Lamon Lindsay and Keith Hudson have come up with solutions to help kids deal with peer pressure. Teaching them at an early age how to approach lifes problems, make decisions and stand by them. Showing them how to become leaders instead of followers. Convincing them that listening to their parents comes before listening to the streets. Kids are not born with negative behavior. They learn negative behavior from peers, the streets and in our schools. Schools are supposed to be a place of learning, so we might as well teach them properly. This is what the book Dosomething Think First does. How can our kids deal with peer pressure when theyve never been taught how? Now with the first and the only book of its kind theres help, and a solution for our kids. If we dont start a change now it will only get worse.
Lamon Lindsay and Kieth Hudson have come up with solutions to help kids deal with peer pressure: teaching them at an early age how to approach life's problems, make decisions, and stand by them; showing them how to become leader's instead of followers; convincing them that listening to their parents comes before listening to the streets. Kids are not born with negative behavior. They learn negative behavior from peers, the streets, and in our schools. Schools are supposed to be a place of learning, so we might as well teach them properly. This is what the book Dosomething Think First does. How can our kids deal with peer pressure when they've never been taught how? Now with the first and the only book of its kind, there's help and a solution for our kids. If we don't start a change now, it will only get worse.
Lamon Lindsay and Keith Hudson have come up with solutions to help kids deal with peer pressure. Teaching them at an early age how to approach lifes problems, make decisions and stand by them. Showing them how to become leaders instead of followers. Convincing them that listening to their parents comes before listening to the streets. Kids are not born with negative behavior. They learn negative behavior from peers, the streets and in our schools. Schools are supposed to be a place of learning, so we might as well teach them properly. This is what the book Dosomething Think First does. How can our kids deal with peer pressure when theyve never been taught how? Now with the first and the only book of its kind theres help, and a solution for our kids. If we dont start a change now it will only get worse.
This popular text addresses the urgent need for curriculum materials that cross traditional boundaries to include many of the elements that are integrated in the teaching/learning enterprise: mathematics content, teacher understanding, student thinking, teaching methods, instructional activities, and assessment. The book pushes readers beyond the limits of their current understanding of rational numbers, challenging them to refine and explain their thinking--without falling back on rules and procedures they have relied on throughout their lives. Written in a conversational and easy to understand style, this is not a textbook as much as it is a resource book. An underlying assumption is that facilitating teacher understanding using the same questions and activities that may be used with children is one way to help teachers build the comfort and confidence they need to begin talking to children about complex ideas. Unlike a textbook that is used to study formal theory and then discarded when it comes to putting ideas into practice, the many problems and activities included to facilitate teacher learning are valuable resources for use in elementary and middle school classrooms. Changes in the second edition include: *even more student work incorporated in every chapter; *discussion of the connectivity between the topics addressed in the book and the elementary and middle school mathematics curricula; *an increased emphasis on measurement; *expansion of some topics, including number sense, percent, scale factors, similarity, and linear graphs; *clarification of the characteristics of ratio and proportions and how to use these to generate discussion with children; and *content-related interview questions for exploring children's thinking. This book is a valuable resource for researchers and curriculum developers in mathematics education, pre-service and in-service teachers of mathematics, those involved in the mathematical and pedagogical preparation of mathematics teachers, and graduate students in mathematics education. The methods and activities it includes have been tested with students in grades 3-8 and with pre-service and in-service teachers and other adults. This text is accompanied by MORE--a supplement that is not merely an answer key but a resource that includes in-depth discussions of all the problems in the text; develops and extends discussion of the issues, teaching problems, and other considerations raised in the chapters; and contains additional problems--with and without solutions--that instructors may find helpful for assessment purposes.
More is not an answer key but a resource that provides the scaffolding for the groundbreaking approach to fraction and ratio instruction presented in its companion text, Teaching Fractions and Ratios. Keeping the focus on the reasoning needed to properly understand and teach rational numbers, More shows teachers how to engage in powerful ways of thinking so that they can, in turn, enhance the mathematical education of their students. Like its companion text, More has been heavily expanded and reorganized, including even more student work, templates for key manipulatives, and an emphasis on applications to everyday life. Based on the content chapters in Teaching Fractions and Ratios, each chapter includes: In-depth Discussions of selected problems and their solutions. Supplementary Activities and a collection of challenging problems involving fractions. Praxis Preparation Questions geared to the content of each chapter.
The early decades of the twentieth century -- the period covered in this narrative history -- were critical "watershed" years for black Tennesseans, just as they were for Afro-Americans generally. Those were the years that saw the northward migration of an increasing number of blacks, the peak of segregation restriction, and the spawning of the "New Negro" or militant movement. Faced with these special pressures, Tennessee became an arena for conflict between the accommodationist view of Booker T. Washington and the activist ideas of W. E. B. DuBois. (Both men came to the state to proselytize.) Although the majority of black Tennesseans basically accepted the approach of Booker T. Washington, they -- especially the young -- became more likely during these years to act on their own behalf, rather than passively accept the inequities borne by past generations.
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