Do physical exercises with satisfaction

Do physical exercises with satisfaction 15 Exercises which will help every student stay healthy A lot of students just forget about their physical health, doing their regular reading and essays writing. It can influence your academic performance in a bad way. Sometimes, it is very important to put all your things away and just exercise to feel better and healthier. There are a lot of useful exercises, which are very easy for you to do in order to stay energetic. And you even shouldn`t have any special equipment to do the following exercises. Supine Pelvic Tilts This is the advanced crunch, which aims at the whole core region. Lie on your back with your knees bent. Your arms should be out to your sides and palms should be faced up.   Exhale and press your low back into the floor, using your abdominal muscles. Hold this position for some time. Inhale and create the arch in your low back. Don`t lift your hips. Return to your starting position after holding this position briefly. Side Plank with Bent Knee Lie on your right side with your legs stacked one upon the other and your knees bent. The right elbow should be bent under your shoulder. Raise your torso, engaging your abdominal muscles. Return to your starting position. Repeat this exercise on the other side. Side Lying Hip Adduction Lie on your side on a mat with your feet stacked in neutral position and with your legs lengthened straight away from your body. Your shoulders and hips should be aligned vertically to the floor. Place your upper arm on your upper hip and your lower arm under your head for support. Bring your lower leg forward until it lies in front of your upper leg. Exhale and raise your lower leg off the floor. Don`t raise the leg too high. Don`t allow the hips to roll back and forward. Raise the leg until you feel tension develop in your low back or your hips begin to tilt. Inhale and return to your starting position. Repeat such moves with the opposite leg. Squat Jumps Stand with your arms by your sides and your feet hip-width apart. Shift your hips back and down. Lower yourself until your heels about to lift off the floor. Keep your head directly facing forward. Make some jumping movements. Land quietly and softly on the mid-foot. Your head should be aligned with your spine. Keep your core muscles engaged in order to protect your spine. Contralateral Limb Raises This exercise is excellent for your troubling upper body areas. Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Exhale and float one arm a few inches off the floor. Hold such position for some time. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Supermans Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Reach both your legs away from torso and float both arms until they lift a few inches off the floor. Your head should to be aligned with your spine. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Glute Bridge This is an excellent entry exercise to the power of controlled and slow movements. Lie on your back in a bent-knee position. Your feet should be flat on the floor. Put your feet hip-width apart. Lift your hips up off the floor. Your abdominals should be engaged. Inhale and lower yourself back to the starting position. Side Lunge Stand with your feet parallel, hip-width apart. Keep your head over your shoulder. Your hands should be in the comfortable position. Shift your weight onto your heels. Inhale, step to the right and shift your weight toward the right foot. Exhale and push off with your right side in order to return to the starting position. Repeat the same movement for the opposite side. Standing Calf Raises – Wall It is a great area to improve your shins. Stand near the wall with your toes facing forward and feet hip-width apart. Place your hands on the wall in order to support your balance. Rise up to your toes and hold such position for some time. Inhale and lower your heels back to the floor. Side Plank with Straight Leg It is very important not to forget to breathe on this exercise. Lie on your right side with your left leg stacked on top of the right. Your right elbow should be positioned under your shoulder.   Lift your knees and hips off the floor. Your abdominals should be engaged in order to brace your spine. Return to the starting position. Repeat the exercise on the other side. Cobra This exercise will help you to get ready for your busy day. Lie on your stomach with your hands positioned under your shoulders. Your legs should be straight. Press your hips into the floor. Curl the chest away from the floor and lengthen the torso. Keep your shoulders rolling down and back. Lower your upper body beck to the floor. You should stop the exercise immediately if you feel the pain in the low back. Downward – facing Dog The controlled and slow movement is very important for this exercise. Come to an all-fours position on the floor.   Your hands should be under your shoulders. Engage your abdominals to support the spine. Rise up your hips. Press your heels toward the floor. Don`t lift your head.   Reach the heels toward the floor. Inhale and return your body to the starting position. Front Plank Lie on the stomach and put the elbows close to your sides. Flex the ankles and straighten your legs. Lift your thighs and torso off the floor. Keep your abdominal muscles strong. Don`t forget to breathe. Hold such position for at least 5 seconds. Lower your body back towards the floor in order to return to the starting position. Push-up This is the good old exercise. Come to a knees and hands position. Your hands should be under the shoulders. Bring yourself to the plank position. Keep the abdominals engaged. Bend the elbows, lowering your body toward the floor. Don`t allow your chin and chest to touch the floor. Press upward through your arms and straighten the elbows. Forward Lunge with Arm Drivers   This advanced exercise hits some core areas. Stand with your arms raised in front to shoulder height, feet together, and arms raised. Lift one foot off the floor, balancing on the standing leg. Hold this position for some time, before making a step forward. Then, shift your body weight to the front foot. Lower your body your front thigh becomes parallel with the floor. Your hands should reach to the point below your front knee. Keep your elbows straight and back flat. In order to return to your starting position, push off with your front leg.

