January 19, 2009
These six steps will help you prepare for class and as a result, you will become more and more confident every time you enter the classroom. In time, you will feel excited about going to class and your grades will drastically improve. Remember that attitude is everything and you must start today by changing your attitude about class. Being prepared for the classroom will certainly help.
1. Pre-read material in your text before class. Having some exposure to the material will make it much easier to follow along with what the teacher says.
2. Review past material. Understanding what you did in previous classes will make it much easier to make connections to new material.
3. Make a list of questions that you may have from the previous day’s activities or homework. Try to get all questions resolved before moving on.
4. Do your homework. At least try each and every problem and make notes when you don’t understand something. At least the teacher will know that you tried.
5. Stay organized. Punch holes in all of your papers and keep them in the binder.
6. Come to class prepared with the appropriate materials such as your text, loose-leaf paper, and something to write with. You wouldn’t want to miss part of the class because you are busy looking around for a pencil!
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As a teacher, your class has just finished an intensive unit on tall tales, or perhaps an author’s study. You’ve read numerous examples of vivid, powerful writing, discussed these, pointed out the salient characteristics, listed the aspects of story that really brought them to life. All in all, an extremely rich, satisfying, language arts experience. So motivating, in fact, that you decide a terrific culminating activity would be to have students use what they learned as a jumping off point for creating stories of their own. Give the children an opportunity to apply the stuff of good writing to their own writing - using literature as the jumping off point.
Your students begin the writers’ workshop with a little less enthusiasm than you anticipated. Some students get off to a great start, but are “finishing” fifteen minutes later. They seem resistant to revision - after all, they’re “done”. Others spend an inordinate amount of time “thinking” about what to write about and cannot seem to put pencil to paper. Another student has visited the pencil sharpener about seventeen times, grinding the offending pencil into a stub. Meanwhile, some students, claiming to be involved in a “peer conference” are disrupting the class with chatter, another is “illustrating” while another is reading the latest Harry Potter book, looking for inspiration. Still other students launch into creative, but rambling tales that become near epics, from which a successful conclusion seems impossible. A number of students have their hands raised, or approach your desk, all wanting your attention and input at the same time. You have a knot in your stomach and are overwhelmed by the sense that things are spiraling out of control. Three weeks later you’ve managed to conduct individual conferences with only a handful of students, you’re needling, redirecting, challenging, and somehow it doesn’t seem as though much progress has been made. The luster has gone out of this project, that seemed so bright at the start. The students are bored, you’re frustrated, and most everyone in the class looks forward to being done with it.
Does this scenario sound familiar? What exactly is it that can bridge the gap between great literature and its application to student writing?
The answer is twofold — skills and a practical methodology that works in the real world of the classroom.
There is a common misconception that if we read a lot, talk about what we read, and then provide plenty of outlets for writing, that in the process, good writing will emerge. Truthfully, for the extremely well-read, self motivated, or innately gifted writer, there is some possibility of this. However, for most students and teachers, something is missing. Simply encouraging students to engage in “free-writing” followed by a conference is not enough to produce a community of strong, enthusiastic writers. What is missing are specific instructional strategies designed to teach the specific skills inherent in powerful writing!
During the whole language era, the idea of teaching discrete skills took on a negative connotation. Somehow, practicing specific writing skills seemed to suggest “basel-izing” the writing process. This was unfortunate, because, in all art forms - in music, theater, the visual arts, and in writing, powerful communication is delivered through carefully honed skills. For example, a talented pianist did not become proficient by simply sitting down and “just playing”. A skilled teacher will provide the young pianist with age appropriate, stimulating pieces of music, as well as scales, arpeggios, and exercises to strengthen the fingers and build dexterity. The student learns how to read notes, hear pitches, and learn musical expressiveness through carefully planned exercises and etudes. All of this “skill-work” does not hamper creativity, rather, it provides a vehicle for the successful expression of creative, personal musical thought, sentiment, and intention. In other words, the skills disappear in an invisible support and delivery system that informs and empowers the musician. The same thing is true in writing.
What are the skills necessary to inform and empower good writing? In narrative writing (writing characterized by a main character who experiences a significant event or problem, within a setting, who grows or changes in the process) the skills necessary to shape and support a story are as follows: - an entertaining beginning that draws the reader in and gets the story rolling - powerful elaborative detail that focuses on story critical characters, settings, and/or objects - a sense of suspense or anticipation which builds story tension, and inspires the reader to read on - a single, significant main event (problem, adventure, or life-changing experience)
- a conclusion which draws the main event to a close and an extended ending which demonstrates how the main character has grown or changed.
