You did it! We figured this one out! It is a truth universally acknowledged (by me for certain) that the Bitchery pretty much knows everything, and really, it’s true. Scroll down to see the solution for this HaBO – and many thanks!
Bitchery reader MplsGirl asks for help with a romantic story she read in fifth grade. Seriously. I barely remember fifth grade itself, much less what I read. Now I’m sitting here pondering my fifth grade teacher’s name. Not a clue.
But MplsGirl, she remembers these details of the story that set her on the path of historical romance fandom:
As a 5th grader I came across a romantic story in the
library that I’ve always wanted to find again. It’s
old–written pre-1970s I would guess; the hardcover
book looked ragged and worn when I read it in 1984. It
was completely tame as far as romance novels go, but
it was one of two books that led me on the path to
becoming a romance reader for life. I have zero ideas
about the title and author.
Set in either England or Scandinavia, might be
Vikings, definitely is sword-wielding knights or
warriors, set in a castle.
About a nobleman’s daughter–I think she has long
blond hair and is 12 or 13, probably–who is betrothed
to a knight and she must prepare for the bethrothal
ceremony where she has to walk down the aisle with a
chalice filled with wine and they both sip from it.
She has sisters, her mom and sisters help train her
for the ceremony. Told from the girl’s POV, though I
don’t think it’s first person.
The story is mostly about her learning of the
betrothal and her fear, preparation for the betrothal
ceremony, how scared she is that she’ll screw it up,
hopeful that her future husband is nice/attractive,
etc. (Like I said, it’s tame.) She’s freaked out
about spilling the wine as she walks down the aisle.
Can’t remember if it ends at the ceremony or if they
get to know one another. Not even sure if they kiss
one another in the book. Have been curious about
finding this book for a long time now.
The memory of this book is part of what got me hooked
on historicals as a teenager–I scoured the library a
few years after I first came across it, reading
anything medieval, viking, knight-related in the hope
of coming across it.
Any help the SB community can provide would be much
Etsy предоставляет возможность прямой связи покупателей и продавцов со всего мира. Когда вы используете сервисы Etsy (мы будем называть etsy.com, Pattern by Etsy, наши мобильные приложения и другие сервисы нашими «Сервисами»), вы несете ответственность за соблюдение этой политики, независимо от вашего местоположения.
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- определенные географические регионы, такие как Иран, Крым, Куба, Северная Корея, Сирия, Россия, Беларусь, Донецкая Народная Республика («ДНР»), Луганская Народная Республика («ЛНР»), а также любые физические или юридические лица, ведущие деятельность или находящиеся на этих территориях;
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- Экспорт из США либо гражданами США предметов роскоши и любых других товаров, согласно указаниям министра торговли США, любому лицу, находящемуся в России или Беларуси. Список и определение «предметов роскоши» приведены в «Дополнение № 5 к Разделу 746», опубликованном Федеральным реестром США.
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Кроме соблюдения требований OFAC и применимых местных законов, участникам Etsy следует иметь в виду, что другие страны могут вводить собственные торговые ограничения и что определенные изделия могут не допускаться к экспорту или импорту согласно международным законам. Когда в транзакции участвуют лица из разных стран, вам следует изучить законы любых соответствующих стран.
Наконец, участникам Etsy следует иметь в виду, что сторонние платежные системы, например PayPal, могут самостоятельно отслеживать транзакции на предмет соблюдения санкционных требований и могут блокировать транзакции в рамках собственных программ, обеспечивающих соблюдение требований. Etsy не имеет власти или контроля над процедурами независимого принятия решения в таких системах.
Экономические санкции и торговые ограничения могут применяться к порядку использования вами Сервисов и могут изменяться, поэтому участникам следует регулярно проверять источники информации о санкциях. За юридической консультацией обращайтесь к квалифицированному специалисту.
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Your child is about to enter whatвЂ™s often considered the last year of elementary school вЂ” and will soon be exploring middle school curriculum! ThatвЂ™s why 5th grade is an extremely important time for students to cement the skills they have gained throughout the upper grades and lay a solid foundation for the years ahead.
In short, this year is all about helping students practice, refine, and grow their skills. Students build on what they learned in 4th grade by analyzing material in deeper ways, and write structured, clear, and detailed pieces about a variety of subjects. They are encouraged and expected to be more independent in their learning, and to require less guidance and support from teachers and other adults. For instance, when a student is asked to research a topic, they should know what to do to accomplish that (even if they need a little help from a teacher along the way).
Read on for what to expect this year, and shop all fifth grade resources at The Scholastic Store.В
ForВ more book and reading ideas,В sign upВ for our Scholastic Parents newsletter!
Fifth Grade Reading
Most of the 5th grade reading curriculum focuses on teaching students to understand and develop ideas about the texts they read. Fifth graders learn to support their ideas using specific details from books, and are expected to think carefully about (and ultimately use) quotes, facts, and events to develop opinions about a text and explain it. Students practice this as they read texts together as a class and independently, and their teachers often show them specific strategies they can use to do this. Fifth graders also expand these skills as they write extensively about what they read in every subject.
To build reading skills, your fifth grader:
- Begins to use direct quotes from texts to explain and prove ideas about the reading.
- Reads a variety of genres including fiction, nonfiction, poetry, and drama.
- Uses details from the text to summarize it, identity the main idea or theme, compare characters or events, or compare different texts of the same genre.
- Interprets and understands metaphors and comparisons made in a text.
- Identifies an author or narratorвЂ™s point of view and explains how this affects the content of a text.
- Compares multiple perspectives on the same event, idea, or theme.
- Uses the context of a text to determine the meaning of unknown words.
- Uses technology and digital media to further their understanding of a topic and to find answers to their questions.
- Gathers information about a topic from multiple sources.
Fifth Grade Reading Activities
Start a Book Club: It can include family members, your childвЂ™s friends and their parents, or just the two of you.В Select a book together and establish small reading assignmentsВ (perhaps one or two chapters per week). Talk about the book’s themes, using concrete examples you find in the text. After you finish one book, pick another by the same author about a similar topic (or in the same genre) and compare the two.
Gain Perspective: Read two different texts about an event you and your child attendedВ (or you can each write your own personal account of it). Ask your child to compare the differences in the perspectives they are written from.
Read and Research: Help your child come up with a question about a topic of interest, and work together to explore a variety of sources for the answer. Use technology, books (such as the Scholastic ChildrenвЂ™s Dictionary!), magazines, newspapers, and, if relevant, poetry and fiction.
Fifth Grade Writing
Fifth graders build on the skills they learned in 4th grade to become clearer and more developed writers. They pursue many different kinds of pieces covering a variety of topics, and use details and organization to strengthen their writing. As they work on pieces in class, students are taught to use writing to share their own unique ideas and perspectives вЂ” not just those of others. В В
To build writing skills, your fifth grader:
- Writes opinion pieces, which include:
- В an introduction and conclusion
- a logical and clear structure
- evidence that supports the authorвЂ™s opinion
- Writes informational pieces that:
- explain a topic using details such as definitions, quotations, and facts
- include an introduction and conclusion
- Writes narrative pieces that:
- introduce and describe an event in a logical way
- use details such as dialogue, thoughts, and emotions
- provide a conclusion
- Plans, revises, and edits their writing.
- Thinks about the best way to approach their writing and tries different ways to do so вЂ” such as writing in a different tense, or from a different perspective.
- Uses technology (under adult supervision) to publish writing, research, and communicate with others.
- Types at least two pages of text in one sitting.
- Uses multiple sources to write and create a research project.
- Takes notes on information and cites the sources used.
- Writes pieces that take long periods of time (a few weeks) and short periods of time (one sitting or a couple of days).
Fifth Grade Writing Activities
Practice Typing: Experiment with the many different ways your child might do this вЂ” for instance, they can play typing games, type something they have written, or transcribe a conversation you have together.
Edit, Edit, Edit: You and your child can both write your own pieces, or your child can choose a short piece of writing from another source. Whatever they choose, ask your child to вЂњreviseвЂќ or вЂњeditвЂќ the text, aiming to improve it by adding more detail and descriptions.
Pick a New Perspective: Use a piece you or your child wrote or pick a text written by someone else, like a short story or article. Ask your child to rewrite the piece from a different perspective, like that ofВ another character in the story or a person who witnessed the event. Talk to your child about the differences in those perspectives.
Shop the best resources for fourth grade below! You can find all books and activities atВ The Scholastic Store.В
Do you like a girl but don’t know if she likes you back? If there’s somebody you’re chasing after, or you’re just curious, take this ‘How to tell if a girl likes you’ quiz to see if a certain girl you are seeking out is also interested in you. And don’t forget to share with your friends too, they may find it helpful.
Well, there’s this girl in my life, and it really seems like she likes me. I’m just trying to confirm it as better as I can!
I noticed that there’s this girl who seems to be coming on to me.
A girl I know seems to be kind of flirty with me, maybe she likes me?
I’ve started to become friends with a girl, and I think there might be something between us.
I saw this girl. thought she was hot, I just wanna know if she likes me.
Friends? I’ve never talked to her in my life.
Well, we see each other sometimes, and work on projects sometimes, but we don’t really talk.
I’ve seen her around and we have some mutual friends, so we’ve chatted a few times.
Yep! We’re friends, and we text and talk sometimes.
We’re great friends. We text all the time and talk as much as we can while we work.
Once again, never talked to her.
We don’t really talk, so. No!
Actually, yeah, now that you mention it, she does. A lot.
She doesn’t flip her hair, but she does laugh and smile a lot.
We don’t talk much, but when we do, I really only noticed her smile a few times.
Look, I’ve said this before: WE DON’T TALK!
She’s really loud! Jeez, it’s like constant hyper and happiness with her.
She really shows characteristics of both. Sometimes, in a large group, she’s loud, but, if we’re having a private conversation, she’s kind of quiet.
She’s kind of shy most of the time, but not in a mysterious way.
I haven’t talked to her enough to decide that.
Yeah, I remember noticing her out of the corner of my eye, watching me, but when I would catch her gaze, she would look away.
Sometimes, though it’s kind of rare.
I don’t think she even knows I exist!
