(Part 2) Top products from r/teaching

Hey friend! Don't stress about the content for the time-being, this kid will pick up on your enthusiasm for the subject and that's important.

What you need to do figure out what topics/events you are going to cover. I am new to teaching US history as well, but have designed my year using a text book (this one, specifically). I will be teaching from the early explorers to the 1960s. You might want to consider picking up a textbook or finding a pdf of one online- not even to have your student use - but for your own guidance.

Next create a chart of your sessions. What topics will you cover for those lessons? What activities would you like to do? Something similar to this (but not nearly as detailed, just a few bullet points for your own information) just to keep you on track. I'm not from the States so I am not familiar with your state's standards or the Common Core. If you can find out information from the student's mother or online just to ensure the student is meeting his standards.

Look up techniques for home-schooling. You are probably able to get a lot done with him because it's all one-on-one and you're not running around a classroom to make sure everyone else is on task. Take the first couple of sessions with him to figure our what he's capable of, what his pace of learning is, and what ways of learning he responds to most.

Best of luck!

I am still taking classes for teacher certification, but I have just learned how useful picture dictionaries can be.

http://www.amazon.com/Oxford-Picture-Dictionary-English-Chinese/dp/0194740129

Apparently this one is geared more towards teens and adults, but there are almost definitely resources out there for younger students if you look hard enough. (I found this one with just a quick google search) These types of books are especially helpful since it gives a visual along with translations. There is also more of a focus on conversational language which will help your students learn verb conjugation naturally.

Have you contacted anyone within your school district? Most schools are required to have resources available for this type of situation.

I hope these ideas help! Good luck!

Crash Course has a fun set of videos for each of the topics typically covered in a gen chem class. They're not super in-depth, but they'll serve as quick refreshers for the basics.

In addition to /r/chemicalreactiongifs I would recommend Periodic Videos.They also have lots of fun demos, but with more discussion and fun anecdotes.

If you're looking to hone your chemical instincts, I would actually recommend an older book called "Voyages in Conceptual Chemistry" by Dan Barouch. It's a source book of chemistry problems, but with a greater focus on concepts and critical thinking. Few (if any) of them require explicit calculations, which makes them great for class discussion. The problems still involve relevant equations, but with a focus on the relationships between and proportionality of variables in equations. Each problem even has 3 associated hints to help guide discussion and students' thought process.

To give you a sense of the kinds of questions in the book, here's an example of a fun but tough stoichiometry problem without calculations:
"Your project is to determine the molecular formula of an unknown hydrocarbon (a compound consisting only of hydrogen and carbon). It is burned completely under tightly controlled laboratory conditions and the only source of oxygen is a balloon inflated with pure oxygen gas, attached through an inlet valve to the combustion chamber. A friend pulls you aside and whispers in your ear that the number of molecules in the hydrocarbon sample is the same as the number of oxygen molecules in the balloon. Keeping this tip in mind, you perform the combustion reaction and watch the balloon shrink. When the balloon is completely deflated, the combustion reaction stops, and you notice that four-fifths of the hydrocarbon remain.
What are the two possibilities for the molecular formula of the hydrocarbon? Assume that the reaction went to completion and there were no side reactions or by-products.

Hint 1: What is the general reaction for the combustion of a hydrocarbon?
Hint 2: What is the limiting reagent? What's the stoichiometry of the reagents in the reaction?
Hint 3: From this information, what must be the stoichiometry of the products?"

This is possibly too difficult for an introductory chemistry class, since they won't realize that C3H8 is a reasonable molecular formula for a hydrocarbon, but CH16 is not. However, this should give you an idea of the caliber of the questions in the book.

For more traditional, calculation based questions, there are tons of source books out there. Schaum's has a pretty extensive one called 3000 Solved Problems in Chemistry

Finally, (but perhaps most importantly) check with the lead instructor for the course. Find out which topics will be covered and the relative difficulty of the problems that students will be expected to solve. Then choose problems based on those criteria. That way, you'll be certain that students are getting the practice they need.

