How would you describe sharing to a kindergarter? I need help with a project ppl help me out?
554317
I would use an example putting them in the context of the one who wants to be shared with.  As in your friend has a large bag of snickers and you'd like a snickers bar.  Next, I'd turn it around and say, "If you were the one with the candy would you give one to your friend?"
435230
Diverse in what way?\n\nThe only time that "diversity" should ever be an issue is if they are of diverse interests. In that case, you need to identify key points that will help them all relate to each other and to your presentation (finding things they will all agree on), before bringing up things that may not be as comfortable for your entire audience.\n\nFor example, if I were to address the PTA, I must relate to both the teachers/staff and the parents. If I were making a presentation about the Enrichment program, I might tap in to everyone's desires to have our students/children find career success, internal motivation to achieve, good goal-setting skills, and enjoyment of their various life activities. On the other hand, if the crowd were entirely teachers, I might focus on instructional methodology and curriculum compression. If the crowd were entirely parents, I might focus on creating learning environments, exploring community resources, and guiding focused experiences on areas of interest for the child.
968333
i have a preschooler and i know she's just learning about the season changes. So you could do a 'weather' theme, and cut snowflakes (you know when you fold the paper up and cut it when it's opened it looks like a snowflake) and maybe for spring have them make a paper flower, and for summer have them color a picture of the lake/ocean/beach ... anyways something along that line. Good luck!! You sound like u have a fun job!!
766054
You might want to go to their website and try contacting them that way. Who knows? I think that might be a cool idea for a show. Having a class of school kids come in to watch them build a bike. Maybe your class could have a contest to come up with an idea for a bike. You never know. Stranger things have happened.
581681
Cover the Cooperative Learning issue and first group your students in groups of 3-5. Give each child in the group a job.  For example, The Reporter, The Materials Manager, Maintenance (clean up :) ), Project Manager...you get the idea.  I am sure you have other objectives other than Observing the parts of a plant...What exactly do you want them to learn????????  5 year olds can observe the parts of the plants...so you can go in depth....\nMaybe you have one group predicting the importance of Leaves or comparing different leaves on different plants...deciduous, coniferous...if so have them in a group...with a time span...look for samples of leaves...have the students identify what type of tree or plant, have them make leaf rubbings and describe the leaf - you get the point!  You can do the same by have a group identify the stem and the importance of a stem by putting a white carnation or celery stick in colored water.  Have the predict what will happen through writing and a drawing and the next day observe and identify the conclusion!  There are many ideas out there...those are a few to get you started!\nAnyways after having each group become "experts" in their area of research, have them present their information. You can go beyond Cooperative Learning and touch on Multiple Intelligence and Various Learning Modes!  Have each group chose a way to present the info: They can make a Big Book, Write an Essay, Act out an Infomercial, Draw a picture and present the info on Posterboard, make a mobile...etc!  Have fun with it...You can get all sorts of grades out of it as well!!!
1115041
ask the children to help u make one up its something they have done and achieved then will encourage their self esteem and self worth
644496
Check out http://www.education.smarttech.com/ste/en-gb there are smart board lesson plans and resources on there that might be able to back up your proposal. Smart boards are a great way to get children involved and enthusiastic about a lesson. I hope your school takes up your idea.
667243
One way that could help is \nchecking with them on a possible\n3 things they like  for ideas and than \nyou can decide on what you'd like\nto give.Ideas: Children today could always\nuse a good book to read, and the trend\nis gift cards for the teenagers. \nOr you could even do something that teachs\nthem about the community, go site seeing\nart, threatre, swimming or it could even be a \ndisposible camera so they can have a \nmemory to add to their photo album. \nIn the end it is what you'd like to give\nthat matters.  It is from you.