Well, she’s looked over at me, but usually it’s only if I make a comment.
Nope, not that I know of!
If she doesn’t know I exist, and we don’t talk, then how could she do that?
Yes, she’ll brush past me in a crowded hallway, and when we’re talking she’ll laugh and hit my arm when she’s teasing me.
Not so much hitting my arm, but we’ll high-five sometimes, and we brush past each other frequently.
Nah, our shoulders touched once, but there was no room to get through, so she had to.
She hits my arm, but usually only if I make fun of her.
No, I don’t see her outside of school/work.
Definitely! Before we became good friends, I barely saw her. But now, she’s everywhere!
I’ve seen her in a lot of the same places as me in the office/school but not so much outside of that.
Not really, I mean, I see her, but not everywhere!
Teachers may talk euphemistically of students being “held back,” but for parents and kids, it takes more than words to soften the blow of grade retention. The idea that their child may not advance into the next grade can be overwhelming for parents. So what do you do when your child is faced with the possibility of repeating a year?
First, identify the reasons. Circumstances sometimes dictate that a student should repeat a grade: frequent relocation, excessive absences or long-term illness, for example, may have kept your kindergartener out of the instructional loop for a year. In cases like these, retention might be a reasonable solution—after all, your child probably didn’t get sufficient content instruction the first time around. Young children might also find it easier to adapt when the repeated grade comes early in their schooling, considering that the difference between them and their peers will be most negligible at this stage.
However, if an older child is held back because he “just isn’t getting” the material, or because she missed a high-stakes benchmark, it may be time to consider your options and rights.
Retention: Red Flags and Alternatives
Grade retention is hardly a universal practice—in fact, countries like Japan and Korea, known for their academic rigor, do not hold back students. But it is a practice with a long history in the United States, and one that has been steadily gaining ground since the 1980s.
That’s despite research questioning its value. The National Association of School Psychologists (NASP) calls retention ineffective, citing “no evidence of a positive effect on either long-term school achievement or adjustment” and asserting that it is too liberally misapplied as an intervention amongst poor urban minorities and students with behavior or maturity problems.
And, the NASP reports that repeating a grade is associated with behavioral problems, decreased achievement and even an increased drop-out rate. If your child truly needs retention, the NASP says, it should be coupled with specific remediation instead of just “doing it over.”
If your instinct tells you that the disadvantages will outweigh the benefits when it comes to holding your child back, the NASP offers several alternatives to retention that you may want to discuss with your child’s teacher or school counselor:
- increased parent-teacher communication
- more active behavior management in the classroom
- extended programs (summer or after school) designed to bring students to grade level
- mentoring and tutoring programs
Other interventions worth consideration are more frequent, informal benchmark screening and assessment and tiered teaching, which matches instruction to students’ individual needs.
Your Rights as a Parent
If you are uncomfortable with your school’s decision to hold back your child, do you have the right to appeal that decision? Possibly—guidelines vary widely from state to state and even district to district. Many districts have an appeal process in place. Do your best to educate yourself on local policies: grounds for retention, intervention and notification processes, the possibility of alternative assessment criteria (particularly if high-stakes testing is involved), and appeals procedures. Gathering evidence in the form of report cards, tests, quizzes and homework assignment, and conference notes is vital—remember that you are better off building a logical case to support your son or daughter, not an emotional one.
If a learning disability is suspected, you may want to talk to your child’s doctor or a qualified psychologist. For children with diagnosed disabilities, parental rights under IDEA, or the Individuals with Disabilities Education Act, may be a little different. This law mandates special education and services. If your child already has an IEP (individualized education program) or a 504 plan, which prohibits discrimination against children with disabilities, it may be worth looking into whether or not your district is offering appropriate services under those programs. Retention should be an option only when all other avenues have been exhausted—and federal law dictates that for a child with disabilities, there should be a variety of avenues.
How to Talk to Your Child When Retention Is Inevitable
Grade retention is far from being simply an academic issue. Especially for your older child, it’s a social and emotional issue that needs careful addressing. Repeating a grade is often stigmatizing for children, many of whom tend to brand themselves as failures; in fact, studies show being held back can be the stress equivalent of losing a parent. How parents frame unavoidable retention can make all the difference in a child’s acceptance of it:
Help your child identify allies: counselors, teachers, peers and mentors who will help him make the transition
Portray retention as an opportunity for achievement and increased learning
Use retention as an ultimatum or threat for poor performance and/or behavior
Cast your child (who will probably be older than her classmates) as a potential leader in the classroom
The decision to hold your child back a year is a difficult one—but trust your gut. You know your child better than anyone, and he or she depends upon you as an advocate and a champion. Remember that retention is only one of many options in promoting your child’s future academic and social success.
“It was a major landmark in exploring my sexuality.”
No one ever forgets the thrilling, nerve-racking, butterfly-inducing feeling of a first kiss. Seventeen.com talked to 10 girls about their first experiences kissing girls. Some were in the process of exploring their sexuality, some had already figured it out, and some were just goofing around — all scenarios that are totally normal. From playing house as kids to dance floor make-outs to spin-the-bottle dares, these stories are too cute.
1. The kiss that changed everything
“I had a boyfriend briefly in high school, but the first girl I kissed was someone I met at college orientation. It was a day or two after our first date, and we had gone to hang out in her room. It was pretty apparent that we were both interested in the other person. She asked if she could kiss me, and obviously I said yes. We kissed for a couple seconds but broke apart right before her roommate’s entire family walked in. That kiss was a major landmark in exploring my sexuality — it was a confirmation that this was right for me. I realized that I enjoyed it so much more than I had enjoyed kissing a guy. I identify as a lesbian now (and have been in a relationship with that girl since August!).” — Kylie, 19
2. The dance floor makeout
“I had been questioning my sexuality for a while, and last year, at a party in my dorm, I locked eyes with this girl I had been friends with since middle school. We had flirted slightly on occasion but nothing serious. She came up to me and just kissed me. I was surprised at first, so I stiffened. I was nervous because I had only been kissed two other times, and the first was awful. I was also afraid of confirming my thought that I liked girls. But then I melted into it and we ended up making out on the floor. It was awesome. Afterward, I felt more comfortable with my sexuality: I’m bisexual heteroromantic. I like girls and boys but I only want to pursue boys romantically.” — Samantha, 19
3. The kiss that required a few attempts
“My friend group and I were at a gay nightclub on their 18+ night. I met a girl who introduced herself to me, danced nearby me and sometimes with me, and started a conversation. I couldn’t tell if she was into me or just really friendly. When I leaned in at the end of the night to give her a kiss, I got cold feet and just hugged her. But then outside, I saw her again and told her I wanted to kiss her, but I was too nervous. We said goodbye for a second time. Five minutes later, she ran after me and kissed me. I told her it was my first kiss. She was honored and said she wanted to try it again. At this point, her friends and my friends were laughing and filming us, so we ran around the corner and tried to kiss again. It was still so awkward. Finally, she told me to stand still with my eyes closed and my mouth slightly open and we kissed one final time — my actual first kiss after so many attempts!” — Kelly, 18
4. The practice sesh
“When I was 12, my best friend had already had her first kiss and I hadn’t, so she suggested we make out so I could ‘learn how to do it for the future.’ I remember being pretty nervous. I wasn’t sure I would know what to do. Afterward, I was just relieved to have survived. We did kiss again — a couple of times — but never ended up dating. Looking back, I probably should have known I was gay, but I didn’t end up coming out until later on. There’s no ‘right’ way to discover your sexuality. You don’t have to have it all figured out. If it takes time, then so be it.” — Michelle, 18
5. The smooch from a BFF
“When I was 15, my best friend just asked if she could kiss me. I was shocked and didn’t really kiss back because I didn’t know what to do. We flirted and made out for the next few months, and then we wound up dating for a year. I had never considered that I was anything but straight before her, but dating her definitely made realize that I’m bisexual.” — Julia, 18
6. The kiss that made everything MORE confusing
“When I was 15, I was pretty sure I was into women, but I wanted an experience to know for sure. I wound up kissing a girl during a game of Spin the Bottle. The kiss ended up being really bad and I got super upset. I was like, ‘Does this mean I’m straight?’ Even though I was pretty sure I wasn’t straight. Now, I say I’m queer — I don’t feel like there’s a label that fits exactly how I identify, and my identity has certainly changed over the years.” — Alex, 19
7. The movie-perfect moment
“I had kissed boys before because that’s what my friends did, but I always had thoughts about girls that I kept hidden. Then, one girl caught my attention. We were friends until she told me she had feelings for me. She told me not to be scared — to just like who you like and that’s it. She kissed me when we were hanging out by the water at sunset and I felt so free, so accepted, so giddy. I couldn’t get the smile off my face. We were together for about three months (never officially) and wound up great friends due to the distance. Now, I don’t label my sexuality. I’m a girl who at the time liked a girl. I’m a girl who can also like a boy. I like people and if there is a person who interests me and cares for me then that’s all that matters.” — Zoe, 20
8. Friendly feedback
“I spent New Year’s Eve at my friend’s party. After the guys had left, one of the girls said that she wondered if she was a good kisser. My friend decided she wanted to find out if she was, too. One thing led to another, and after that we all took turns kissing each other and then giving one another feedback. It was only strange for my first kiss. After that it just felt perfectly normal.” – Chloe, 15
9. The birthday surprise
“My first kiss with a girl was when I was in seventh grade at my 13th birthday party. It was actually my first kiss, but I don’t count it. We were playing Spin the Bottle and I ended up kissing about every girl there. It made me question my sexuality, but at that age a lot of girls question it. I dated a few girls, but never did anything with them, not even kiss them. It’s funny, I’ve kissed more girls now that I identify as straight than I did when I was curious.” — Ansley, 19
10. Playing house
“I’ve known I’m a lesbian since birth. I was eight years old when I had my first kiss. Every time my friend and I hung out, we’d play house and be ‘husband and wife’ and kiss — and it was something I always looked forward to. It was cute and there was no pressure.” — Brianna, 21
Hannah Orenstein is the assistant features editor at Seventeen.com. Follow her on Twitter and Instagram!