Entrepreneurship Essay Example | Topics and Well Written Essays - 250 words - 7

Entrepreneurship - Essay Example Therefore, for an entrepreneur to succeed in combining innovations to revolutionize the patterns of production, he has to carry out new combinations in productions, through a process that requires a work force. In addition, entrepreneurs require professional management skills, since their obsession becomes a liability in managing the growth of a business. 2. On the other hand, feasibility analysis before venturing in a business is necessary, since the analysis enables an entrepreneur to understand the business process and identify the factors that will facilitate success s of the business venture. Therefore, venturing in to a business without conducting a feasibility test can lead to an over estimation or underestimation of factors that will facilitate the continuation of the business. For example, an entrepreneur may have an idea of starting a business, which requires acquisition of a certain machine for production. If the entrepreneur fails to conduct a technical feasibility analysis, a technical problem on the machine can cause a downfall of the business. Therefore, if the entrepreneur had decided to conduct a technical feasibility analysis, he would have had the chance of identifying availability of technical expertise to correct the problem if it occurs, hence sustaining productivity in the Entrepreneurship Essay Example | Topics and Well Written Essays - 2500 words - 2 Entrepreneurship - Essay Example on creating positive outcome for new products and services as well as in the operational processes of that particular business or start up that engages in it. The managerial processes, the market segment and the organizational structure of the business may also experience the positive impact of innovation when it is clearly and properly implemented and integrated into the business. Different businesses and startup companies engage in innovation for different reasons. The ultimate goal of innovation is to improve the businesses (Lee et al., 2000). The changes that are associated with innovation are intended to improve the efficiency, profitability and the viability of that particular business. There are several aspects of a business that are known to benefit from innovation both in an existing businesses or a new entrepreneurial start up. Some of these aspects and areas include finance, research and development, sales, human resources and marketing. Acs and Szerb (2009) state that innovation does not need to be new or revolutionary for it to be of benefit to the business or entrepreneurial start up. The aim of this paper is to explore the role that is played by innovation in entrepreneurial startups and in the growth of businesses. This is done through a reviewed of existing literature in peer reviewed journals. In order to unravel and explore the role of innovation in entrepreneurial startups and in the growth of businesses, this paper relies on secondary data that exist in journals. To explore and understand how innovation impacts on entrepreneurial startups and the role that it plays in the growth of existing businesses, the paper will use peer reviewed journals. The journals that will be used in this paper are those that deal with innovation, entrepreneurship and growth of businesses. In selecting the journals to be used in the paper, an analysis of various journals that deal with the topic was done. After this, the journals that contain data and information

Western Civilization Essay Example | Topics and Well Written Essays - 5000 words

Western Civilization - Essay Example Karl Marx was known for his theories on the following: economic interest; class struggle; industrial capitalism, and; socialist society. According to Marx, it is economic interest which is the universal motivator and dictates political, religious and cultural trends. Everything will eventually end up in a class struggle between the haves and the have-nots. The former dictates how the state is run and what ideas circulate around society. On industrial capitalism, Marx believed that capitalists are locked in competition with one another, and newer and bigger machineries are being built everyday to outdo each other. Eventually, everything will spin out of control and the periodic crises and competition will diminish the bourgeoisie while the working class grows, who would then institute a revolt and take over all machineries of capitalism. This will result into a classless society and the abolition of the state and a totally free society. After the defeat of Napoleon Bonaparte in 1814, conservatism became predominant in France, the German states, Italy, Russia, and Great Britain. In France, the successive rules of Louis XVIII and Charles X saw the predominance of conservative policies; the former imposing a mild militaristic style and the latter favoring the old aristocracy. In the German states, which included Austria and Prussia, conservative policies likewise prevailed.

