TEACH YOUR CHILDREN WELL (by Crosby Stills Nash Young)
You who are on the road Must have a code that you can live by And so become yourself Because the past is just a good bye. Teach your children well, Their father's hell did slowly go by, And feed them on your dreams The one they picked, the one you'll know by. Don't you ever ask them why, if they told you, you would cry, So just look at them and sigh and know they love you. And you, of tender years, Can't know the fears that your elders grew by, And so please help them with your youth, They seek the truth before they can die. Counter Melody To Above Verse: Can you hear and do you care and Cant you see we must be free toTeach your children what you believe in. Make a world that we can live in. Teach your parents well, Their children's hell will slowly go by, And feed them on your dreams The one they picked, the one you'll know by. Don't you ever ask them why, if they told you, you would cry, So just look at them and sigh and know they love you.
1 Cup flour 1/2 Cup salt2 tsp. cream of tartar1 cup water1 tsp. vegetable oilFood Coloring
1. Mix the dry ingredients. 2. Mix water, a few drops of food coloring and oil together first and then add them to the dry ingredients and stir. 3. In a pot, cook the mixture for three to five minutes on low/medium, stirring constantly. 4. The dough will start to pull away from the sides of the pot and stick together in a large ball. I take it out of the pan when I see a VERY faint brown skin on the dough one each side when I flip it. 5. Take the dough out of the pan and knead the dough until it becomes soft and smooth. 6. Allow the dough to cool and then store it in an airtight container.Total time to make dough: 10 minutes. This is a very quick and easy recipe and the dough turns out great! 1 batch makes about the same amount as you would find in one small tub of store bought playdough.
Bullies typically are bigger and stronger than their classmates. They generally are of average intelligence, although their school performance frequently is below average. They often have a history of aggressive behavior dating back to early elementary school. Their quickness to anger might be fueled by their social misperceptions: they view the world as a threatening place and perceive hostility where none is present. Bullies can be very reactive to social slights and lash out at classmates with little provocation, perhaps because they see no alternative to aggression. They often feel no remorse at hurting other children, and show them little sympathy. Children bully for a variety of reasons. Some torment their classmates to gain a sense of power and control. Some bully in an effort to gain recognition and status from peers that they might not be able to get in other ways. Others bully to compensate for feelings of inadequacy. Still others target their classmates as a way of venting frustration with problems at home or problems in school (learning problems or peer rejection, for example). And some bully because they've been bullied themselves. Bullies usually choose as targets peers who are weak, unpopular, and unlikely to resist. They zero in on children who stand out in some way, such as the teacher's pet, a child with a speech defect, a slow learner, a child with big ears, a child who wears the "wrong" clothes. or the child for whom English is a second language. Children are not born bullies. Bullies are made -- which means they can be unmade. They often are taught from an early age that the way to get what they want is through force. They learn to respond to challenges through confrontation, and to express themselves with their fists rather than with words. As they get older, bullies are at risk for further acts of violence, including frequent fighting and carrying weapons. A bully's education in aggression usually begins at home. Often, bullies come from households where there is little parental supervision and a lack of warmth and attention. Their parents might model aggressive behavior as a way of solving problems, and/or discipline through a combination of angry outbursts and corporal punishment. The message the children receive is that "might makes right." Those kind of parents might support their child's bullying behavior by their failure to disapprove of it, or their outright endorsement of it. In addition, they often fail to model non-violent ways of dealing with social problems, so that their children don't learn the social skills needed to resolve conflicts through cooperation. Children also learn aggressive behavior from the media, notably from television. The amount of televised violence children today are exposed to is simply astounding. By the age of 14, a child will have seen as many as 11,000 murders on television. The average cartoon depicts 26 violent incidents. Children see television characters get their way, settle disputes, and acquire things by using force without suffering any consequences. The lesson they learn is that aggression pays off. Research indicates that children who see violence frequently on television can become less sensitive to the pain and suffering of others and come to view aggression as an acceptable way of solving problems. School bullies often face problems as adults. They are more likely than their peers to drop out of school, have difficulty holding jobs, have problems sustaining relationships, be abusive of their spouses, and have aggressive children. And they are more prone to criminal behavior. One study that followed individuals over a 22-year period found that children who were aggressive to their peers at age eight were five times more likely than their non-aggressive peers to have a criminal record (usually antisocial offenses) by the age of 30. A particularly alarming pattern is that aggressive children often grow up to be harsh, punitive parents who raise children who become bullies themselves. In short, children of bullies often become bullies. The challenge for those working with aggressive children and their families is to try to disrupt that cycle of violence.
"I know, you see Somehow the world will change for me And be so wonderful Live life, breathe air I know somehow we're gonna get there And feel so wonderful And it's all for real I'm telling you just how I feel So wake up the members of my nation It's your time to be There's no chance unless you take one And it's time to see The brighter side of every situation Somethings are meant to be So give your best and leave the rest to me Leave it all to me Leave it all to me Just leave it all to me"
Due to the lack of resources and experiences, many of us, teachers find the integration of language and cultural experiences to be among the most challenging tasks. For the ESL (English as a Second Language) patron, it is even more difficult to be motivated to read because they must also learn a new language. Children learn to read more quickly and easily when there is a motivating factor.
Reasons for telling stories:
· A story is genuinely communicative.
· Storytelling is linguistically honest (it is an oral language, meant to be heard).
· Storytelling is real. . · Storytelling provides a listening experience with reduced anxiety.
Steps to follow when presenting a story:
· Choose the target vocabulary
· Dramatize target vocabulary and create an image
· Repetition of the same command
· Combine commands in an original and unexpected way leading children to discover that they can understand and respond to language expressed in ways that they have never heard before.
Welcome to my site!
My name is Graciela Bilat and I´ve been teaching English for many years at public and private schools.
I graduated as a Primary School teacher in 1992 and I had the chance to work in different schools and contexts.
Some years ago I started working as an English teacher at ANEP - Programa de Segundas Lenguas and I developed my passion for English teaching to young learners.
Currently I am working at CODICEN, as a team member of Grupo Operativo del Programa de Políticas Lingüísticas(since 2008) and I am also Director of the English Department at Hans Christian Andersen School.