Hannah Orenstein is the author of several novels, including Meant to Be Mine (out June 7, 2022), Head Over Heels, Love at First Like, and Playing with Matches. She’s also the Deputy Editor of Dating at Elite Daily. She lives in Brooklyn.
1) Understand the 4Cs of Diamond Quality
The GIA 4Cs of diamond quality will help you learn how to buy a diamond. This basic knowledge will not only unlock the mystery of a diamond’s quality, it will also help you understand a diamond’s value and price.
- Diamond Color In most diamonds, the term actually refers to the absence of color. The less color in the stone, the more desirable and valuable it is. Some of these differences are not visible to the naked eye, but directly impact the overall quality and price of the stone.
- Diamond Clarity measures the amount, size and placement of internal ‘inclusions,’ and external ‘blemishes.’ Grades run from ‘Flawless,’ with virtually no imperfections, to ‘Included,’ which contain a significant number of imperfections .
- Diamond Cut does not refer to a diamond’s shape, but to the proportion and arrangement of its facets and the quality of workmanship. The amount of brilliance, sparkle and fire in a diamond is determined by cut. Grades range from ‘Excellent’ to ‘Poor.’
- Diamond Carat refers to a diamond’s weight. Generally speaking, the higher the carat weight, the more expensive the stone. Two diamonds of equal carat weight, however, can have very different quality and price when the other three Cs are considered.
No matter how beautiful a diamond may look you simply cannot see its true quality. Knowing more about the 4Cs of diamond quality will help you learn how to buy a diamond. The 4Cs provide you with the information you need to know the diamond’s actual quality.
2) Choose a jeweler as you would choose a doctor
Your jeweler should be armed with expert training, open to questions and able to explain how to buy a diamond in clear, simple language. A jeweler’s professional training can help you evaluate how knowledgeable he or she is. Preferably, their training comes from a highly recognized and internationally accredited program, such as the GIA Graduate Gemologist (GG) or Applied Jewelry Professional (AJP) diploma programs. As your personal diamond-buying guide, an educated jeweler will not only explain the 4Cs of Diamond Quality to you, but will also be able to demonstrate the differences between apparently similar stones. They will encourage you to compare a number of diamonds that fall in your budget.
3) Insist On a Diamond Grading Report
A diamond grading report from an unbiased, scientific source such as GIA is more than important information, it’s proof of what you are buying. The differences in diamonds can be so subtle, even a trained jeweler can’t recognize them without lab verification. Insist that any diamond you buy come with an indisputable verification of its quality.
4) Protect The Purchase
Once you’ve purchased the right diamond, have it appraised and insured. Appraisers and insurers rely on diamond grading reports to accurately evaluate the value of gems. As an additional measure, consider having your diamond laser-inscribed with its GIA report number, to provide verification if it is ever lost or stolen.
What is a GIA Graduate Gemologist (GG)?
The prestigious GIA Graduate Gemologist diploma program teaches jewelers the science and technical knowledge needed to deal with the entire spectrum of diamonds and colored stones. The distinguished GIA GG designation at the end of an individual’s name is instantly recognized around the world as the mark of a senior professional in the jewelry industry.
What is an Applied Jewelry Professional (AJP)?
The GIA Applied Jewelry Professional credential is a professional development program designed specifically for sales associates and provides them the essential product knowledge to communicate the right information on how to buy a diamond to their customers.
Highly accurate “Does HE like me back?” quiz FOR GIRLS ONLY! Because knowing these things can save you from worrying and free your mind for other important tasks (such as schoolwork, ahem!). Remember, you MUST be completely honest with your answers if you want the most accurate result. (I won’t tell anybody!) 😊😜
I’m 14 lol. I live by my own rules.
OMG guys this is like 100% true.
So one day I ended finding a boyfriend (my crush) he loves me so much he always kisses me but we never had🌻he just only seen me braless when we sleep at night together so I decided to take a quiz to see how real it is and guys boom this is 100% real
Kay so I’ve tried to be slightly more obvious about my crush and then took this test again, and guess what I got? I got:
Ready for your result? I think he’s most definitely into you, but he isn’t sure if YOU like HIM. So you know what that means – you’ve got to make a move! Show this cutie you’re also into him, and trust me, I believe your luck and results will change (ooh, la la! 😜)
And I’m like YAY! So I’m going to give him a valentines day card with a heart on it and hopefully be brave enough to ask him if he likes me back! Wish me luck! (And bravery)
This was my result:
I think he’s most definitely into you, but he isn’t sure if YOU like HIM. So you know what that means – you’ve got to make a move! Show this cutie you’re also into him, and trust me, I believe your luck and results will change.
I’m in the 7th grade and there’s this guy in my class I like, and for some reason today he actually held the door open for me and kind of stared at me in class while the teacher was talking, which was weird for him because he normally just ignores me. But I’m still not sure if he actually likes me. What do you guys think?
Are you sure you want to delete this comment?
If you have a girl who is your friend, but you are not sure whether you have a crush on her or not, take this do I have a crush on a girl quiz. Narrating the situation again- There is a girl in your circle of acquaintance that you find beautiful and different from the rest? And now you are wondering whether you have a crush on this girl or it’s just a complimentary thing. Well, don’t strangle your brain in this anymore; this quiz will help you understand this situation better. It will clear your doubt. Have fun and share the quiz!
“She is so Hot! Wait for a second, why am I thinking that? That’s new. But just look at her, she is so perfect. That’s scary. I’ve never felt that way about a girl before. Her eyes, Oh, they are just heavenly. She is amazing. She is an angel. I wonder what would happen if I asked her out. Look at her body. I can’t help but stare at her. No, I can’t. I would get rejected.
“Oh, I have to tell her about that new game I got. She would love it. Maybe I’ll just ask her over to my house for a play-date.”
“Wow. She looks absolutely amazing. Everything about her. Why can’t I just go over there and talk to her?”
“Oh! how awesome it would be to make out with her.”
Nothing. You think nothing except about how good she is.
“Well I guess, she is supposed to be hot. I’ll just go over there and ask her out. I’m sure to get a girlfriend.”
“Are you kidding? INCLUDING MY FRIENDS, EVERYONE is talking about her. She is the crush of the world. Guys are even dreaming about having SEX with her. Eww, I think I’ll just go with asking her out. I mean, I have to, right?”
“Yeah. My friends say I talk about her too much. That’s why I’m here. That worries me.”
“Yeah. She is so hot, attractive, and sexy. That’s why I’m here. I’m almost positive that I have a gigantic crush!”
She is one of my friends. Why would we talk about her?
Ugh! I am worried she has a crush on me! Hell no! I would never talk about her, except about how to get her out of my life!”
You are excited about their products but don’t know why.
You are sort of excited, but only because your friends have been bugging you.
She is your friend. Of course, you want to show support.
Eww. You don’t want to see girls dance sexily.
Are you kidding? You don’t want to be, but you find yourself dreaming and fantasizing about it. You are talking about it more than your friends are. They say, “Seriously, it is only production by some weird girl. Chillax” You don’t know why but their insult to her makes your blood run cold. You shout at them, ready to fight. Again they say, “Chillax. It’s only a girl.” You apologize.
You feel yourself blushing and are very worried about her noticing that. You can barely talk.
She talks and talks and talks to you. she is confident, but you get the feeling that she is blushing a bit.
Just saying sorry to each other and smiling and going our ways part.
Smile. Instantly thinking about her, and trying not to.
Turn it off. You are terrified of your attractions and know that if you listen to them, you will fantasize about her. Even though it is your favorite song as well, you cannot listen to it.”
Think about how weird it was when she went out of her way to tell you her favorite song.
Don’t think about her.
She doesn’t do that often, but I am always ready to help her out. Like I am looking for opportunities to help happily.
Sometimes she asks me, and sometimes she asks other friends.
Yeah, she does, and it makes me feel butterflies in my belly.
Yeah, she does. I have noticed that she calls me even though someone else could have done it for her.
Well, she didn’t ask me, but she needed help, and my friends forced me to go over to her and offer her helping hands.
YES! Even if I had to ask someone for a vacation or trip, it would be only her.
Naah, I don’t think so. Well, I will see.
Yeah, that would make me so happy. I would definitely go.
Yeah, she does. I don’t know why she is so obsessed with going places so frequently!
I guess so; well, even if I want to refuse, my friends will force me anyway.
A little? Man, it makes me want to kill those guys.
What? Why would I get jealous if anyone wants to get close to her?
Yeah, I guess so.
Well, it doesn’t make me get jealous unless she totally starts hanging out with them.
Am I supposed to? Well, I don’t give it that much thought.
Teaching kids about the skills of consent can help reduce sexual coercion, harassment, and even assault.
The ASK. LISTEN. RESPECT. video was created for tweens and teens ages 11-16 to show concrete examples of:
how to ask for consent;
what enthusiastic, verbal consent looks like, and;
how to respond to “no” respectfully.
You can use the video and accompanying discussion guides (one for PARENTS, one for GROUP FACILITATORS) to spark conversations with teens about respectful relationships, the importance of consent, and how teens can ask for and give consent in their friendships and dating relationships.
The ASK. LISTEN. RESPECT. video was created to promote healthy relationships among tweens and teens by providing concrete examples of how to ask for consent, what enthusiastic, verbal consent looks like, and how to accept “no” as normal boundary-setting in relationships.
The video and two accompanying discussion guides (one for PARENTS, one for GROUP FACILITATORS) can be used in a classroom setting, with a small group of tweens/teens, or one-on-one with an adult who can lead an informed discussion.
The girl told authorities she was walking to school when a man forced her into a vehicle and drove her to a nearby home where he touched her in an inappropriate sexual manner. The student reported that the man then drove her back to a street near the White Elementary campus at 9001 Triola Lane and let her out of the vehicle.
HISD officials say a parent of another White Elementary student saw the girl on the roadside and noticed that she was in distress. The parent drove the girl to school, where she reported to staff what had happened.
HISD police were immediately notified and began an investigation in conjunction with the Houston Police Department. The student received medical attention and has met with a counselor.
“It’s scary for girls and boys walking in this place, it’s dangerous,” parent Amparo Hernandez said.
