessible by a substitute teacher.

Think about keeping class activities to 10 to 15 minute increments. This way the sub will have better control of your kids. Students have difficulties adjusting to changes in their routines, and you don’t want to have to return to discipline referrals.

Keep the information organized and easily accessible for a sub. Remember, the sub won’t know where you normally keep things, and they can’t read your mind. Spell out exactly what you want done, where it can be found, and what you want done with it when they’re finished.

Make sure you have made enough copies of any worksheets so the sub doesn’t have to. And be sure to leave answer keys. Many subs will actually even grade your assignments for you if you ask them in your plans.

Get this done early in the year, and you can save yourself many headaches later, not to mention worries about what will happen in your room if you are unable to be there.

EMERGENCY LESSON PLAN IDEAS:

Language Arts: Include short writing activities involving students opinions. Thus they don’t have to have ‘background’ information, and they can write from their own experiences. Parts of speech review can include mad-libs or easy, fun worksheets.

Math: Leave a calculator activity. These could even be puzzles or partner games. Or give review problems.

Science: Copy a science article and have students read carefully and answer questions. Make speculations and use the scientific method. Or have students create the plans for a lab activity.

Reading: Leave students a copy of a short story or article, and questions to answer. You could even set up a ‘test-taking’ exercise, and discuss appropriate answers and strategies.

Social Studies: Map activities are great for emergency plans. You can even set up a one-day unit on any area/region of the world, including your own town or city.

Everyone gets those situations in life where an emergency has come up, and you don’t have the time (or sometimes the ability) to get a good lesson plan in to school for your students. Maybe you have a family emergency or a disrupted travel plan and you just cannot get into school to leave detailed lessons. That is why it is essential for you to have an emergency lesson plan available and handy.

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Whether you as a teacher realize it or not, you are the best model of behavior in your classroom. A large part of your proactive behavior plans should include your own behavior you demonstrate to the students every day.

You must set expectations for your students, demonstrate the behaviors, and be vigilant to correct the kids. Don’t waver on your expectations; inconsistencies will only confuse the students and cause you more problems.

If you stay calm, collected, and in control, your students will exhibit the same behaviors. The same is true about enthusiasm; if you are excited about your lesson and truly believe in its importance, the kids will respond in kind. Conversely, the kids will know when you are tired, bored, don’t want to be there, or are ‘winging it.’

If you are late to class, or don’t start on time, the kids will pick up on it and be more likely to do the same. The same is true about the way you dress, the way you act, the language you use, and your ‘body language’.

If you want your students working from ‘coast to coast’, or from bell to bell, you need to set the expectation of activity all hour. Start with a warm up, and ensure the kids are doing it. Keep them busy on activities with transitions between each. Don’t let there be any down time. Work them to the end of the period, and have them pack up when you say so, not whenever they want to.

If you want your students to quietly read in class, but you are spending that time working on other things, it sends the message that you don’t value the activity personally. Modeling the skill for the kids reinforces your belief that it is important. It shows you as a lifelong learner who values the skills you’re teaching them.

The same is true for writing, or labs, or math problems. Students rarely have the chance to see real people performing schoolwork - for many, the only examples (and role models) are their classmates. Work along with your students.

Now this doesn’t mean you have to do this the entire time. You must also supervise, coach, monitor, and actively support their learning. But you can spend at least a few minutes ‘at their level’.

Be a positive role model for your students. Don’t just explain and show the behavior; be the example day in and day out.

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For this article, and more on teaching and education, be sure to check out our website:

.starteaching.com

Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:

.starteaching.com/Features_for_Teachers_2feb2.htm

You can contact Frank at:

editorstarteaching.com

Chemistry is generally divided into two broad branches: organic chemistry and inorganic chemistry. Other types of chemistry include physical chemistry, biochemistry, and analytical chemistry, with each field branching off into several specific subfields. Here’s a brief description of the most common branches of chemistry.

Organic Chemistry

Organic Chemistry has to do with the study of compounds that contain carbon (and sometimes hydrogen). Even though carbon is only the fourteenth most common element on the planet, it produces the greatest number of different compounds on Earth. Not surprisingly then, much of the study of chemistry involves organic chemistry.