857750
OK, I'll give this a stab. Once upon a time, I taught upper elementary school in a inner city that is now far, far away. A report on NPR's marketplace inspired me to put together a unit on toys. \n\nI began by reading the short story "The Lesson" by Tony Cade Bambara aloud to the students. In the story, a "nappy-headed woman" with too much education and no makeup takes a group of kids from Harlem to the toy store FAO Schwartz in Manhattan. By doing this, she shows them that there's a world outside their Harlem neighborhood, and in this world, they don't have much power or money. The narrator--one of the Harlem kids--is angry, really angry at the woman who taught her this lesson.\n\n"You know," said one of my former students about a year later, "We hated you just like those kids in the story hated that woman."\n\n"I know," I said. By then I had learned that if you tell kids they are any kind of disadvantaged, even if you do so by telling them you grew up disadvantaged, too, they will hate you for it. \n\nBut I wasn't done with the unit. I had discussion questions for them to write about, and one of them was "Who are the people who buy the toys at FAO Schwartz?" The kids' answers were mostly some variation of "rich people".\n\nNext up, I had them go home and look at the "Made in" tags on three of their own toys, or those of a sibling, neighbor, or cousin if they were "too old" for toys. Actually, this was also a way out for kids who couldn't afford to own three toys.\n\nThe next day we compiled the results of our survey. I did that because I had two different figures for the percentage of toys made in China, and I wanted them to participate in gathering our own data: primary research. Some of the kids had obviously not done their research, but I included their made up answers (like "Made in Africa") anyway. Our results showed a percentage in between the two percentages I had from my research. In all three cases, we had figures that showed more than half the toys sampled were made in China.\n\nNext, I prepared them for an article I'd adapted from the newspaper by bringing in maps and coffee table books about China. I showed them, for example, terraces on the sides of mountains and a photograph of people in western Sichuan province with 100 pound tubs of manure on their backs, preparing to hike five miles into the mountains to lay manure on their fields.\n\nAt this point, I always asked the small group I was showing this particular photograph a question. Given a choice, would they rather come to school, read some stories, do some science, work some math problems, have recess, lunch, and maybe computer class, or would they rather hike five miles into the mountains with a hundred-pound tub of manure on their backs?\n\nWell, most of them would rather come to school. But there was always one or two who would say, "Give me the tub of manure."  These are your "kinesthetic learners", the kids who learn best by moving. In one case the kid was also a student with a high naturalistic intelligence (who happened to be born into a family with no interest in nature) and a truancy problem. I often think of that kid, and how happy he would be if he lived where I live now. \n\nAs a general rule, kinesthetic learners are more likely to be put in special ed, to drop out of school, and to end up in jail. They are the group of students that we as educators fail the most. And by fail, I mean we don't do right by them.\n\nAnyway, in the next part of the lesson, my students were to read an article I'd adapted from The Washington Post. The article told the story of a teenager who had travelled from western Sichuan province to the Special Economic Zone of Shenzhen, outside Hong Kong. \n\nIt explained how she'd gotten a job in a toy factory as a sort of human conveyor belt, moving partially manuf
1163092
Thats pretty funny. I have one too.\n\n\nA group of kindergartners were trying very hard to become accustomed to the first grade. The biggest hurdle they faced was that the teacher insisted on NO baby talk! \n \n"You need to use 'Big People' words," she was always reminding them. \n \nShe asked Chris what he had done over the weekend? "I went to visit my Nana." "No, you went to visit your GRANDMOTHER. Use 'Big People' words! \n \nShe then asked Mitchell what he had done. "I took a ride on a choo-choo." She said "No, you took a ride on a TRAIN. You must remember to use 'Big People' words." \n \nShe then asked little Alex what he had done? "I read a book," he replied. "That's WONDERFUL!" the teacher said. "What book did you read?" \n \n[You'll love this] \n \nAlex thought real hard about it, then puffed out his chest with great pride and said, "Winnie the SH*T."
828128
IMO, it should be play with a purpose.  Look for a program that has some structure in terms of what happens throughout the day, but that gives him lots of opportunities to explore, play, and be creative.  Look at the art projects... do they actually look like the kids have been playing and creating or has the teacher cut out a bunch of pieces and then instructed each child precisely how to glue them together (we called them "pat-pat projects" because all the kids did was pat-pat the pieces to make them stick).  Do the kids get lots of sensory experience or do the teachers avoid things like playdough, finger painting, sand, and water because they are too messy?  \n\nIf they work on letters and number, do they do them in fun, creative ways or do they do tons of worksheets?  At this age, they should be playing more than doing seat work.  Honestly, learning the rules of getting along with other children, waiting for your turn, how to wait in line, how to wash hands and put away toys and trash, how to hang up coats and backpacks... those are the skills they need to be working on at 3.  A little academic instruction at 4 is great but even at 4 it should be done through play and exploration.
315599
Try to relate what you're trying to teach them with their life or something that they're interested in.\n\nFor example, if you're trying to teach them poetry, show them popular songs and ask them to find what kind of poem they are and the structure, etc. Or, you could show them some Tupac lyrics.
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.
766789
explain calmly 2 teacher, ask son/other kids side of story
591162
You could always use a thesaurus (including online thesaurus like http://thesaurus.reference.com/) and put in a couple of words and seek synonyms. Make sure you check the definition one last time though before giving them to a kid. Good luck!
478232
Webquest are wonderful for teaching I use them all the time and have made a few of my own.  It great when you don't want the kids just going to anything.  Go on one and you will see why teacher are so into them.
583879
Talk to the director first. Tell her that it may harm children's respect to the teacher if she does that. \nIf it doesn't work, talk to the board members.\n\nBut before you do all these, secure the next job first in case it doesn't work out.