The man has been only been described as an African-American male with dreadlocks. He was driving a black vehicle that the student believes may be a Honda.
The school principal notified all parents of the incident by phone Friday morning and a letter was sent home with students in the afternoon.
“Please avoid distractions while you’re walking. Avoid being on your cell phone while you’re walking,” HISD spokesperson Jason Spencer reminded students. “Advising children that if they are approached by someone they don’t know who tries to force them or talk them into getting in a vehicle that they should run away. They should make noise and they should seek other people who could help them.”
HISD police will increase their patrol presence in the area surrounding White Elementary throughout the coming days. Anyone with information about this case is urged to contact police.
Back-to-school content is usually focused on teachers and students, and as these two groups will have the largest workload ahead of them, that makes sense.
But for students, the ultimate support system is not an expert teacher, but an informed and supportive family. One of the most significant challenges facing formal education in the United States is the chasm separating schools and communities. The more informed a family is, the more seamlessly they’ll connect to so many other edu-constructs, from extracurricular activities and tutoring to reading programs and school-related events.
While schools (hopefully) work to update themselves and the way students learn within them, many parents have to work with what’s available to them. With the exception of in-depth content like Edutopia’s guides, much of the “parent stuff” you’ll find through Googling is decent enough, but it can be surface level or otherwise completely unrelated to process of learning. Some common examples:
- “Ask them what they did today.”
- “Help them with homework.”
- “Help them with separation anxiety.”
- “Talk to them about their struggles.”
- “Get them a tutor.”
But these kind of topical interactions aren’t always enough, nor do they do anything at all to create transparency between schools and communities.
So, in pursuit of that transparency, below are some questions to better clarify what’s happening in the classroom, and then help you decide on the kind of non-superficial actions you can perform at home to truly support the learning of your child. Many of the questions may seem a bit direct, but I don’t know any teachers who would take offense to them. In fact, most of my colleagues would welcome the kind of added capacity that questions like these could lead to. Many of these questions are rarely the subject of parent-teacher interactions, but — well, that’s kind of the point.
Just don’t ask them all at once. In fact, maybe pick two and hope for the best.
19 Questions Your Child’s Teacher Would (Probably) Love to Answer
- What academic standards do you use, and what do I need to know about them?
- How will you respond if or when my child struggles in class?
- What are the most important and complex (content-related) ideas my child needs to understand by the end of the year?
- Do you focus on strengths or weaknesses?
- How are creativity and innovative thinking used on a daily basis in your classroom?
- How is critical thinking used on a daily basis in your classroom?
- How are assessments designed to promote learning rather than simple measurement?
- What can I do to support literacy in my home?
- What kinds of questions do you suggest that I ask my children on a daily basis about your class?
- How exactly is learning personalized in your classroom? In the school?
- How do you measure academic progress?
- What are the most common instructional or literacy strategies you will use this year?
- What learning models do you use (e.g., project-based learning, mobile learning, game-based learning, etc.), and what do you see as the primary benefits of that approach?
- What are the best school or district resources that we should consider using as a family to support our child in the classroom?
- Is there technology you’d recommend that can help support my child in self-directed learning?
- What are the most common barriers you see to academic progress in your classroom?
- How is education changing?
- How do you see the role of the teacher in the learning process?
- What am I not asking but should be?
And when you get interesting or surprising answers to these questions, please share them in the comments section below.
In What Order Should Students Learn Math Facts?
Learn the Basics (add, subtract, multiply, divide) first.
Basic, optional, and alternative—there are a lot of different Rocket Math programs to help students learn math facts. A common question teachers ask is in what sequence should they teach the various Rocket Math programs? The basic programs of Addition, Subtraction, Multiplication, and Division (1s-9s) have priority and must be mastered by all students. Addition in the first grade. Addition and Subtraction in the second grade. Multiplication (as well as Addition and Subtraction) by the third grade. Then, all four, including Division by fourth grade. If a student is on track, those basics have first priority.
Optional programs if the basics are already on track
The rest of the programs are optional and should be offered to students once the basics have been mastered and only then. The only exception would be in a school where Kindergarteners did not get a chance to learn how to quickly and easily write numerals, through using the Rocket Writing for Numerals program. In that case, you might take the first two months of the first grade year to run students through Rocket Writing for Numerals before beginning Addition (1s-9s).
First-grade Students Should Learn Addition Facts
If first-grade students are taking all year to get through sets A-Z in Addition, they need some extra help. You should intervene to help students who take more than a week to pass a level. Often they need to practice better or with a better partner, and some may need to practice a second time during the day or at home in the evening.
Another intervention would be to use Rocket Math Online Game for Addition facts, as students seem to progress much more quickly in the online game. The Online Game has an adjustable game speed for first-grade students who are having trouble (their difficulty score is over 3) moving their fingers fast enough. First-grade students who finish the 1s-9s can move on to the Add to 20 programs for the remainder of the year.
Second-grade Students Must Know Both Addition & Subtraction Facts
Second-grade students must have completed Addition before starting on Subtraction (1s-9s). They can also test out of Addition through the Placement Probes which are available within the Addition drawer in the Rocket Math Worksheet program virtual filing cabinet. Addition has priority for second graders who can not test out of Addition in first grade or didn’t complete it in first grade. Only after getting through Set Z of Addition should they move into Subtraction. Second-grade students who complete Addition and Subtraction 1s-9s can move on to Subtract from 20. Students who finish Subtract from 20 can do Skip Counting, which does a great job of preparing students to learn Multiplication facts.
Fact Families is Another Way to Learn Addition & Subtraction Math Facts
There is another way to learn facts, which is called Fact Families. Instead of learning all Addition facts, students can learn Addition and Subtraction facts at the same time. A fact family consists of four related facts, for example: 3+2 = 5, 2 + 3 = 5, 5 – 3 = 2, 5 – 2 = 3.
It is challenging for students to switch between Addition and Subtraction. But it does drive home the reciprocal nature of the two. There is no evidence that it is better to learn in fact families than it is to separate the operations. That’s why we offer both alternatives. Students can learn fact families up to 10 in first grade. Then the upper fact families, from 11 in second grade.
Third-grade Students Must Learn Multiplication Facts
In third grade, Multiplication has priority, even if students have not mastered Addition and Subtraction. Multiplication facts are so integral to the rest of higher math that students are even more crippled without Multiplication facts than they are having to count Addition and Subtraction problems on their fingers. So do Multiplication first, then if there’s time, students who need to can go back to master Addition and Subtraction.
As in Addition and Subtraction, students can learn Multiplication and Division by fact families. In third grade, just the fact families through 20 need to be mastered. Once all three of these basic operations are under their belt students can go on to 10s, 11s, 12s in Multiplication. If that is done and there is still some school year left I’d recommend the Identifying Fractions program next followed by Factors.
Fourth-grade Students Should Know Both Multiplication and Division Facts
Fourth-grade students need to have completed Multiplication before going on to Division. They ca n also do Fact Families for Multiplication and Division, starting with facts to 20 and then part two is fact families from 21 on. If they complete Multiplication and Division, they should go back and do Addition and Subtraction. If those are not mastered, either straight up by operation or in families. Then students can go on to Identifying Fractions, then Factors, then Equivalent Fractions. They can go on to 10s, 11s, 12s Division, but it is less valuable than the pre-algebra skills of factors and fractions.
Fifth-grade Students & Up Need to Know All Basic Operations First, Then Branch Out
Fifth-grade students should have completed all four basic operations (1s-9s). If students have not completed these basics (and cannot test out of them with the Placement Probes), then the sequence they should follow is Multiplication, followed by Division, then go back and complete Addition followed by Subtraction. Again, as an alternative, students can learn the basic facts in families. The same recommendations hold for students in any grade after fifth.
Once students have mastered the basics (1s-9s add, subtract, multiply, divide) the supplemental pre-algebra programs are recommended. These will help more than learning the 10s, 11s, 12s facts. I would recommend this order: Identifying Fractions, then Factors, followed by Equivalent Fractions, followed by Learning to Add Integers, Learning to Subtract Integers, then Mixed Integers.
Rocket Math Worksheet & Online Game
Learn more about Rocket Math: in just 2 minutes! Rocket Math has a fun video for you to learn more about how Rocket Math works. Or check out our website at www.rocketmath.com
Here is a quick and easy chart to help understand which operation/skill students need to learn in which grade level and which Rocket Math Worksheet and Rocket Math Online Game Level they should be at.
Grown-ups attempt and fail to remember how to solve math problems from their childhood. Can you find the common denominators?
Journalist Bonnie Burton writes about movies, TV shows, comics, science and robots. She is the author of the books Live or Die: Survival Hacks, Wizarding World: Movie Magic Amazing Artifacts, The Star Wars Craft Book, Girls Against Girls, Draw Star Wars, Planets in Peril and more! E-mail Bonnie.
Remember when math teachers told you that one day you’d need to remember how to solve complex equations involving fractions? Today is that day.
- The real Captain America is obese and bad at math
- Math has spoken: You’re cutting a cake all wrong
- ‘Game of Thrones’ math: How many dragons could a dire wolf eat?
Follow along with this BuzzFeed video — Adults Try 5th Grade Math — to see if you can solve math problems like 66.51 x 98.65 = ? and 4321.4 / 82 = ? without using a calculator.
Good luck. Because these adults weren’t as fast with the answers as you might expect. As the video goes on, the math gets more complicated and the hosts get more frustrated.
“Patience is the key to long division,” one adult in the video says.
Says another exasperated adult who still didn’t quite get the correct answer, “As far as I’m concerned, that’s rocket science.”
Perhaps we adults should brush up on our math skills by watching actress Danica McKellar’s educational show ” Math Bites ” on the Nerdist Channel? Or maybe we need a good dose of electric shocks to jolt our math memories? Either way, it might be a good time to download a math app or two to help remind us why skills like these are important.
Saying Sorry for a Mistake
Losing your cool in a meeting. That Tweet you really shouldn’t have sent. Gossiping about a colleague. We all make mistakes, and sometimes hurt people through our behavior, words and actions – intentionally or by accident.
That’s why we all need to know how to apologize. It isn’t always easy to say you’re sorry, but it’s the best way to restore trust when you’ve done something wrong.