Knolege creatain Essay Example | Topics and Well Written Essays - 500 words

Knolege creatain - Essay Example . Balmisse et al (2007: 118) take up this concept stating that knowledge management is a type of tool which , through ‘ social interaction and interface customization’ enables the sharing and transferring of necessary data. In 2010 Martin-Niemi and Greatbanks came up with produced an interesting discussion centering on â€Å"ba† which is said to be defined as ‘place’. This ‘ba’ becomes the means of relationships being developed, and enabling workers to contribute their knowledge and so enhance their joint experiences and so create a communicative environment which all can participate and share. This figure above shows how knowledge is accumulated when individuals and groups share a common working environment. Such sharing is not just the field of a few elite experts, but must include participation by all. An emphasis is made in this type of knowledge creation upon both explicit as well as tacit knowledge as well as how these varying types could be shared. The former . explicit knowledge, is the easier to share because of its basis in individual talents. The model referred to as SECI, refers to the various stages, i.e. socialization, externalization, combination, and internalization. This model can be used to demonstrate how blogs can be utilised within my company. We became interested in blogs as a way of encouraging groups of employees to contribute the knowledge they had. After only a few months it was possible to see positive developments. However, it was clear that full participation by all employees was necessary in order to create the optimum amount of knowledge. At the present time usage remains limited, but the company is actively developing a programme of incentives with the aim of encouraging employees to share their knowledge. There are a number of benefits to the use of blogs. As well as encouraging the

Jennifer Hudson Essay Example for Free

Jennifer Hudson Essay Jennifer Hudsons I Got This is a personal memoir of her life, from her early childhood to her current life. Jennifer talks about her journey to stardom including her challenges, tragedies, and her triumphs. Throughout the book Jennifer continuously talks about how her weight had kept her from getting the parts she would audition for. However, once she lost the weight many doors were open for her. She also gives high praises to Weightwatchers for helping her lose over 80 pounds. Jennifer Hudson made it clear that she was always comfortable with her body and only lost the weight so that she could be a healthy mother for her son. She did not lose the weight for anybody else but for herself and her son. This book was published in January 2012. Jennifer Hudson was born September 12, 1981, in the Englewood area of Chicago. She was the third child of her parents of her parents, Darnell Hudson Donnerson and Samuel Simpson. She was raised in a single parent home with her brother, Jason Hudson, and her sister, Julia Hudson, by her mother. As a little girl Jennifer was very small, so small that you could see her ribs through her shirts. Her mother took her to the doctor because she thought something was wrong with her. Being skinny was not common in the Hudson family. You see food was a central focus for the majority of all the Hudson family gatherings. Jennifer’s best friend and personal assistant is a gay guy named Walter. She met Walter in the sixth grade and they have been best friends ever since. The first time he heard her sing was in music class and from that day he has been her number one fan. Walter made it his personal goal to make Jennifer a star. During her high school years she would sing in different contests and talent shows all over Chicago that Walter would sign her up for; soon thereafter he began booking performances ranging from weddings to funerals for Jennifer. At one point she was in a singing group, with two other girls called Final Notice, but this didn’t last long. They kept her around, as long as they did because she had the most talent, but they let her go because she had the most weight. By the age of nineteen she had reached her peak weight of 236 pounds. This is around the time she realized that her weight was out of control and she was getting passed over for singing gigs because she didn’t look the part. Needless to say, she was astonished that she was being judged on her appearance and not her talent. Jennifer was signed to her first record label, Righteous Records, a Chicago based independent label. It was during this time that she was first motivated to lose weight because the head of the company pitted her against another girl on the label to lose weight. He told them that whoever lost the most weight would win money and be able to release their album first. On this journey of losing weight, Jennifer stopped eating fried foods, red meat, pizza, carbonated soda, and ice cream; which were all of her favorites. She started working out every day and twice on some days. This went on for years. She would lose weight because someone said she needed to if she wanted the job, only to regain the weight upon completion of the part. In the summer of 2002 American Idol made its television debut, Jennifer was encouraged by her mother to audition for the show. Jennifer was not impressed and did not want to have anything to do with the show, that is, until Kelly Clarkson was named the first American Idol. Although the show had sparked something in Jennifer she still resisted auditioning for the second season since she had landed a job with Disney working on a cruise ship. After eight months, away from home, performing on the ship, Jennifer had had enough and went back home. To her surprise, when she got back to Chicago Walter had two airline tickets for Atlanta to go to the audition for season three of American Idol. Being on American Idol, Jennifer had gained a great deal of exposure, which opened the door for her next gig, which was a record deal to record her first album. While she was working on this album she started hearing rumors about a new movie, which was Dreamgirls; and that the producers wanted her for the role. After auditioning twice she was chosen to play the part of Effie in the movie. She had not done any professional acting until this role and the rest is history. For the first time in her career she was told she needed to gain weight, they wanted her to gain twenty pounds so she could really look like Effie. This was a total shock to Jennifer, especially after so many years of being passed over and judged on her appearance over her talent. Well, she gained the weight and starred in her first motion picture. After the production of Dreamgirls, Jennifer returned home and started her mission to lose the weight she had gained for the role. She went right back to the only way she knew to lose weight. Eating only brown rice, chicken, and broccoli, coupled with running every day. She worked hard the entire summer losing the extra pounds only to have the producers call her, near the end of the summer, needing to get some pickup shots of her to finish the film, and oh yeah telling her to regain the weight. She refused to succumb to their request and they found a way to work around it. In September of 2008, Jennifer’s mother, brother and nephew were killed in a shooting; Jennifer stepped out of the limelight for three months. After the birth of her son, Jennifer was again around 236 pounds. This was precisely the time she made the conscience decision to make a permanent change in her life to lose weight and keep it off. She initially began this quest the only way she knew how by limiting herself to very few food choices, but then she was introduced to Weightwatchers. Eighty plus pounds later, Jennifer is pleased with her decision to give Weightwatchers a try, and now she is a spokesperson for the program.

