Best way to explain answer to students?
547096
You could use a clock to help your students understand. Show them that you swim a quarter mile every fifteen minutes. It might help. I do know it helped me understand.\n\nAll the best and HAPPY TEACHING c",)
353093
I don't know if there is a MOST effective strategy.  Anything that gets the students thinking works well.  It also depends on how long the text is.\n\nSome ideas:  \n\nDecision walls - Put a yes/agree card on one wall and and a no/disagree on the other.  Make the students take a stand.  Ask them questions related to the text that they must agree or disagree with.  Get them to explain their answers.\n \nIf the text has pictures, give the kids one and ask them to predict the story.\n\nIf you're working with a non fiction text, try to give them a short (5 Q's) true false quiz with the strangest info in the text.  \n\nThere's always Think - Pair - Share to get the students thinking as well.
319933
Try this, but remember, teachers are getting smarter about plagerizing...if you copy it word-for-word, expect an F, but if you site the sources, this should help.
542552
Escribe tus respuestas (Type your answers...informal)\nEscriba sus respuestas (Type your answers...formal)
428669
Need to understand the question to reply.
973997
Constraints of limitation!  (Meaning - the limits other people place on you)\n\nI must say, using Answers! to get help or ideas is great!  However, using it to actually DO your homework... not such a great idea... remember, a lot of teachers get online and use this site - they might see a correlation between some questions being asked and the paper you turn in!  \n\nJust a hint!!!!
695077
you can have a game of like "guess the job" to say have one illustrate and the others guess.\n\nafter they get it right or give up tell them why that is a good job in pre-school terms
554243
I think you have the right idea.  Just think about who's going to be in the audience, and address them.\n\n"Good evening students, parents, teachers, and distinguished guests..." or whatever.
524226
hold up/display images of symbols that your kids would be able to easily guess i.e. the mcdonalds arches, the nike swoosh, peace sign, the man/woman you always see on the restroom door, etc.  this will get kids warmed up to the notion that ideas can be symbolized by something other than the words for those ideas, also that they are surrounded by symbolism everyday, everywhere (this always help to counter the "where am i ever gonna use this" complaint).\n\nnext, display for the class an object that would be easy to use in symbolizing many things.  i'll sugggest a rock.  have them describe the characteristics of a rock - strong, hard, dirty, ordinary... on one side of a chart.  then, as a class have them brainstorm other things/people that share some of these characteristics on the other side.\n\nthird, have a bunch of slips of paper in a hat/bucket/whatever, with each slip having something on it like tree, bird, phone, stairs, bench, etc...  have each student pull out a slip of paper from the hat.  have students brainstorm the characteristics of their object, and then characteristics of themselves (may be helpful to have a framework for this - like a worksheet that says "looks like", "smells like", "sounds like" etc. for both object and student).  have students come up with ways their object could symbolize them.\n\nhave students share their symbolisms with the class
690485
When in doubt, ask your teacher what format they want. Do a practice exam/essay for them and ask them for feedback. Always write to your audience.\n\nIf you don't know your audience, or your teacher won't give you feedback, then for law school use an element-fact based format. While stories are great for advocacy (or undergraduate work), on a law school exam (or bar exa) don't make the grader have to work to understand what you are saying.\n\nRemember IRAC. The Issue is your header, identifying what is being discussed. The Rule is the statement of law. Then Apply the facts to the rule for the Analysis portion. Finally, state the Conclusion.\n\nA good essay will looking like a thick outline. IRAC the major issues, then sub-IRAC for the individual elements.\n\nSo, you'd have a header for the Battery problem, then list the elements (the rule) for battery. The analysis will be all the sub-IRACs.\n\nFor each Element, have a sub-header (I), define the element (R), apply the facts (A), and state whether that element is met or not (C).\n\nAt the end, after you're done with the list of elements, don't forget your overall conclusion for the main Battery issue.\n\nThis format will get you through most law school exams and should get you the bar exam.
647009
Instead of trying to explain it in text,\nI made a little file as an example.\nTry downloading this file.\nGood luck!
892756
BS does not work.  Anyone esp. a teacher worth anything can see right thru it.  It is better to organize your answer with say a couple of points.  Then express those in clear complete sentences.
447962
If it's the best answer, complement the answer itself.\nIf it actually helped, say thank you.\nIf it's a random choice, it deserves a random response ;-)
944247
Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
541228
If the assessment form is for your teaching and their interest in your subject, you could try using smiley faces (happy, neutral, sad) and short and simple questions. Of course, you have to explain the questions to the Grades 1 - 3 or maybe 3 students, but it should be fairly easy for the kids to circle the faces according to how they feel about a question.
310932
Begin by stating your aim, which pretty much involves rephrasing the question you were given. Then explain how you're going to use the data to achieve your aim.\n\nFor coursework I'd strongly advise asking your teacher if you need help - it counts towards your grade, and they know what gets high marks.
747158
Here are a few tips:\nAlways keep the class lively by asking them questions related to the lesson and giving them related puzzles to solve.\nTry to interact more often rather than just explain every sentence in the textbook.\nImprove speech. Your voice and the way you talk could go a long way in your teaching carreer.\nIt's evident from the way you asked the question that your grammar could do with some improvement too. It'll help you explain any doubts the students might have about word problems.\nImprove patience level. Math is a subject which torments students and very often many students come to you with the same doubts. Don't snap at them. Patiently clear each and everyone's doubt.\n\nI hope these helped you. Have a successful teaching life!