In this article, we’ll explore why apologies are so important, and look at how to say sorry for a mistake you’ve made.
Click here to view a transcript of this video.
What Is an Apology?
An apology is a statement with two key elements. It:
- Shows you feel remorse over your actions.
- Acknowledges the hurt that your actions caused to someone else.
Sincere apologies help to rebuild relationships with people you’ve hurt. That could be colleagues, clients, friends, or family.
By owning up to your mistake, you open a dialog with the other person. That way, you can reflect on and take responsibility for your actions. And they can process their feelings, restore their dignity, and avoid blaming themselves for what happened.
Apologizing can help you to act better in the future, maintain your self-respect, and restore your integrity in the eyes of others.
Your apology may not be accepted right away, but you’ll likely feel relieved that you’ve done the right thing and tried to make amends for your mistake.
Consequences of Not Apologizing
What happens if you don’t apologize for your mistakes? Well, you could damage your relationships, harm your reputation, and even limit your career opportunities. After all, no one wants to work with someone who can’t take responsibility for their own actions.
If you’re a manager or team leader refusing to apologize also negatively affects your team and sets a bad example. The resulting animosity, tension and pain can create a toxic work environment.
Why Are Apologies Difficult?
So, why do some people still avoid saying “I’m sorry”? First, apologizing takes courage. It puts you in a vulnerable position, leaving you open to attack or blame. Some people struggle to be this brave.
Or, you may be so full of shame and embarrassment over your actions that you can’t bring yourself to face the other person.
You may even feel under pressure to apologize when you’ve not done or said anything wrong. While unfair criticism can happen, it’s important to reflect on why the other person feels aggrieved. You may be missing something that does require an apology – or may lead to reconciliation.
How to Apologize Properly
Psychologists Steven Scher and John Darley present a four-step framework that you can use to apologize. 
Express Remorse for a Mistake
Promise That It Won’t Happen Again
How to Show Remorse for a Mistake
Every apology should start with two magic words: “I’m sorry,” or “I apologize.”
For example, you could say: “I’m sorry that I snapped at you yesterday. I feel embarrassed and ashamed by the way I acted.”
Your words need to be sincere and authentic . Be honest with yourself, and with the other person, about why you want to apologize. Never make an apology when you have ulterior motives, or if you see it as a means to an end.
An Example of Admitting Responsibility
When apologizing, it’s tempting to explain your actions. But these can be perceived as excuses and shifting blame.
For example: “I’m sorry that I snapped at you when you came into my office yesterday. I had a lot on my plate.” In this case, you excuse your behavior because of stress, and you imply that the other person was at fault because they bothered you on a busy day.
Instead, admit responsibility for your actions or behavior, and acknowledge what you did. You need to empathize with the person you wronged, and show that you understand how you made them feel.
It’s better to say, “I know that I hurt your feelings yesterday when I snapped at you. I’m sure this embarrassed you, especially since everyone else on the team was there. I was wrong to treat you like that.”
Words You Can Use to Make Amends
When you make amends, you take action to make the situation right. Here are two examples:
- “If there’s anything that I can do to make this up to you, please just ask.”
- “I realize that I was wrong to doubt your ability to chair our staff meeting. I’d like you to lead the team through tomorrow’s meeting to demonstrate your skills.”
Think carefully about this step. Token gestures or empty promises will do more harm than good. Because you feel guilty, you might also be tempted to give more than what’s appropriate – so be proportionate in what you offer.
How to Promise It Won’t Happen Again
Finally, reassure the other person that you’re going to change your behavior. This is vital for rebuilding trust and repairing the relationship.
You could say, “From now on, I’m going to manage my stress better, so that I don’t snap at you and the rest of the team. And, I want you to call me out if I do this again.”
Make sure that you honor this commitment to prove your trustworthiness and accountability.
Worried that your apology won’t come out right? Write down what you want to say, and then role-play the conversation with a friend. But don’t practice so much that your apology sounds staged or insincere.
How to Say Sorry in Writing
According to relationship psychologist Nicole McCance, it’s always better to apologize face-to-face than to say sorry in a letter or email.
Apologizing in person lets you show your sincerity with non-verbal cues such as facial expressions, tone of voice, and body language . 
If this simply isn’t possible, here’s an example of how to write an apology:
I’m sorry for interrupting your presentation yesterday. I feel embarrassed by the way I acted – and the aggressive tone I used.
I know that I hurt your feelings. And I’m sure you must feel frustrated, especially as you had great points to share with the team. I was wrong to put my interests above yours and the wider team. From now on, I’m going to work on my self-control.
If there’s anything I can do to make this up to you, please do ask.
My sincere apologies,
Sincere Apologies May Take Time
Keep in mind that the other person might not be ready to forgive you for what happened. Give them time to heal.
For example, after you make your apology, you could say, “I know that you might not be ready to forgive me, and I understand how that feels. I simply wanted to say how sorry I am. I promise that it won’t happen again.”
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A biography is a written account of the series of events that make up a person’s life. Some of those events are going to be pretty boring, so you’ll need to try to make your account as interesting as possible!
Every student will write a biography at some point, but the level of detail and sophistication will differ. A fourth grade biography will be much different from a middle school-level biography or a high school or college-level biography.
However, each biography will include the basic details. The first information you should gather in your research will include biographical details and facts. You must use a trustworthy resource to ensure that your information is accurate.
Using research note cards, collect the following data, carefully recording the source for each piece of information:
Including Basic Details
- Date and place of birth and death
- Family information
- Lifetime accomplishments
- Major events of life
- Effects/impact on society, historical significance
While this information is necessary to your project, these dry facts, on their own, don’t really make a very good biography. Once you’ve found these basics, you’ll want to dig a little deeper.
You choose a certain person because you think he or she is interesting, so you certainly don’t want to burden your paper with an inventory of boring facts. Your goal is to impress your reader!
Start off with great first sentence. It’s a good idea to begin with a really interesting statement, a little-known fact, or really intriguing event.
You should avoid starting out with a standard but boring line like:
“Meriwether Lewis was born in Virginia in 1774.”
Instead, try starting with something like this:
“Late one afternoon in October, 1809, Meriwether Lewis arrived at a small log cabin nestled deep in the Tennessee Mountains. By sunrise on the following day, he was dead, having suffered gunshot wounds to the head and chest.
You’ll have to make sure your beginning is motivating, but it should also be relevant. The next sentence or two should lead into your thesis statement, or main message of your biography.
“It was a tragic end to a life that had so deeply affected the course of history in the United States. Meriwether Lewis, a driven and often tormented soul, led an expedition of discovery that expanded a young nation’s economic potential, increased its scientific understanding, and enhanced its worldwide reputation.”
Now that you’ve created an impressive beginning, you’ll want to continue the flow. Find more intriguing details about the man and his work, and weave them into the composition.
Examples of Interesting Details:
- Some people believed that Lewis and Clark would encounter elephants in the western wilderness, having misunderstood the wooly mammoth bones discovered in the United States.
- The expedition resulted in the discovery and description of 122 new animal species and subspecies.
- Lewis was a hypochondriac.
- His death is still an unsolved mystery, although it was ruled a suicide.
You can find interesting facts by consulting diverse sources.
Fill the body of your biography with material that gives insight into your subject’s personality. For instance, in a biography about Meriwether Lewis, you would ask what traits or events motivated him to embark on such a monumental exercise.
Questions to Consider in Your Biography:
- Was there something in your subject’s childhood that shaped his/her personality?
- Was there a personality trait that drove him/her to succeed or impeded his progress?
- What adjectives would you use to describe him/her?
- What were some turning points in this life?
- What was his/her impact on history?
Be sure to use transitional phrases and words to link your paragraphs and make your composition paragraphs flow. It is normal for good writers to re-arrange their sentences to create a better paper.
The final paragraph will summarize your main points and re-assert your main claim about your subject. It should point out your main points, re-name the person you’re writing about, but it should not repeat specific examples.
As always, proofread your paper and check for errors. Create a bibliography and title page according to your teacher’s instructions. Consult a style guide for proper documentation.
Agreeing on a theme, blowing up balloons, coming up with fun activities, and making kid-friendly snacks are all a piece of cake when compared to the biggest question of all: Who do you have to invite to your girl’s birthday party?
Many schools insist that if your child is having a party (yes, even outside of school hours and off school grounds) that the whole class must be invited so that no child feels left out. And that’s a nice idea in theory, but in practice, it’s a lot more complicated. As we all know, throwing a party—even a very simple one—can be expensive, and the more people invited, the more costly the event becomes. Secondly, not every family has room to host 30 children at their home or the bandwidth to host them for a group outing. Plus, your girl might just want to celebrate with a few select friends. But are these factors enough to warrant not inviting the whole class? Girl Scouts’ Developmental Psychologist Andrea Bastiani Archibald says…yes!
“Kids start to form real friendships based on common interests even before grade school,” Dr. Bastiani Archibald says. “So it’s natural that your daughter might prefer to celebrate with just the children she feels closest to. This allows her to spend more quality time with them and increase their bond, which is an important step in her social development.” That said, although your girl might not want to invite everyone in her class, she does need to be kind to and respectful of everyone to minimize hurt feelings.
So, how can you, as her parent help with this? “If you’re only inviting five or six of her closest buddies to your house for a sleepover, or to the park for a soccer game and cake—that’s absolutely fine, but don’t distribute the invitations in class, at a troop meeting, in dance class, or in any other group setting where not every child will be included,” says Dr. Bastiani Archibald. Wait until after school or class and give them to her friends’ parents, contact them via social media, or help your girl call her guests to invite them personally. Make sure to alert parents that only a small group was invited, so they know what to expect and can avoid putting other parents and children in an awkward situation by asking if they’re going to be attending.
Also, take the time to explain to your child that even though she’s excited about her upcoming celebration, she’s not inviting the whole class or group, so it would be rude and maybe even hurtful of her to talk about it around others. And should word get out, there are some graceful ways she can handle it. If another child gets upset and asks why she didn’t get invited—especially if she’d previously invited your daughter to her own celebrations—your girl can explain that it will be a small party and that she could only invite a few people. “Kids who weren’t invited, but who hear about the party, might be disappointed,” says Dr. Bastiani Archibald, “but your daughter shouldn’t be made to feel guilty for connecting on a deeper level with some children than others, and for wanting to share her special day with those she considers her close friends.”