One last tip, when you're working through problems in class, be sure to actually give students time to work on the problems themselves and encourage group discussion. There's a tendency to try to cram as many example problems as possible into a discussion session, but I find that this overloads students and pushes them towards rote learning. They just scramble to copy down the answers and figure they'll reread and understand them later. Fewer and more focused problems are more productive and lead to more transferrable knowledge/understanding.

Good luck next semester! Have fun!

I teach newspaper, and I have taught yearbook in the past. It's a lot of fun. Here is a page of contest prompts for things like feature writing, cutline writing and design. There are rubrics at the bottom of the page. It's from the Kansas Scholastic Press Association website.I like to use them as training worksheets. I also really like "Inside Reporting" by Tim Harrower. It's probably the best textbook I've found for journalism, or anything else.

My biggest piece of advice is to make sure you empower your students to make editorial decisions and do all the work to get the publication to press. It's their newspaper and yearbook, and while that gives them a lot of freedom, it's also a huge responsibility. If they take pride and ownership in their publications they will work a lot harder.

Let me know if you have any specific questions. It can be a daunting task.

This site provides some awesome short passages that you can use with the students for analysis of style and rhetorical devices. What I do is teach/reteach them a bunch of the simple devices in the first week (simile, metaphor, alliteration, etc.) and we do one of these analysis passages every Tuesday night for homework before discussing it Wed. in class. As we move through the year, I add more devices to their bank and their analysis increases. Make sure they're also able to answer why authors might use it, not just what they use.

Another thing I like to do is use the multiple choice practice sections in this book and give them one on Monday mornings. The sections are 10 questions, so I give them 10 minutes. When I have them do practice sections, I ask them to highlight words they don't know in the questions/answers, and then I utilize their lists to help drive my instruction.

I'm now entering my 4th year of teaching this class, so I'm finally feeling comfortable with everything that's required of it (my scores don't reflect that, but that's another story for another time). Feel free to message me at anytime!

You're not being paid to like the kid. You're being paid to prepare the kid for the role he will play in society. Have you ever asked him what he wants to do in his future? Have you ever asked him what he wants to learn? Have you ever sat down next to him and focused on helping him to prepare to create well-being for himself and others in his future instead of sitting opposite to him and seeing him as a problem.

You are also rating him i.e. attaching labels to him as if he is those labels rather than those labels applying to those behaviors.

The grades you give his performance should be based on whether or not his performance meets objective criteria. You are not grading him. You are grading his performance on specific tasks.

This might help https://www.amazon.com/Why-We-What-Understanding-Self-Motivation/dp/0140255265

As well as this https://www.amazon.com/Getting-Yes-Negotiating-Agreement-Without/dp/0143118757

I say that too, but very, very quietly. I teach in a very affluent district, and saying that here is like farting in church. When I tell them this, I mention that my plumber makes far more money than I do..... FWIW, here's a great book along those lines.

I highly recommend "Teach Like Your Hair's on Fire" for your reading pleasure!

http://www.amazon.com/gp/aw/d/0143112864

On Amazon I found some more Latin translations aside from Harry Potter:

• Fairy tales
  
• The Giving Tree
  
• Ferdinand the Bull
  
• Cat in the Hat
  
• Winnie the Pooh
  
• Gingerbread Man
  
  I also remember that my college bookstore had a bunch of picture books in Latin (along with other foreign languages) - parents liked to get them as gifts for their kids. Might be worth looking at a local college?

We use a program called Fundations at my school, but a program that might work better, since he can move at his own pace is Words Their Way. They have different levels of difficulty depending on what students know and are able to do. I would recommend starting with this book. It's the lowest level, and will help your brother with phonemic awareness (the building blocks of decoding words and is probably the reason your brother is having a hard time putting syllables together). Then you can move on to higher levels, like this. The program is meant to be a spelling program, but I find that if I pair it with a lot of independent reading and reading with an adult where I can point out examples of the phonics skills they've encountered, then they can learn a lot about decoding from it.