Once the basic skills are identified, educators need to have a practical, effective methodology for teaching these skills. The methodology needs to be based on solid educational theory and needs to be proven successful in the real world of the classroom. During an instructional improvement program at our school (Mill Hill School in Fairfield, CT) designed to improve student writing, we developed a methodology for the delivery of these key writing skills for our students in grades 2 - 5. The methodology involved whole class instruction, delivered minimally twice a week for 30 - 45 minutes. Whole class instruction provided consistency and assured experiences for all students, that was often lacking in the teach-on-demand scenario common in the writers’ workshop conference model. There are also many other benefits associated with whole class instruction. These include a greater level of directed conversation between students about writing, and opportunities for the class as a whole to benefit from the writerly conversations.
The whole class instruction looks like this:
1. INTRODUCE/DEFINE SKILL through the use of literature. (Middle grade novels provide the best examples of all of the key skills.)
* 2. MODELING - The teacher models the skill in isolation, asking productive questions and “thinking out loud” as an author. (The quality of the questions you ask will determine the quality of student responses. This also is the most powerful method of building vocabulary.)
3. GUIDED PRACTICE - Provide students with an opportunity to practice the skill you’ve modeled. This is a “before and after” revision exercise. Circulate and offer suggestions, share strong examples and excellent attempts.
Steps 1, 2, 3 are repeated numerous times before step 4: Application.
4. APPLICATION - Students apply the skill to a process piece or a timed prompt.
*Most important step!
This methodology made the teaching of writing more manageable, provided a common vocabulary for writing, ensured a greater level of objectivity and accountability, established a powerful reading writing connection, and ultimately nurtured a community of confident, enthusiastic writers. In fact, during the five years we spent developing the specific skill lessons and delivering these skills through the methodology described above, our narrative writing scores for our fourth graders on the Connecticut Mastery Test improved dramatically:
YEAR Percent of students at goal —– ————————— YEAR 1 47%
YEAR 2 65% YEAR 3 75% YEAR 4 81% YEAR 5 92%
These results were not limited to Mill Hill School. In Wilson’s Mills School in North Carolina, as well as in districts in Rhode Island and Alberta Province Canada, to name just a few, when this approach was used consistently, similar results were common. More importantly, students began to become confident, enthusiastic, lifelong writers, and teachers began to feel successful and fulfilled as the facilitators of a practical, effective instructional program that gets results. Eventually, the lessons and methodology became available through an educational consulting firm and publisher, Empowering Writers.
So now think back to the frustrated, disillusioned teacher and class first described and imagine how her scenario would be different using the Empowering Writers methodology.
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The ancient Chinese Astrology is not only fascinating but also quite accurate. It’s Zodiac is based on 12 signs, a cycle of 12 years and are named after 12 symbolic animals : Rat (or Mouse), Ox (or Buffalo or Bull or Cow), Tiger, Rabbit (or Hare or Cat), Dragon, Snake, Horse, Goat (or Sheep or Ram), Monkey, Rooster (or Hen or Cock or Chicken or Phoenix), Dog and Pig (or Boar or Hog).
Your Chinese Astrological Zodiac Animal Sign is based on your Chinese Lunar Year of Birth. The Chinese New Year is movable and could start anywhere between 21st January and 20th February, depending upon the year.
