Bad breath, or halitosis, is well known to everyone – that foul odor that we sometimes encounter on the breath of a person close by. It’s familiar enough that we all know it’s common, but how common is it? There have been very few halitosis social studies done to answer this question. In fact, the condition was more or less ignored by the medical community and the social sciences until late in the twentieth century.

The cause of halitosis was not clearly identified until the 1960′s, when Dr. J. Tonzetich described the production of volatile sulfur compounds in the mouth. These compounds are produced by anaerobic (oxygen hating) bacteria living in the mouth and expelled in the breath. After this discovery, researchers were able to identify which bacteria were the primary producers of VSC, and locate where they were living in the oral cavity. All of this accumulating knowledge guided efforts to produce an effective halitosis treatment, but it did not contribute much to halitosis social studies.

There is no doubt that having bad breath can have a devastating effect on a person’s social life. Others avoid close contact with an afflicted person so they won’t have to endure the smell. Close friendships and dating become very difficult. A person who knows he or she has bad breath may withdraw and avoid contact with others. In fact, the fear of having bad breath has produced nations of mint sucking, gum chewing citizens, and even halitophobics, who believe they have bad breath when they really do not. In recent years, dentists and doctors have turned more attention on the problems of halitosis sufferers, and a few have done halitosis social studies to find out more about how it affects the population.

In the end, there still aren’t enough statistics to allow any definite conclusions, but halitosis social studies suggest that almost 25% of people suffer from halitosis at some time in their lives, with higher numbers in the older age groups. One study found that about 50% of older people have morning breath. Study design differ – in order to gather reliable statistics on the prevalence of halitosis, researchers need to agree on a standard definition of the condition and a reproducible means of measuring it. Halitosis social studies of the social impact of the condition are yet to come.

R. Drysdale is a freelance writer with more than 25 years experience as a health care professional. She is a contributing editor to Bad Breath Cure, a blog dedicated to the treatment of bad breath.

Does anyone know of a link to a page that offers them? I’d like to hand them out on Halloween with candy to educate the kids. Thanks in advance

This site has some environment related coloring and activity pages:

http://www.enchantedlearning.com/Home.html

You might also try this site..maybe printing out some info about bats since they are associated with Halloween:

http://www.batcatalog.com/scripts/prodView.asp?idProduct=184

http://www.kidzone.ws/animals/bats/activities.htm

Simple PVC Hand Pump

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Student teaching provides students with a hands-on opportunity to get a taste of teaching before they begin their career as an educator and creates opportunities for individuals to work not only with the students in the school, but the staff as well. Educators need to know how to act around students, but a student teacher must also learn how to act around fellow teachers, support staff, administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they hope would not develop, and strategies for solving problems. The importance of maintaining positive relationships at school needs to be in the mind of every student teacher. Things may not always go smoothly, yet a professional should have some ideas on how to handle tricky situations.

Ideal relationships at school help make each day a pleasant day for everyone…teachers, students, support staff, administrators, and parents. Ideal relationships involve the exchange of kind words, good manners, teamwork, and positive attitudes. If such relationships are in place in the school setting, staff can work together in a supportive way to solve problems and to help each other. The staff would care about others and not just their own well-being. Lines of communication would be maintained. The entire staff of the school would work together for the good of the students and to sustain hardworking, dedicated employees. The students would be sure to thrive in such a positive, supportive environment. Furthermore, parents might be more apt to be involved in their child’s education if they felt welcomed and appreciated. This is a brief example of what some ideal relationships within the school setting; however, this is not always the reality.