On a side note, one of the major problems that struggling readers run into at a young age is that people spend so much time focusing on their decoding that they don't think about how well the student is comprehending. Use a variety of books with your brother -stuff he can decode just fine, stuff he needs help with, and stuff he can't read at all, but that you can read aloud to him. With these last books, spend a lot of time discussing what he's reading as well. Otherwise you run the risk that he's going to continue to struggle when he gets older because he values decoding the words over understanding the content.

I'm not sure what kind of set up Indiana has, I'm in Florida, but I suggest maybe getting the materials for the ESE teachers to help with the questions. The only thing I found when searching amazon was this: https://www.amazon.com/CliffsTestPrep-Praxis-Education-Exceptional-CliffsNotes/dp/0470238445/ref=sr_1_2?ie=UTF8&qid=1467333983&sr=8-2&keywords=indiana+teacher+certification

Make this book your bible.

It will do a great concise job of filling in those planning gaps. Also, get a mentor. Somehow.

Pick up a copy of good ole Strunk and White. You can also check out Grammar Girl and Purdue's Online Writing Lab. Also, don't feel bad about not knowing all the ins and outs of grammar; most English teachers have to brush up from time to time.

I'm about to take the praxis 2 middle levels, also. My state training thing recommended this book for studying..

Not sure what grade you teach, but here's a recent Newsweek article about the book and the story behind it. His sister's [memoir] (http://www.amazon.com/The-Wild-Truth-Carine-McCandless/dp/0062325140) was recently released. You probably don't want to teach both books, but you could find plenty of recent articles on the subject and interviews with both Carine McCandless and Jon Krakauer.

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What is the "West Bank"? It was territory controlled by the Kingdom of Jordan between 1948 and 1967. Prior to Israel's founding in 1948, it was just another part of the Palestine Mandate (now divided into Israel and Jordan), controlled by the British Empire on behalf of the UN as part of the dissolution of the Ottoman Empire after WWI. Over 2000 years ago, before Rome conquered the Middle East, the West Bank area constituted the heartland of the Kingdom of Israel, which split into the Northern Kingdom of Israel and Kingdom of Judah after King Solomon's death. Because the Northern Kingdom's capital was at a place called "Shomron" ("Sebastia," according to the Romans), I and many like me, refer to this region as Yehuda/Shomron.

Israel's War of Independence ended with the Jordanian army controlling the mountainous highlands of the West Bank, and the eastern half of Jerusalem, while Israel retained control of the coast plain.

In 1967, Israel beat the Jordanian Army, the Egyptian Army, and the Syrian Army. Territory that had been controlled by them, from the Suez Canal to the Golan Heights and Jordan River Valley became integrated into Israel. The Israeli government made a policy that it would be willing to return control of the newly-captured land in return for peace treaties and an end to all hostilities with its neighbors. In 1979, Israel signed a peace treaty with Egypt and returned the Sinai Peninsula to Egyptian control in 1981.

In 1993, under the auspices of the Oslo Accords, Jordan signed a peace treaty with Israel, but also relinquished all of its claims to the West Bank, leaving the whole of West Bank to Israeli control. Under the Oslo Accords, an organization called the "Palestinian Liberation Organization" (PLO), led by Yasser Arafat would be given administrative control over predominantly-Arab cities in the West Bank, because the Israeli government did not want to govern these places, because the population of these cities (Ramallah, Shechem/Nablus, Jenin, Tulkarm, Qalqilya, Jericho, Bethlehem, and most of Hebron) were generally resistant to Israeli governance (though you'll never hear them complain about the paved roads, running water and electricity that Israel installed for them between 1967 and 1993). Naturally, this wasn't good enough for Yasser Arafat, so he orchestrated a series of bus bombings in order to pressure Israel for more territorial concessions. Israeli prime minister Ehud Barack offered Arafat nearly everything he asked for at Camp David in July 2000, and Arafat walked away. In October 2000, Arafat ordered the beginning of the Second Intifada, a 5-year campaign of terrorism against Israeli civilians. The intifada ended with Arafat's death (whether from AIDS or some other ailment, who knows-- that he was diseased is evident in every picture of him), the IDF policing the cities under PLO control, and a succession of right-wing Israeli governments who were elected with the mandate that they would not give any concessions to the PLO as long as the Arabs continued to support terrorism.