If your Date of Birth falls into any of these below listed Chinese Lunar Years, then, because you are born in the Year of the Dog, you are symbolically identified as a “Dog” :
From 10 Feb 1910 to 29 Jan 1911
From 28 Jan 1922 to 15 Feb 1923
From 14 Feb 1934 to 03 Feb 1935
From 02 Feb 1946 to 21 Jan 1947
From 18 Feb 1958 to 07 Feb 1959
From 06 Feb 1970 to 26 Jan 1971
From 25 Jan 1982 to 12 Feb 1983
From 10 Feb 1994 to 30 Jan 1995
In Chinese Hsia Calender, 2006 is the 4703rd year and is also the third year of the New Fengshui Land Luck Period 8. The new Chinese Lunar Year is from 29.01.2006 to 17.02.2007. Here are the Annual Forecasts and suggested Fengshui & Crystal Remedies that you may need for the coming “New Year 2006 : Bing Xu, the Year of the Yang Red Fire Dog” :
CAREER :
A year which will bring about a lot of changes. The changes could be good or bad. Good or bad, they will be rather extreme. The negative energies of the yester year have still not fully dissipated. Shed your loneliness and make new friendships. If you have been thinking of a job change, now is the time. Alternatively, if you have been planning for a diversification of your business, take your plunge. Anyhow, with or without your consent, there will be major transformations both in your personal and professional lives. But if you introduce planned changes intentionally, you have higher chances of turning conflicting energy into good luck. If you are in creative, advertising, writing or entertainment industry, you would progress greatly. Even otherwise, your path will be much smoother and results much faster. If you are posted abroad or simply travel overseas, look out for new money-making opportunities. You have to watch out for back-stabbing from people close to you. Be clear in your communications and clear any misunderstandings immediately. Focus on your long term goals, work hard, implement your good ideas, ignore provocations and preserve your patience. You are now better equipped to face challenges - face them bravely. You will finally get your recognition and reward. After getting them, be humble. Wear a Lapis Lazouli Crystal Pendant to take right decisions at the right time. If you are interested in part-time studies, go ahead, it will bring you sure success in the coming years.
You are offending the Tai Sui this year, so display the statue of a Three Generations Dragon Head Turtle alongwith a photograph of the presiding Year Authority of 2006 in the North West, to minimise the negativities of gossips and scandals. You should also wear a Fengshui Rabbit Pendant or place the statue of a Rabbit in the East. (The position of Tai Sui corresponds to North West this year. Tai Sui is also popularly called as Grand Duke of Jupiter and is an intangible energy body of war-like nature that should not be disturbed.)
MONEY :
Reasonably good money luck. But you will have a tough time in guarding it though. Beware of large expenses, especially of health, shifting and vehicle maintenance. Spend conservatively and avoid risky high-interest deposits. Invest in health insurance. Keep off gambling and money markets.
HEALTH :
A lot of minor health problems related to abdomen, digestion, endocrine and respiratory systems. Some of you may end up with minor cuts and burns. Accidents could happen while travelling, resulting in minor injuries. Mental and physical stress could lead to sleeplessness. Meditate and excercise. You can also try and pre-empt the above by donating blood and having your teeth cleaned by a dentist. Minimise the health issues by hanging a large sized original, natural Chinese Kalabash, in your bedroom, over your head.
LOVE :
Reasonble romantic luck this year. But be wary of fresh decisions though. Many of you will marry and settle down. But the romeos should be careful of over-spending their energies : they may live to regret later. Enjoy yourself, but don’t cross the limits. If you are married, spend a lot of quality time with your spouse and family. Communicate freely and wisely. Do not allow misunderstandings to expand, but clear the conflicts immediately, then and there.
Beneficial Crystal : Red Jasper, for 2006
Good Relationship with : Tiger, Rabbit & Horse, for 2006
Conflict with : Dragon, Goat & Rooster, for 2006
Yin/Yang : Yang
A NOTE ABOUT REMEDIES : The above analysis has suggested some remedies/cures for reducing the impact of negative energy and has recommended certain enhancers for increasing and improving upon the beneficial energy. For the remedies/enhancers to be effective, they should be cleansed, energised, blessed and programmed not only for the particular individual/family but also for the specific purpose/problem. They should also be placed in the indicated location. Any or all of these remedies can be reused for the coming new years, the only thing is that some of them may have to be repositioned according to the specific new year.
This is copyrighted work. Permission is granted to republish (both in electronic media as well as print media) the article in it’s entirety only, including the full bio of the author and his links. All links should be “clickable” hyperlinks. An acknowledgement mail from Republishers will be appreciated.
The Author of this article Sri Janarrdhana Guptha is an Energy Consultant, Vaastu & Fengshui Researcher, Crystal Master and a Clairvoyant Karma Reader. His speciality is in permanent, life-time Remedial Solutions, especially Crystal Energy Fields. His wife Srimathi Kalpana Guptha is also a Psychic Reader. The Energy Couple can be reached through crystalvaastu@yahoo.com
or either of their websites:
http://www.newage-kabbalah-numerology.com or
http://www.crystal-vaastu.com/home.htm.
Janarrdhana Guptha has authored the book titled “Guide to Fengshui Good Luck Symbols”. He writes regularly in leading English & Tamil Magazines from India. More of his articles can be read at his blog : http://www.spaces.msn.com/members/crystal-vaastu/.
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