The most studied groups of organic compounds are those that contain nitrogen. These organic compounds are important because they are often linked to the amino group. When the amino group combines with the carboxyl group, amino acids are born. Amino acids are important because they are as the building blocks of proteins.

Inorganic Chemistry

Inorganic chemistry involves the study the properties and reactions of compounds that do not contain carbon and which are not organic. Inorganic chemistry studies all non-living matter, such as minerals found in the Earth’s crust. There are many branches of inorganic chemistry, including geochemistry, nuclear science, coordination chemistry, and bioinorganic chemistry.

There is much overlap between organic and inorganic chemistry. For instance, organometallic chemistry studies the use of compounds that are capable of creating a covalent bond between carbon and metal.

Physical Chemistry

As its name implies, physical chemistry has to do with the physical properties of materials. Physical properties that are studied may include the electrical and magnetic behavior of materials, as well as their interaction with electromagnetic fields.

There are several subcategories of physical chemistry. These include thermochemistry, electrochemistry, and chemical kinetics. Thermochemistry studies the changes of entropy and energy that naturally occur during chemical reactions. Electrochemistry is concerned with the study of interconversions of electric and chemical energy of matter, as well as the effects of electricity on chemical changes. Chemical kinetics involves the study of chemical reactions. Specifically, chemical kinetics studies the equilibrium it reached between products and their reactants.

Biochemistry

Biochemistry is a branch of chemistry concerned with the composition and changes of living matter. Biochemists commonly focus on the physical properties and structures of biological molecules. Common biological molecules include carbohydrates, proteins, lipids, and nucleic acids. Biochemistry is sometimes referred to as physiological chemistry and biological chemistry. Biophysics, molecular biology, and cell biology are research fields closely related to biochemistry.

Analytical Chemistry

Unlike the other main types of chemistry, analytical chemistry doesn’t deal specifically with specific elements. Analytical chemistry is concerned mainly with the various techniques and laboratory methods used to determine the composition of materials. Qualitative and quantitative analysis are the two most basic methods used in analytical chemistry. Qualitative analysis has to do with identifying all the atoms and molecules in a sample of matter, with attention paid to trace elements. Quantitative analysis also involves determining the atomical and molecular structure of matter, but includes also measuring the exact weight of each chemical constituent.

These twelve tips will help you get through any test and as long as you prepared adequately for it, you will certainly get an A.

Come to the test prepared and feeling confident that you know the material. Make sure that you are not very hungry or very full and that you are well-rested. Avoid eating sugary or processed foods before the test. Avoid items such as candy, carbonated soft drinks, junk foods, and fried foods. Snack on fresh fruit or veggies immediately before to get your mind off the test and give you some sustenance.

Breathe. Relax. Imagine yourself acing the test. It is amazing what a little positive imagery can do for you.

Read ALL of the directions carefully. Reread them again once you have finished. Look through the test to see what types of questions are asked, how many questions, if there are any major essays, if you have choices about questions that you can answer, etc. Make sure you know how much each section is worth so you can budget your time.

If the test involves specific equations, conversions, dates or anything else that you must memorize, write it on the top or margin of the test paper as soon as the test is handed out. Remembering complicated equations and dates before you have answered any questions is a lot easier than trying to remember them after you have answered half of the test questions and you brain is starting to get tired.

Answer all easy questions first. This will help you get into the test taking mood and build confidence. Circle the numbers of the questions that you really have no idea about. You can come back to these later. Often times questions you answer later in the test might trigger something and help you answer a question that you were previously stuck on.

Narrow multiple choice answers down to the two you believe might be correct by crossing off the ones you positively know are not correct. This will improve your chances of guessing the right one.

True-False questions are often a favorite of some teachers and can be quite complicated at times. Keep in mind that every part of a true-false statement must be true in order to answer it as true. If any part is false, mark the entire statement false. You may want to underline the portion of the statement that you believe is false. If there are negatives in the statement such as “no or not”, and you are still not sure whether to mark it true or false, try re-reading the question without the “no or not”. Decide if this statement is true or false then answer the opposite on your test. Words indicating absoluteness (never, always, entirely, every, only, none) often tend to be used in false statements.