Dr. Bastiani Archibald says that there is, however, one instance in which you probably should extend the invitation to the whole class or group. “If you look at your invite list and realize you’re about to invite 21 out of the 23 children in your girl’s class or seven out of eight kids in her troop or dance class, step back and ask yourself ‘what’s another kid or two?’” she asks. “There’s a big difference between inviting only a small number of kids and inviting almost everyone, so that only a couple of children feel pointedly singled out. The first scenario is fair and fine, but the second one can seem purposefully exclusionary, even if that’s not the case.”
But what if your child is the one who didn’t get invited to the party? Even worse, what if most of her friends are going to this party, and your girl wasn’t asked in the first place? “This is really hard to deal with as a parent, because all you want is for your child to be happy and feel wanted and accepted,” says Dr. Bastiani Archibald. “Seeing your daughter grapple with feelings of rejection, sadness, jealousy, and possibly even anger is heartbreaking, but you can help guide her through this experience. Ask her how she’s feeling, and let her know that feeling sad is completely normal and OK. Then tell her about a party or other event you didn’t get invited to (it happens to all of us!) and let her know how you handled it and moved on.” It can also be helpful to remind her of a time when she couldn’t or chose not to invite everyone. Having an empathetic parent on her side to help her think through this will help her process her feelings and feel better.
But do resist the urge to pick up the phone and chew out the parents of the birthday girl or boy for not inviting your daughter. “Just like your daughter has a right to be friends outside of school with whomever she chooses, so does this child.” So unless there’s actual bullying going on, it’s probably best to just let this one go and use it as a teaching moment within your family. It might be helpful to talk with your girl about the difference between being friendly and being a friend. “Liking someone a lot and not having those feelings returned on the same level is hard at any age,” says Dr. Bastiani Archibald. “Your girl should know that although she should do her best to be friendly to everyone, friends fill a special role in our lives—and that the depth of those relationships, and the time it takes to foster a real friendship sets those people apart from others.” Your best bet here is to help your girl invest her time and energy in forming relationships with other children who will be as enthusiastic about being friends with her as she is with them.
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A set of questions that will help teachers form partnerships with parents in support of their children’s learning.
As a beginning teacher, I knew that it was important to connect with parents and to build a positive relationship with them, but at times I wasn’t sure how to do this. Within the first week of school, I’d call all my students’ parents or guardians, introduce myself, and share a little about what they could expect for their kids in my class that year.
In retrospect, I wish I’d asked more questions about their child and then listened more to what they had to say. After 20 years of experience and after sending my own child off to school, here are some questions I’d ask parents with the intention of building a partnership to support their child’s learning.
7 Valuable Questions
- What do you see as your child’s greatest strengths or skills? Tell me about a time when you saw your child demonstrating these skills.
- Next June, what do you hope your child says about his/her experience in school this year? What’s the story you hope he/she will tell?
- What was your experience like in this grade? How do you remember that year of school?
- What are your fears or concerns about your child in this year of school?
- How and when would you like me to be in touch with you this year? What do you hope I’ll communicate with you about?
- Is there anything else you can tell me about your child that you think would help me support his/her learning?
- Is there a question you hope I’ll ask you about your child?
While ideally teachers would be able to meet with every parent and have this kind of a conversation in person, I recognize that our schools are not aligned to this priority and we just don’t have the time. I believe it’s possible for teachers of self-contained classrooms to make phone calls to some 20 to 35 families—and I know it’s worth the effort. For middle and high school teachers, I wonder if these questions could be asked by phone over a period of time, or through email or paper surveys, or in some kind of innovative Back to School Night where parents shared their thoughts and feelings rather than teachers talking to parents.
I write this less from the stance of a teacher and more from my perspective as a mother. Although I have a great deal of experience in education, I still believe that my son’s teacher will know him in ways that I may not, that his teacher will have expertise that I may not, and that I will need her and rely on her to help me son get the most out of his fifth-grade experience. I hope that she’ll see me as a partner, and I’m excited to meet her next month.
What is a Diamante?
A diamante – pronounced dee-uh-MAHN-tay – is an unrhymed seven-line poem. The beginning and ending lines are the shortest, while the lines in the middle are longer, giving diamante poems a diamond shape. “Diamante” is the Italian word for diamond, so this poetic form is named for this diamond shape.
Believe it or not, the diamante was invented just 40 years ago. It was created by an American poet named Iris McClellan Tiedt in 1969, and has become very popular in schools.
Also known as a “diamond poem” because of its shape, there are two different types of diamantes; synonym diamantes and antonym diamantes.
The Rules of a Diamante
There are just a few rules to writing a diamante:
- Diamantes are seven lines long.
- The first and last lines have just one word.
The second and sixth lines have two words.
The third and fifth lines have three words.
And the fourth line has four words.
- Lines 1, 4, and 7 have nouns.
Lines 2 and 6 have adjectives.
Lines 3 and 5 have verbs.
Here’s an easy way to visualize all three rules:
Verb, Verb, Verb
Noun, Noun, Noun, Noun
Verb, Verb, Verb
In a synonym diamante, the nouns at the beginning and end are two words that mean basically the same thing. In an antonym diamante, the two nouns are opposites. Here are a couple of examples:
In this diamante, the words “Monsters” and “Creatures” mean the same thing, so they are synonyms.
Howling, Shrieking, Wailing
Ghosts, Vampires, Goblins, Witches
Flying, Scaring, Terrifying
In this diamante, you might say that the words “Cat” and “Dog” are opposites, or “antonyms,” so this is an antonym diamante.
Purring, Meowing, Scratching
Whiskers, Fur, Collar, Leash
Barking, Licking, Digging
To start writing a diamante, you first need to decide what thing you want to write about. The reason you want to pick a thing is that your first and last lines need to be nouns. In other words, your diamante will be about a noun, such as a “pencil” or a “pizza,” rather than about a verb, such as “jump” or an adjective like “smelly.” An easy thing to write about is something you like or something you see around you.
Next, you’ll want to decide whether you want to write a synonym diamante or an antonym diamante. If you want to write a synonym diamante, you’ll want to select another word that means the same thing as your subject. If you are going to write an antonym diamante, choose a word that is its opposite.
For this example, I will show you how to write an antonym diamante about the “sun,” and my second noun is “moon,” since the sun and the moon can be considered opposites.
Once you’ve chosen your two nouns, take a piece of paper and brainstorm as many words as you can that have to do with each of them. For example, make one column for each word and write down everything you can think of. You’ll want adjectives (descriptive words), verbs (action words), and even more nouns. Your lists should look something like this:
Don’t worry if you have more words than you need. It’s better to have too many words to choose from than not enough.
Finally, you’ll want to arrange your diamante, putting the synonyms or antonyms at the top and bottom, the adjectives next, on lines 2 and 6, the verbs after that on lines 3 and 5, and lastly your additional nouns on the middle line.
In the top half of the poem – lines 2 and 3 – your adjectives and verbs should be ones from your first brainstorming column – words that have to do with line 1, like this:
Burning, Blinding, Exploding
In the bottom half of the poem – lines 5 and 6 – your adjectives and verbs should be related to the noun on line 7, like this:
Shining, Orbiting, Reflecting
On line 4, the line in the middle of the poem, the first two nouns should be related to the noun on line 1, and the last two nouns should be related to the noun on line 7, like this:
Flame, Light, Night, Crescent
When you put everything together, you’ll end up with something like this:
Burning, Blinding, Exploding
Flame, Light, Night, Crescent
Shining, Orbiting, Reflecting
Things to Remember
As you begin writing your own diamantes, here are the important things to remember:
- Diamantes can be about anything
- They are 7 lines long
- The word count is simple: 1, 2, 3, 4, 3, 2, 1
- Your lines should have: noun, adjectives, verbs, nouns, verbs, adjectives, noun
- Try to “center” your poem on the page to give it a diamond shape
- Most importantly, have fun!
Click here to download a diamante-writing worksheet
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Responsibility doesn’t come at birth. It is something that is acquired as you age, go to school and progress in life. Your sense of responsibility can come from your family members, friends or from something you see on TV. However, you can hear and see a lot of different things, both good and bad. That is why your sense of responsibility depends solely on you. You choose your own behavior, actions and words.
So, responsibility is a skill. You learn it. However, there are different ways of doing so. You shape your personality with your actions. For example, it is you who chooses to be lazy or to get up early every day, or if you want to save money or spend it recklessly. It is about proving to yourself that you can be, and that you are, in fact, accountable.
In the end, again, all of it comes down to your own conscious decision. Therefore, blaming others for your mistakes is out of the question. With that said, here are a few tips on how you can improve your responsibility.
1. Stop making excuses for yourself
If, and when you make a mistake, own up to it. Instead of transferring the blame to someone or something else, say the true reason why you failed to do something. By coming up with an excuse, you actually admit to being irresponsible. Moreover, it makes you a coward. If you cannot complete a task such as making it in time for a meeting or something similar, do not make the promise in the first place.
You need to think clearly about what you can and cannot do, in order to avoid having to make excuses for yourself. Even better, when you find yourself in this kind of situation, say why you didn’t get that thing done instead of coming up with a pretty little lie.
2. Stop complaining
Complainers are usually the people who talk too much and do nothing. They can be big with words, but when it comes to actually doing something about an issue, they are motionless. Alternatively, you could stop complaining and take responsibility into your own hands. If you do not like how a certain task is being carried out, do it yourself or consult with the person who did it wrong.
By consulting, you offer guidance and a chance to calmly come to a better solution. If you were to complain, those would be just empty, frustrating words coming out of your mouth.
Also, by always nagging about the world around you, you actually fill yourself with negativity. It seems as though you cannot find anything nice to say. By being negative, you are being miserable. Therefore, cutting down on complaining will bring you to a better mind-set, as well as prolonged happiness. 