Essay --

Rock & Roll Singer "My goal is to be remembered as a human being and as a great performer" (Scalia). Bobby Darin, born Walden Robert Cassotto on May 14th 1936 and later died on December 20th 1973 at the age of 37. Darin was an American singer, songwriter, and actor of film and television. He was the son of an Italian-born cabinet maker in Bronx, New York. He had a normal childhood as many did and was backed with a loving family who supported and encouraged his every musical move. As a child he suffered something called severe rheumatic fever, which is inflammatory disease that may develop as a complication of a streptococcus infection. It is often similar to Strep throat or scarlet fever. This caused him to be much protected in his life and helped him strive to be as successful as he could be with the short life that he had. Later in life he found out that the people he grew up thinking were his parents were in fact not, his mom was the his sister and his ‘parents’ were actually his grandp arents, he never found out who his father was. Although he had many complications that did not stop him from following his dream. Darin was well versed and spread out with the many instruments that he played. He started out playing in a band in high school and later landed at job at Catskills resort with his band for the summer. After High school he enrolled at Hunter College where he started his professional music career writing songs for the Aldon Music label. â€Å"After scratching out an existence as a commercial-jingle composer, he changed his name to Bobby Darin, and became a professional singer in 1956† (Scalia).That is when he signed for own first record contract with Atco. â€Å"While writing songs, Darin met singer Connie Francis, and he help... ...73. Darin had suffered from rheumatic fever as a child. He had always suffered from heart problems and they finally started to catch up with him. â€Å"†¦suffering a minor heart attack in January 1971, but he went on to enjoy roles in 'Ironside' (1971) and 'Night Gallery' in 1972 before making what would be his final appearance in 'Happy Mother's Day, Love George' in 1973† (Bobby Darin Biography). On December 11, 1973, he was admitted to Cedars-Sinai Medical Center in Los Angeles to get repairs to artificial heart valves that had previously been implanted. Even though his time was cut short his music still lived on appearing in numerous films and movie soundtracks, including Goodfellas, American Beauty and The Sopranos. Darin’s life story was brought to the big screen in ‘Beyond the Sea in 2004’. Bobby Darin was in the process of making a comeback when he died in 1973.