Try to construct concise answers that target the question and prove to the teacher that you know the material. Get right to the point in the first sentence or two of your answer. The rest of the answer should contain proof that you know what you are talking about. Give enough evidence to support your thoughts but don’t over-answer the question. Writing a lot of fluff will usually leave the teacher thinking that you are writing for the sake of filling the space and that you really don’t have a good handle on the correct answer.

Before you begin writing an essay, make sure you know exactly what the question is asking. Try to restate the question in your own words. If you can’t do this with confidence, make a quick visit to the teacher and have him or her clarify it for you. Once confident in what the question is asking, take a few moments to get your thoughts together and write some notes in the margin or even create an outline on scrap paper if you have time.

If you find that you are running short on time and still have some open-ended questions left to answer, write something rather than leaving the space blank. Create a brief outline to show the teacher that you do know the answer, but you didn’t have enough time to write an entire essay. You maybe able to get say more in an outline form than you can if you were only able to write a few opening sentences of your essay. Partial credit is better than no credit at all.

Once you believe you are finished with the test, reread everything again to be sure that you answered every question fully and completely. If you have time, cover up your answers with your hand or another sheet of paper and ask yourself what answer you would give if you had to answer the question again. Compare this answer with what you have already written down. Only change the original answer if you find that you made a silly mistake or originally misinterpreted the question. It is usually best to go with your original instinct when you are truly unsure of an answer.

Be neat. The last thing a teacher wants to do while correcting mounds of tests is to spend time deciphering what a student has illegibly written.

Go to .live-etutor.com for to learn more about online tutoring and schedule a tutoring session for your child. All tutors are screened and qualified.

Starting your class on the right foot each day is very important to both you and the students. There are certain expectations you will have, be they required materials (texts, folders, gym clothes), basic supplies (pencils/paper), or behaviors (on time, in seats, working on opening activities). You are going to want these expectations met every day.

We designed a simple set of 5 rules to start out every class. These are easy to remember and easy to keep track of. Several of our teachers use a variation of the 5 rules to start their classes, and you may feel free to adapt these to your class. These are the rules I use in English class:

Rule 1: Students must be in their seats when class begins. In some schools, classes begin (and are dismissed) by a bell. Some classes begin at a specific time. Still other classes are started by a particular signal from the teacher.

Rule 2: Students must have a writing instrument. Again, different teachers have different expectations, be it pencil or pen or whatever. For me, it doesn’t matter as long as it s dark enough to read. I only balk at silver, gold, white, or any other light or fluorescent color (hot pink or yellow for example).

Rule 3: Students must have their folder out on their desk. Each of our classes requires students to keep important papers, notes, and other course artifacts. Some teachers allow students to keep these, and others provide a location in the room for folders.

Rule 4: Students must have all required materials for class that day. To reduce the number of times students ask me about what they need for the day’s class, I will either write the materials list on the board or put it on the class announcements on our TV (watch for the article on creating a class cable TV network our upcoming March issue).

Rule 5: Students must be working on the class warm up activity. In English class, students write out Daily Oral Language (DOL) sentences, practicing proofreading skills. On the edge of each day’s entry are the numbers 1 through 5, making it easy to grade. All you have to do is circle the appropriate number.

Again, we give each student a daily grade of points (1-5). Some teachers have only four rules and one rule is worth 2 points. You can change up and set your own rules and create an easy to grade set of points to fit your own classroom.

After a few weeks of practice, the checking of daily points becomes a student job. One student from each group (the RECORDER) gets the weekly responsibility to check the students’ daily points and circle the proper number. The teacher is freed up for other activities, and you only need to spot check through the room. This way I can record the daily points only once every two weeks and they are already tallied up for me.

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For this article, and more on teaching and education, be sure to check out our website:

.starteaching.com

Frank Holes, Jr. is the editor of the StarTeaching website and the bi-monthly newsletter, Features for Teachers. Check out our latest issue at:

.starteaching.com/Features_for_Teachers_2feb2.htm

You can contact Frank at:

editorstarteaching.com