3. Learn how to manage your finances
One of the major responsibilities you will have as an adult is to take care of your money. You will get a job, receive a salary and try to live with it month by month. Perhaps, you will try to put some away on the side, as a precaution; savings are always a good idea. Unfortunately, not everyone learns, or knows how to manage their finances.
Usually, people spend the majority of their salary before the end of the month. Sometimes, they even neglect to pay their bills because they found some other, usually shiny thing to spend the money on. These are examples of what an irresponsible person does.
If you want to be taken seriously, and live a normal life, you will need to learn how to deal with money. You should pay all your bills when you get your salary. Then, buy groceries and make a plan on how you will use the rest. You should also have some money in your savings account or, maybe you could invest part of it. Both of these are better than spending recklessly, which can lead to debt and other problems for you.
4. Overcome procrastination
Successful people are hard-working people. In order to earn and succeed in every aspect of your life, you need to work hard for it. Therefore, you need to be responsible. Without it, you will not make it big. The first step you could make towards the top is to stop procrastinating. Stop wasting precious time.
The hours you spent browsing through the internet, scrolling through social media,  or lying around doing nothing, could have been used for better things. For instance, you could have read a book, went for a walk or done a workout. Moreover, you could have finished that project you were far behind on. Anything other than wasting time would be better.
Procrastination will lead you nowhere. You’re responsible for your own future, so learn how to stop procrastinating now and start taking action on what truly matters. To help you with that, join Lifehack’s free Fast-Track Class – No More Procrastination. It’s a focused-session that can help you decode your procrastination behavior and learn the one simple strategy to start taking action and never procrastinate again. Join the free class here.
5. Be consistent and stick to your schedule
Having a routine is good. Routine means order, and this means that you are on the right track. If you are working, try to wake up at the same time every day. Even on the weekends, you could wake up earlier rather than staying in bed until noon. This will give you some consistency.
Plus, getting up early allows you to have more time for whatever things you had to finish that day. Alternatively, you could just relax and enjoy the day off too. If you are a student, then you should make a habit of studying regularly. Or, if you are living abroad, remember to call your friends and family every week.
Additionally, you should make a schedule for your work and personal tasks. If a few things are repetitive during the week, keep them that way. Getting off your schedule could ruin your whole routine and leave you off-balance.
Being responsible means that you are in control of everything you do. You do not let others take the blame, or forget about your friends and family. Also, you should not let laziness overcome your approach to your work. If you are given a task, you can get through it until the end.
This is what responsible people do. More importantly, they accept every responsibility that is thrown at them, whether it is work or life related. They do not leave stuff half-done or play the victim – no. Responsible people stand strong on the ground, with both their feet firmly planted.
What is a Theme
Before learning how to identify the theme of a poem, let’s see what does a theme mean. Theme is the central message or perception that the writer wants to convey to the readers. A theme often teaches a moral lesson to the reader. It is a universal idea that can be applied to anyone.
However, text can have multiple themes as well. In most cases, there is a central recurring idea in a text that is taken as the central theme.
Theme can be categorized into two categories known as thematic concept and thematic statement. Thematic concept is what the readers think the text is about, whereas thematic statement is what the author says about the subject.
How to Analyze a Poem
- Read the poem slowly. Try reading out aloud if possible.
- Identify the narrator, characters, plot, and literary devices in the poem.
- Once you have read and understood the poem, try to put the poem into your own words. This will help you to further clarify the meaning of the poem.
- Now try to identify the main idea of the poem. The main idea tells us what the story is. This can be expressed in one or two sentences.
Now that you know how to read and understand a poem let’s move on to the theme of the poem. (Read How to Analyze a Poem for a lengthy description.)
How to Identify the Theme of a Poem
Ask yourself the following questions, which will help you to identify the theme/themes in a poem.
Are there any words, phrases, or actions that are repeated?
What is the lesson the character learned at the end?
What does the poet teach his readers?
Why has the author chosen this particular subject?
What are the large issues or universal concepts the poet is talking about in this poem?
Exercise to Identify the Theme of a Poem
Let’s look at some examples to practice this method.
Read this poem “The Man He Killed” written by Thomas Hardy.
What is the Main Idea of the poem?
A man kills another man on the battlefield. But, if they met in a bar, they could have been friends. So, what made that narrator kill the other?
What are the repeated elements in the poem?
Repeated words shot/shoot and foe
Pauses between some lines (“I shot him dead because –”)
What is the lesson the character learned at the end?
The man he killed was no different from him.
How strange the war is
What are the large issues or universal concepts the poet is talking about in this poem?
In this poem, the poet uses the two characters to point out of the destructiveness of war. The phrase “How quaint and curious war is” is a clear indication of poet’s attempt to criticize the war.
What does the poet teach his readers?
In this poem, the poet questions the purpose of war and condemns killing each other for the sake of war.
What is the Theme of the Poem?
The theme of the poem can be thus interpreted as the futility of war.
“The Man He Killed, Hardy, 1910” By Thomas Hardy – Time’s Laughingstocks and Other Verses, (Public Domain) via Commons Wikimedia
About the Author: Hasa
Hasa has a BA degree in English, French and Translation studies. She is currently reading for a Masters degree in English. Her areas of interests include literature, language, linguistics and also food.
Instagram has become my new favorite PLN (personal learning network). There are so many educators out there that post some helpful tips. I’m a huge sucker for the pictures and videos. I must be a visual learner! I love that you can see what people are talking about and connect with other educators worldwide! It has also helped me learn about new conferences and technologies that people are using which have piqued my interest. Instagram has really put me back into the excitement level I had when I was student teaching. I’m back to wanting to try new things and experiment with different ideas. I feel more confident knowing someone else has tried it and it worked. The live stories are also helpful as sometimes teachers will walk you through a lesson plan or some aspect of their classroom organization. You can ask questions and most people are kind enough and willing to take the time to respond!
Instagram has really served 3 purposes for me.
1. Resources and Planning Ideas
There are so many educators that I follow that post resources they’ve created or are using. They typically post the link of where they got it from so you can use it too. It’s been helpful for me because I’m not just searching the internet or scrolling through pages of resources on TPT not knowing whether or not they are what I’m looking for. Many teachers post videos or pictures of the resources in action so you can see how they would apply to your own classroom. I can’t tell you how many resources I’ve found this way!
2. Classroom Decorating Ideas
I literally sent a picture of another teacher’s classroom to my principal and asked him if I could do my room the same way! I was trying out flexible seating for the first time, but wasn’t allowed to get rid of my desks. I happened to come across a teacher who had a similar set up and she had the desks lowered. I’ve searched countless pictures of seating charts and this one was actually realistic and worked! I’ve also picked up some great ideas for bulletin boards, name plates, as well as organizational features for myself and my students.
3. Keeping it Real!
This has to be my favorite reason for using Instagram as a PLN. Teaching can be hard, overwhelming, and down right frustrating sometimes! There are some teachers that just get it. They might post a funny story from their day that will not only make you say “YES, ME TOO!” but also make you laugh. This allows you to connect and relate to other educators and make you feel like you’re not alone. A teacher might post that their students were struggling with adding fractions and you might be in the same boat. It helps to collaborate and come up with solutions together. It also helps just to find the silly things that help you not take things so seriously. We could all use a little more laughing and it helps to sympathize with others who know exactly what you’re going through.
Some of my favorites:
Monday, April 2, 2018
Gamifying the Classroom
Gamification is something that has always piqued my interest. I’m so fascinating by the idea of badges and turning education into a game. I’m not a big gamer, but my husband is! Prior to the start of this school year I wanted to try to incorporate badges into my classroom, but I’ve really struggled with how to do that. Here’s a video that got me started with the idea.
Honestly it seems like a waste of paper for 5th graders. I think they would love the idea, but those pieces of paper might not hold a lot of weight with them. I’m sure they would get lost easily and tough to keep track of. I would love to try and digitally create badges. This also makes me think of @Miss5th who has a house system (inspired by RCA) in her classroom.
I think as educators we need to change the way we teach to meet our students at their level. Students of all types are excited by games. For years, play has been mentioned as important in many educational theories. Yet, we sometimes incorporate it in younger grades like Kindergarten and then we “run out of time” due to curricular constraints and testing requirements as students get older. I would love to try out a gamified classroom next year. Ideally I’d love to do it now, but I know it’s not reasonable to throw something like this at my students with 8 weeks left of the school year. However, I’m not opposed to implementing some ideas in these last few weeks.
So here are some ideas I’ve been throwing around.
- I currently use Class Dojo (and LOVE it!). However, over the years students don’t value the point system as much anymore. I would love to create a house system like @Miss5th did. I can award points to each house and create a more collaborative team environment, when they earn badges they earn points. They can also earn points for other miscellaneous things.
- From here I would like to incorporate a digital badge system. I will create (or let’s be honest, find some that were already created online) badges and use them digitally. I want them to be curriculum based so for example, mastered the use of perfect verb tenses (5th grade standard). Once students prove mastery they can earn that badge. The badges will be posted on their individual student portfolio so they can easily access all of them. I also want to have badges for things like being kind to a classmate, improving a skill, showing respect to someone, random acts of kindness, etc.
- I want the badges to lead to something like a game board where for each badge they earn they can roll the dice to see how far around the game board they can move (similar to Monopoly or The Game of Life). They can earn certain prizes as they “level up” and I’d love to have some type of Leveling system posted outside of my classroom so they can show off. I’m not exactly sure yet, how students will level up. Once they get to the highest level, I’ll have to brainstorm something that would be really worthwhile to them!
I have to admit, I’m a bit concerned that this might be too much to tackle in one year. The one thing I don’t have any doubts about is that students would be engaged and love the idea. We need to get back to incorporating play in the classroom. We have to remember, the are still kids! I’d love to hear your comments on the importance of play in the classroom and any suggestions you have for implementing a game system in my classroom next year!
Here is a list of five to ten minute activities that are intended to promote positive community-building. In all activities, students should have the opportunity to pass if they so desire.
Find a soft ball. Have the class stand in a circle. Begin by completing the sentence, “I feel angry when . ” Ask for a volunteer who is willing to restate what you just said. Toss that student the ball. That student restates what you said, then completes the sentence for herself. She then tosses the ball to someone else, who repeats what she said, then completes the sentence for himself, and so on.