Classroom Management Strategies Essay

How can a teacher prevent irritating classroom behaviors? 1. The students and teacher should first discuss and then write a â€Å"group† contract adopting acceptable classroom rules and procedures by the end of the first week of school. 2. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. 3. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e. g. , â€Å"Stop talking and work on your math problems, please†). 4. Give praise to the entire class as frequently as possible (e.g. , â€Å"Thank you for working so quietly,† or â€Å"I’m delighted to see you all working so well today†). 5. A student who continually exhibits an unacceptable behavior (e. g. , out of his/her seat) might profit from an â€Å"individualized† contract pinpointing the â€Å"desired† behavior (e. g. , remaining in his/her seat) and delineating the consequences (e. g. , if goal is reached, then student will receive designated reward or recognition). 6. Intervene as soon as possible in order to prevent the misbehavior from occurring (e. g. , say â€Å"Harry, may I help you with your assignment? † when the student begins to show signs of frustration). 7. Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. Return to Top ANTAGONISM WITH AUTHORITY What can be done to help students improve their interaction with authority figures? 1. Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. 2. Give students reading and/or writing assignments that deal with antagonistic behaviors, and ask them  to comment on different socially acceptable ways of handling conflict situations. 3. Praise the students whenever they are cooperating with other adults (e. g. , â€Å"That was very kind of you to help her find her keys†). 4. Talk to the student in private to ascertain the reason for his/her misbehavior. 5. Provide the students with models of appropriate communicative behavior through role-playing activities. 6. Encourage students to strive for greater self-control in as many situations as possible. 7. Emphasize to students the difference that exists between acceptable communication in school and that  which is used at home and/or in the community. 8. Contact parents and/or administrators when there is no other way of resolving the conflict situation. 9. Refer the student to appropriate staff members (e. g. , the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns. Return to Top ARGUMENTATIVE STUDENT How can the teacher deal with a child who becomes argumentative upon confrontation? 1. Do not confront the student in a group situation. 2. Do not use an accusatory tone upon approaching the student.  3. Evaluate the situation that led to the confrontation. 4. Do not back the student into a corner. Leave room for options. 5. Do not make threats that cannot be carried out. 6. Allow your emotions to cool before approaching the student. 7. Maintain the appearance of control at all times. Use a clear, firm voice. 8. Give the child an opportunity to speak his/her piece. 9. Allow for role-playing, doing role reversal. 10. Try to explore and discover what led to the confrontation. Avoid repeating these circumstances. 11. If you made an error, admit it! Return to Top  BEHAVIOR PROBLEMS What steps can be followed to resolve a child’s constant misbehavior? 1. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. 4. Let the student know exactly what will happen if the problem continues. 5. If the misbehavior occurs again, follow through with the previously planned disciplinary action. 6.  Throughout the process, keep the parents and the principal informed of the progress or lack of progress. 7. If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal’s office. Explain to the child that he/she is welcome to return when he/she is ready to follow the classroom rules. Return to Top BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to gain the teacher’s attention? 1. Give the student a position of responsibility in the classroom and encourage him/her to set a good  example for others (e. g. , passing out papers). 2. Post a chart in the front of the room delineating the rules to be followed when responding. For example: 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen while others talk. 3. Assign the student a special project of interest and let him/her present the report to the class. 4. Ignore the student’s annoying comments, but give praise when the student describes his/her real achievements. 5. Assign the student to a small group in which he/she must participate primarily as a follower. 6.  Provide recognition and positive attention whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can see what is expected of him/her (e. g. , role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss any factors that may be contributing to the student’s problem in school (e. g. , sibling rivalry). Return to Top CALLING OUT IN CLASS – RESPONSE #L What do you do with a student who calls out answers or comments during class? 1. Discuss your expectations with the class. Make up rules and consequences at the very beginning of  the school year. 2. Keep a frequency record in your grade book of the calling out, and increase the severity of the consequence in direct proportion to the frequency of the â€Å"calling out. † 3. With children in the middle grades and older, divide the class into two groups and make a game out of questions and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points. 4. Praise the student who does not call out, but waits to be called on. 5. Ignore the calling out. Do not acknowledge having heard it.  6. Use a strict behavior-modification program to lessen and ultimately extinguish this behavior. 7. Examine the reason for the calling out. Is it for attention? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a learning disability? React to these symptoms appropriately. 8. Contact the parents. Try an at-home reward system for good days (days in which calling out did not occur). This will involve sending a note home daily. Return to Top CALLING OUT IN CLASS – RESPONSE # 2  What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? 1. Be sure that the students know what you expect of them concerning this problem. Describe what procedure you want them to use to get your attention, and explain why they should not call out in class. 