The PLO was initially founded in 1964, as a terrorist organization and foreign policy tool under the joint control of Egypt, Syria and Jordan in order to be a perpetual thorn in Israel's side. After the Six Day War ended, the PLO tried to hide among the population of the aforementioned ungovernable Arab cities. Over the next three years, the IDF chased the PLO into Jordan, where, in 1970, they hijacked several international airliners and tried to overthrow the King of Jordan. In a massacre that became known as Black September, the Jordanian army ejected the PLO, who then fled to Lebanon and ignited the bloody Lebanese Civil War, which lasted from 1975 until 1990 and directly led to the rise of Hezbollah (which murdered more Americans than any other terrorist organization before 9/11), who made their debut by driving a bomb-laden truck into the peacekeeper barracks in Beirut, murdering 241 American servicemen.

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What are "settlements"?

Remember at the beginning of this wall of text, that I mentioned that Jews have roots throughout the West Bank? Regardless of whether you believe G-d exists, the Old Testament explicitly states that Abraham lived in Be'er Sheva, and is buried in Hebron with his wife, son and grandson. Isaac was bound and nearly offered to G-d on Mt. Moriah, where a retaining wall from the Second Temple still stands. Jacob's daughter Dina was raped near Shechem/Nablus, where Josef's body is buried. Rachel died on the road to Hebron, and was buried near Efrat, just outside of Bethlehem, where King David was born. The mobile temple from the 40 years of wandering in the desert was placed at Shiloh for over 300 years before King Solomon built the first temple in Jerusalem. Jericho is at the place where the Jews crossed the Jordan River into Israel. It's all there in the book. And these are some of the places that are now called "Settlements," where Jews built suburban towns, in order to maintain access to their heritage. As long as these places had been under Jordanian rule, Jews were forbidden entry. Even now, if you are Jewish, then you can only access Josef's tomb with a military escort because Shechem/Nablus is controlled by the PLO. In the case of any peace deal, the existence of these "settlements" reminds the Israeli government that Jews can't trust Arabs to let them visit their heritage, and that Jews are not willing to part with their heritage for the sake of a peace that would already exist if the Arabs behaved like normal human beings instead of being brainwashed by their leadership to support terrorism.

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Here is the book list that I recommend to anyone looking to learn more about Israel:

Six Days of War by Michael Oren <---- Nothing happens in a vacuum. The first half of the book describes the events leading up to the war, from 1956 to 1967. The author is a former Israeli ambassador to the USA.

The Revolt by Menachem Begin <---- Excellent discussion of the War of Independence, the events before and after it, and how Israeli politics evolved once the State coalesced. The author led Etz"L during the War for Independence, and served as the first non-Labor-party Prime Minister from 1977 to 1983.

The Arab-Israeli Wars by Chaim Herzog <------- Excellent summary of all of Israel's military actions. The author is a former Israeli president.

Like Dreamers by Yossi Klein HaLevi <---- The different ways that everyone all over the Israeli spectrum believe in Zionism.

The Israelis by Donna Rosenthal <----- snapshot of Israel's diverse population. This book is from 2005, so the description of certain events and especially their outcomes is a bit dated.

Catch the Jew by Tuvia Tenenbom <----- All the different ways that international organizations meddle in Israeli affairs, looking for ways to blame Israel for malfeasance, as well as all the different ways that the Arabs can't keep their story straight.

Voice of Israel by Abba Eban <------ The author was Israel's ambassador to the UN.

Letters from Tel Mond Prison by Era Rapaport <---- The schizophrenia of post-1967 Israeli policy in Yehuda/Shomron, and how Israeli citizens dealt with it.