Pass out markers and 5×8 index cards. Ask each student to write on the card in large letters oneword that describes how he or she is feeling right now. Then ask students to hold up their cardsand look at the variety of responses. Point out how rare it is for different people to bring the same feelings to an experience or situation. Invite students to share why they wrote down the words that they did.
“I Got What I Wanted . “
Have students complete the following sentence: “A time I got something I wanted was when . “
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I Represent Conflict
Place yourself in the middle of the room and say, “Imagine that I represent conflict. Think about how you usually react when you experience a conflict personally or witness a conflict happening nearby. Then place yourself, in relation to me, somewhere in the room in a way that indicates your first response to conflict or disagreement. Think about your body position, the direction that you’re facing, and the distance from conflict.”
Once students have found a position relative to you in the room, ask individuals to explain why they are standing where they are. You might also want to ask, “If this represents your first reaction, what might your second reaction be, after thinking about the conflict?”
Putting Up a Fight
Go around the group and have students answer: “What is something you have that you would put up a serious fight for–even risk your life for–if someone tried to take it away?” (This can be a material thing, like a gold chain, or something intangible, like a good reputation.) Then ask: “Why is this so important to you?”
Have students describe a time they felt they were being taken advantage of and they stood up for themselves.
What Color is Conflict?
Cut up a large quantity of 4×4 construction-paper squares in a wide variety of colors. Be sure to have plenty of red, black, brown, and gray. Ask each student to choose a color or group of colors that she thinks represents conflict. Either in the large group or in smaller groups of five or six, have participants share the colors they chose and why they chose them. (If you split up into smaller groups, come back together at the end and have volunteers share with the whole group which colors they chose and why.)
“What Would You Do . “
Go around the group asking each student to respond to this question: “If you saw a fight starting in the street between two people you didn’t know at all, what would you do?”
“When I’m in a Conflict. “
Go around the group, asking each student to complete the sentence, “When I get into a conflict, I usually . ”
Excerpted from Conflict Resolution in the High School by Carol Miller Lieber with Linda Lantieri and Tom Roderick.
How to start the important conversation and keep it going.
It can be hard to talk to your children about racism. Some parents worry about exposing their children to issues like racism and discrimination at an early age. Others shy away from talking about something they themselves might not fully understand or don’t feel comfortable discussing. Yet others, especially those who have experienced racism, simply do not have such choices.
Conversations about racism and discrimination will look different for each family. While there is no one-size-fits-all approach, the science is clear: the earlier parents start the conversation with their children the better.
Babies notice physical differences, including skin colour, from as early as 6 months. Studies have shown that by age 5, children can show signs of racial bias, such as treating people from one racial group more favourably than the other. Ignoring or avoiding the topic isn’t protecting children, it’s leaving them exposed to bias that exists wherever we live. Children who encounter racism, can be left feeling lost while trying to understand why they are being treated a certain way, which in turn can impact their long-term development and well-being.
Being silent cannot be an option.
How to talk to your child about racism
The way children understand the world evolves as they grow, but it’s never too late to talk to them about equality and racism. Here are some age-appropriate ways to start that conversation and explain that racism is always wrong:
Under 5 years
At this age, children may begin to notice and point out differences in people they see around them. As a parent, you have the opportunity to gently lay the foundation of their worldview. Use language that’s age-appropriate and easy for them to understand.
- Recognize and celebrate differences – If your child asks about someone’s skin colour, you can use it as an opportunity to acknowledge that people do indeed look different, but to point out things we have in common. You could say, “We are all human, but we are all unique, isn’t that amazing”!
- Be open – Make it clear that you’re always open to your children’s questions and encourage them to come to you with them. If your children point out people who look different – as young children can often do from curiosity – avoid shushing them or they will start to believe that it’s a taboo topic.
- Use fairness – Children, especially those around 5, tend to understand the concept of fairness quite well. Talk about racism as unfair and unacceptable and that’s why we need to work together to make it better.
It’s OK not to have all the answers.
Children this age are better at talking about their feelings and are eager for answers. They are also becoming more exposed to information they may find hard to process. Start by understanding what they know.
- Be curious – Listening and asking questions is the first step. For example, you can ask what they’re hearing at school, on television and through social media.
- Discuss the media together – Social media and the internet may be one of your children’s main sources of information. Show interest in what they are reading and the conversations they are having online. Find opportunities to explore examples of stereotypes and racial bias in the media, such as “Why are certain people depicted as villains while certain others are not?”.
- Talk openly – Having honest and open discussions about racism, diversity and inclusivity builds trust with your children. It encourages them to come to you with questions and worries. If they see you as a trusted source of advice, they are likely to engage with you on this topic more.
Teenagers are able to understand abstract concepts more clearly and express their views. They may know more than you think they do and have strong emotions on the topic. Try to understand how they feel and what they know, and keep the conversation going.
- Know what they know – Find out what your children know about racism and discrimination. What have they heard on the news, at school, from friends?
- Ask questions – Find opportunities such as events in the news for conversations with your children about racism. Ask what they think and introduce them to different perspectives to help expand their understanding.
- Encourage action – Being active on social media is important for many teenagers. Some may have begun to think about participating in online activism. Encourage them to do so as an active way to respond and engage with racial issues.
Try to find ways to introduce your child to diverse cultures and people from different races and ethnicities. Such positive interactions with other racial and social groups early on help decrease prejudice and encourage more cross-group friendships.
You can also bring the outside world into your home. Explore food from other cultures, read their stories and watch their films.
Be conscious of racial bias in books and films and seek out ones that portray people from different racial and ethnic groups in varied roles. Consider stories that feature minority actors playing complex or leading characters. This can go a long way in confronting racial and discriminatory stereotypes.
If your children are in school, find out from their teacher about how racism is covered in class and school rules and regulations to prevent and deal with it. Join parents’ groups to share resources and concerns with teachers and school leadership.
Explore the past together to better understand the present. Historical events like the end of apartheid in South Africa, the civil rights movement in the United States and other movements for equality around the world remain symbols of a traumatic past that societies are still recovering from. Understanding them together can shine a light on how far we’ve come and how much further we still have to go. These shared experiences can further help your child build trust and openness to different perspectives.
There are no others, just other people.
You are the example your child follows
Parents are children’s introduction to the world. What they see you do is as important as what they hear you say.
Like language, prejudice is learned over time. In helping your child recognize and confront racial bias, you should first consider your own — does your friend circle or people you work with represent a diverse and inclusive group?
Take every opportunity to challenge racism, demonstrate kindness and stand up for every person’s right to be treated with dignity and respect.
This article was updated on 2 July 2020.
Information compiled by Michael Sidwell and Supreet Mahanti, UNICEF.
What is a Concrete Poem?
Concrete poetry—sometimes also called ‘shape poetry’—is poetry whose visual appearance matches the topic of the poem. The words form shapes which illustrate the poem’s subject as a picture, as well as through their literal meaning.
This type of poetry has been used for thousands of years, since the ancient Greeks began to enhance the meanings of their poetry by arranging their characters in visually pleasing ways back in the 3rd and 2nd Centuries BC.
A famous example is “The Mouse’s Tale” from Lewis Carroll’s Alice’s Adventures in Wonderland. The shape of the poem is a pun on the word tale/tail, as the words follow a long wiggling line getting smaller and smaller and ending in a point.
The name “Concrete Poetry,” however, is from the 1950’s, when a group of Brazilian poets called the Noigandres held an international exhibition of their work, and then developed a “manifesto” to define the style.
The manifesto states that concrete poetry ‘communicates its own structure: structure = content’
There are 2 main ways that this can be achieved…
A common way to make the visual structure reflect the subject of the poem is to fill an outline shape that relates to the topic of the poem, in the same way that Carroll’s poem fits the outline of a mouse’s tail.
Here is an example about a snowman:
- Choose an object to be the subject for your poem. Good suggestions for beginners could be favorite animals or favorite foods.
- Draw a simple outline of its shape on paper or on the computer. If you’re using paper, draw with a pencil not a pen.
- Write your poem normally. Try to describe how the subject makes you feel. The words will be fitted into your drawing, so don’t make it too long – between 6-12 lines is probably a good length!
IT DOESN’T HAVE TO RHYME!
- Lightly in pencil, or on the computer, write your poem into the shape. It’s ok if it doesn’t fit properly yet, because this is where you find out if you need to make the writing larger or smaller.
- Decide if you need to make your writing bigger or smaller in certain parts of the drawing, then erase your first draft and write out the poem again. You can keep doing this until you are happy.
- Finally, erase the outline of your shape, so that it is just the words from your poem left creating the image! If you were writing in pencil, you can now go over the words in pen!
- (In my example I added the ‘brrr…’s afterwards to make the picture look better, but without interrupting the story of the poem. If you want to try details like this, think of comic-book-style effect words like ‘flash’, ‘purr’, ‘phew’ or ‘zzzz…’ to add another element to the story-picture!)
Another way to make concrete poetry is to use the lines of words to make the lines of a drawing. The NASA website has a great example about the first ever airplanes if you click here.
This time, the subject doesn’t have to be an object, but it does have to be something you can draw an illustration of using ‘stick’ figures.
This is my example of ‘growing’:
- Choose your subject
- Draw a simple line – or ‘stick’ – drawing to illustrate your subject on paper or on the computer. If you’re using paper, draw with a pencil not a pen.
- Write your poem normally. Simple is best, so stick to between 2-6 lines.
IT DOESN’T HAVE TO RHYME!
- Lightly in pencil, or on the computer, write the lines of your poem along the lines of your drawing – remember that we normally read from left to right, and from top to bottom!
- If you don’t have enough words, or have some left over, don’t worry! Decide where you need to make your writing bigger or smaller to make it all fit, then erase your first draft and write out the poem again over your line drawing. You can keep doing this until you are happy.
- Finally, erase the line drawing, so that it is just the words from your poem left creating the image! (If you were writing in pencil, go over the writing in pen first.)
(In my example I wanted to add branches to the tree, so used repeated words from my poem to highlight the theme, and make the picture better. If you want to add details like this, think about what the most important word is in your poem and use the one that best sums up its message!)