2. If students’ calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. This would include the type of discipline to be used for the children who continue to disturb the class by calling out. 3. Be consistent and persistent in disciplining the children who call out. 4. If a child communicates with you by calling out, make your only reaction one of displeasure and do not answer the question or fulfill the request. 5. Tell the class that if calling out in class only occurs a certain number of times during the week, you will do something special with them on Friday afternoon. Peer pressure is then utilized to solve the problem. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity. 6. Calling out may be motivated by the student’s enthusiasm, or by the fear that he/she will forget what  he/she wanted to say. Have students keep a pad and pencil on their desk to write down a thought they might forget. That way they can refer to it when they finally get called upon. Be sure to give everyone a chance to answer something — even the slower thinking students! Return to Top CLASS CLOWN How can you deal effectively with a â€Å"class clown†? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Try to form a trusting relationship with this student. Listen to his/her feelings and expectations. Try to channel his/her talent for humor into something more productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You take on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning experience for the entire class! 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. However, if the â€Å"class clown† behavior continues and it affects the level of learning for the rest of the  class, then the responsibility for the solution will lie with him/her and the administration. 4. Try to find the curriculum areas in which the student is interested. Give him/her some independent work in these areas and observe any change in behavior. 5. Let the child gain the attention of the class in such a way that it has a positive effect on the class. The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will benefit the entire class. 6. Ask for the assistance of a counselor to investigate various possible reasons for the child’s need to be  the â€Å"class clown. † Return to Top DEMANDING STUDENTS How do you cope with a child who demands your constant attention? 1. Give this child a special job to show that you care about and have confidence in him/her. 2. Make this child the captain or leader whenever possible. 3. Play games that nourish self-confidence. For example, try the Circle Game: Have children sit in a circle and take turns naming someone in the circle who has done something to help or to make him/her feel good. 4. Use personal evaluation sheets. These can be as simple or as complex as you desire. In this way, you  can help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere. 5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence! 6. Implement a buddy system for this child. 7. Check into the home environment. See what is motivating this dependency. 8. Frequently assign this child simple, easy tasks that allow for success. 9. Provide self-correcting tasks so that the child may see his/her own errors firsthand. 10. Videotape your class in action and let the student (as well as the other students) actually see how  he/she interacts in class. Return to Top FAILURE TO ASK FOR HELP What can you do about a student who fails to ask for help with matters he/she does not fully understand in the curriculum or in the classroom in general? 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom settings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable asking questions in the classroom setting, have him/her write  the questions on a piece of paper or a 3Ãâ€"5 card. Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc. ). 5. Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If available and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity. Return to Top HYPERACTIVITY – SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class? 1. Assign the student some type of classroom responsibility that he/she looks forward to doing (e. g. , collecting completed work, delivering messages, etc. ). 2. Carefully arrange the student’s work area to minimize classroom distractions (e. g. , study carrels, room partitions, etc. ). 3. Plan individual and/or group lessons that foster the development of analytical abilities in your students (e. g. , a step-by-step approach to solving everyday problems). 4. Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. 5. Provide your students with firm but fair classroom rules. Make sure you consistently adhere to the consequences of breaking rules. 6. Use social reinforcers frequently and as soon as possible (e. g. , physical nearness or contact, a smile or frown, etc. ). 7. Prepare a variety of short lessons to maximize student attention and participation (e. g. , manipulation exercises of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e. g. , the Feingold diet). 9. Regularly incorporate â€Å"relaxation† techniques into the daily classroom routine. Use them whenever the student is in need of them. Return to Top HYPERACTIVITY AND DISTRACTABILITY How do you manage the â€Å"hyper† student and the student whose ability to screen out irrelevant stimuli is limited? 1. Employ hands-on activities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit outside activities that would detract from his/her concentration. 4. Use classroom aids such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities realistically. 6. Incorporate gross motor skills into activities whenever possible. 7. Use bilateral activities, using hands and eyes in the lesson. 8. Make an obstacle course and have the students move through it at varying paces. 9. Use a timer. When the timer stops, students may have a short break. Never use a timer to speed up work, for it will cause tension and frustration rather than increase skill. 10. Use a â€Å"time-out† period to reward a hyperactive child who has spent time doing correct activities. Return to Top LACK OF MOTIVATION – RESPONSE 1 What do you do with students who lack motivation, have a very negative attitude toward school, and come to class unprepared? 