While student teaching, problems between the pre-service teacher and administrator, support staff, students, colleagues, cooperating teacher, and/or faculty advisor can develop. For instance, one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher; however, a student teacher’s philosophy may be subject to scrutiny, as s/he does not have the experience that other staff members might have. Another possible issue of contention is that many teachers deal with an enormous number of tasks and issues and often need to vent their frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s/he partakes in these conversations. Communication barriers may be another problem that can develop between support staff, the cooperating teacher, administrators, and so many more. Some people do not have interpersonal skills, and student teachers need to make sure that s/he does not prejudge based on a look. Additionally, one always hopes not to run into the staff member who just does not care anymore, as this can be harmful to all involved. Finally, not establishing effective classroom management techniques from the beginning with students is a problem that can develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing with administrators, support staff, colleagues, cooperating teachers, and faculty advisors, confrontations must not occur while a student teacher is emotional. Furthermore, as stated previously, many individuals will express their frustrations to others as a way to cool down. This should not occur in the workplace. The student teacher should ask to speak to the person privately. When solving problems, a student teacher should never use you statements. “You made me mad when…” should be “I felt upset when….” Numerous problems arise due to miscommunication. A student teacher should be willing to listen actively and to try to see the situation from the other person’s viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their cooperating teacher. If a cooperating teacher gives permission to actively work through problems with students, a student teacher must maintain composure. Students can sense when a teacher is frustrated, and this will potentially create an explosive situation. The student teacher should talk to the student in private and try to see the problem from the perspective of the student. The student teacher should not be afraid to talk the problem over with his/her cooperating teacher, and when deemed appropriate, the student’s parents and/or the school counselor. Many times a fresh viewpoint provides a solution. If a student has a child study team, the child study team should be made aware of the problem, and depending on the severity of the problem, the administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one’s school, problems that they hope will not develop, and strategies for solving problems. When dealing with other individuals, problems will occur. Humans are innately different and possess differing viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an ideal relationship, but an ideal relationship is different from a real relationship. When working with people, whether they are adults or children, a student teacher must pick his/her battles. Not all battles are meant to be fought, and not all battles will be won.

The battles worth fighting for are those with the goal to make both sides better for having fought and to create a win-win situation for all parties involved. A student teacher must remember that s/he is not only in the classroom to teach but to be taught. Student teachers should see problems as doorways to learning and growth and not as hurdles to be charged through and overcome.

Rebecca Schauffele: Teaching is my PASSION. I am fun-loving and really enjoy working with kids. Through my work, I hope to make a difference in the lives of youth and inspire them to dream big and work hard to reach their goals.

I personally opt for phonics based computer games. You can get these at Circuit City, or any office supply or computer store. Alternatively, if you go to a ‘teacher supply store’, or there might be one online, there are many workbooks and activities.

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Phonics is how most children learn to read. Children are taught the various sounds that are made by the vowels, consonants, and combinations of letters. Once these sounds are mastered children can begin to sound out words to understand their meaning. Children learning phonics will need to become familiar with a variety of rules that they can apply when they are sounding out words. Usually children are given the rule and then given the opportunity to practice several words that conform to the rule. With practice in phonics children will begin to automatically say the correct sound when they see a letter or combination of letters.

Many of the beginning phonics for children readers are not very exciting for more advanced readers. The point is that they give beginning readers an opportunity to practice new skills and gain confidence as a reader. The more practice a young reader has with applying phonics rules the better they will become at reading.

Some children struggle with learning all the various phonics rules. This is further complicated by the fact that there are exceptions to just about every rule out there. The key is to begin phonics for children by teaching only the most basic rules, such as short vowel sounds. As the child progresses and begins to encounter long vowel sounds they can then be taught about long vowels.

Phonics for children should teach a rule of phonics and then give them a chance to practice it in a real life reading situation. Each type a new phonics rule is introduced to a child they should be given a short section of reading that allows them to practice using that rule. While working with worksheets can be very helpful nothing is quite as effective as reading a sentence or story in print. Phonics for children is the basic foundation for a child’s success in reading. Children with a good grasp of phonics will usually become strong readers.

Sonya Nelson has been helping children learn to read using phonics based instruction. She started learning about phonics and how children learn when her daughter was having difficulty reading in school. She has since developed her own unique phonics based reading program that is used by parents across the United States.