1. Do everything possible to make sure the physical needs of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly, hear clearly, etc.? 2. Make your classroom interesting and stimulating to the students. Make your lessons inviting and challenging, so students are interested in finding out what comes next! 3. Show your students that you take an interest in them. Show that you like them and that they belong in your classroom. 4. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful. 5. Make goals that are challenging, but attainable. 6. Take advantage of the student’s interests and formulate some lessons around them. 7. When developing practice worksheets, use the students’ names and some things you know about them to teach a concept (e. g. , â€Å"Susan expressed her enjoyment regarding her trip to Disney World† when identifying parts of speech). 8. Send home weekly reports to parents. Encourage parents to reward their children for high motivation. 9. Use the concept of students’ working together to encourage one another (e. g. , cooperative learning groups). 10. Have students chart their own behavior for a week. Return to Top LACK OF MOTIVATION – RESPONSE 2 What methods can be used to motivate students and increase their interest in learning? 1. Use incentives in the classroom to reinforce motivation toward accomplishment (e. g. , prizes, stars, or other rewards for completing assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 3. Hold monthly conferences with students to discuss their work habits, motivation, behavior, etc. 4. Have a real purpose in the school work you assign to your students. Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Don’t always point out errors in a student’s work, but show how the finished product can be improved. 7. Provide editing time when you work one-on-one with students to perfect their creative work. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. Develop special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through â€Å"Student of the Month† or â€Å"Star for the Day† designations. Return to Top LACK OF RESPECT What do you do with students who show a lack of respect for adults, peers, their belongings, and the property of others? 1. The teacher should practice the 3 R’s: Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of respect. For example: Someone fails a test and others make fun of that person. Follow with group analysis and discussion of the situation and alternative actions. 3. Clearly state the reasons for respecting other people’s property. Publicly acknowledge those who demonstrate respect for others’ property, so their peers can model their behavior. 4. Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Don’t make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g. , â€Å"How many times have I told you to sit down? I am going to have to take away your recess time for the semester unless you behave. â€Å") Return to Top NEGATIVE RESPONSE TO REQUESTS AND RULES What can you do when you are confronted with students who are negative about rational requests and/or rules? 1. Try to use these guidelines when establishing classroom rules: a) Involve your class in making up the rules. b) State the rules positively. c) Keep rules brief and to the point. d) Review rules periodically with the class. 2. Arrange private conferences with students to discuss the problem in depth. 3. Ask the student(s) to write down the disturbing behavior in a class logbook. Have them write some appropriate alternative ways of responding to negativity, for future reference. 4. Give students choices, in order to minimize negative reactions (e. g. , â€Å"Would you rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now and finish it when you come back? â€Å"). 5. Try to have frequent, positive interaction in the class (e. g. , praise, group projects, discussions, etc. ). 6. Make sure students clearly understand what is expected from them. (In some cases, it’s the student’sconfusion that causes oppositional behavior. ) 7. Handle difficult students individually outside the classroom, so that there is less chance that others will get involved. 8. Contact the parents, the principal, and/or the counselor to discuss the student’s inappropriate behavior. :: PRINTER FRIENDLY Related Links ?Protest Art in Pre-Revolutionary Russia ?Book Snake ?Asking Pre-Reading Questions ?Catch Them Being Good: A Technique for Handling Disruptive Behavior ?Olympic Leaders ?More Resources Comets and the Solar System The European Space Agency successfully landed a probe (nicknamed â€Å"Philae†) on the surface of  a comet over 300 million miles from Earth! As scientists uncover the mysteries of Comet 67P, teach your students about the makeup, structure, andappearance of comets. Then, explore the rest of our wondrous Solar System. Handwashing Awareness A rare respiratory illness, enterovirus D68, is quickly spreading across the United States. Kids are especially susceptible. Like any virus, prevention starts with proper handwashing. Show students how to keep germs away. Poptropica Teaching Guides Poptropica is one of the Internet’s most popular sites for kids—and now it’s available as an app for the  iPad! It’s not just a place to play games; each of the islands featured on the site provides a learning opportunity. Check out our teaching guidesto four of Poptropica’s islands: 24 Carrot Island, Time Tangled Island, Mystery Train Island, and Mythology Island. November Calendar of Events November is full of holidays and events that you can incorporate into your standard curriculum. Our Educators’ Calendaroutlines activities for each event, including: America Recycles Day (11/15), International Day for Tolerance (11/16),Geography Awareness Week (11/16-22), Thanksgiving (11/27), and Buy Nothing Day (11/28). Plus, celebrate Aviation History Month and American Indian Heritage Month all November long! Take Our Survey! Help us improve TeacherVision by taking our brief survey. Thank you for your input! Teaching with Comics Reach reluctant readers and English-language learners with comics! Our original teaching guide to the Galactic Hot Dogs comic series, as found on Funbrain. com, will take students on a cosmic adventure while engaging their creative minds. Plus, find even more activities for teaching with comics, featuring many other classic stores.