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Reading is the most important element of a child’s education because it is a precursor to every other subject. Fall short in this one, and one will struggle with other subjects. Yet if a child is not comprehending, he finds himself in much the same predicament. It is no wonder that parents/ educators are in search of answers to this question.

Working with children over the years I have discovered some very useful information:

First of all it is important that a child master some degree of reading before teaching comprehension. Teaching division before addition and subtraction is out of step. Teaching comprehension before teaching some degree of reading is the same. So I teach children to read one or more early reader books (preferably more) before teaching them to understand what they are reading.

For example; I had my first group reading very efficiently only to discover they had no idea what they had just read. So I had them read a few sentences, and then act out the scene described in the book. Permit me to tell you the story.

The group was taking turns reading aloud, “Sam ran. Dan ran.” I replied, “OK, who is going to be Sam, and who is going to be Dan?” It is important to allow them to take the leadership role. Too often adults want to do the work (or give the answer) which subtracts from the learning experience. Two young volunteers excitedly stepped forward…”I’ll be Dan.” I’ll be Sam.”

However when I asked them to act out what they had just read, they looked at me and their pears with a bewildered look. They had no idea what to do. Wanting to create self-confidence, I simply had them read the two sentences again, and encouraged the whole group (not me) to take charge of the needed action to complete the task.

It was more fun to watch them in action. One child stood up, put his hands on the shoulders of one of the actors, gave him a gentle push, and told him to run. We continued in this manner through the whole book.

Young children love this activity because it is geared to their natural tendencies. Have you ever noticed how many hours they spend role playing? This is a natural way for them to learn. So use that natural tendency to teach. We continued to do this activity with several more books. They were eager to participate, and became more and more skilled at it.

Eventually I simply began asking each child to tell me what he had just read. At first they wanted to rely on the role playing, which I gradually weaned them off of. Soon they realized they would be asked the question, and made sure they were prepared to answer successfully. Children naturally want to learn, and succeed as long as we do not squash that natural desire.

Unknowingly, and with good intentions many educators/ parents squash children’s natural desire to learn in the following ways:

1. A very common mistake in the attempt to build self esteem is to make sure the child does not struggle with adversity. We often want our children to have it easier than we did. However studies show that when a child meets adversity, and is able to overcome he/ she develops an amazing degree of inner strength and confidence.

The movie “Rudy”, which is a true story, explains this phenomenon very well. Rudy Ruettiger was a young man who met many obstacles because of his small stature. However those struggles helped him to developed a strength and confidence that made him try and try when others might have given up. Many of his high school classmates who had things much easier often gave up far easier than Rudy. Thus many of them, as adults, did not accomplish as much.

2. At the opposite end of the spectrum, we do not want to continually set children up for failure by expecting them to read adult books before learning to read at their own level. Likewise it is best to have them comfortable with phonics, and some degree of reading before teaching comprehension. Take things in logical steps.

3. This one is most common. Many times we ask a question only to get dead silence. It is so tempting to fill in that time by giving the answer, but far wiser to wait in complete silence. When we do someone usually fills in the silence by giving the answer, or asks a question about what we meant. This teaches them the power to find answers.

4. When a child asks us a question it is all to easy to give them the answer. However if we ask them a seriez of questions that help them discover the answer on his own they learn a great deal more. In ancient times Plato proved an important point along these lines. He was explaining to his colleagues that knowledge comes from within. “Oh no, no, no”, replied his colleagues. They added that a person is not born with knowledge, and it must be given to them.

To prove his point Plato had a 5 year old child brought to the meeting. When the child arrived Plato began asking him questions, but giving no information. At the end of the demonstration of progressive questioning the little boy solved a very complicated algebra problem proving Plato’s statement that knowledge comes from within.

In conclusion, it is our job to show children that the power to learn is within themselves. It is not something we must cram into them. This approach makes one far more successful at teaching.

Roma Cox was originally trained by psychologists, and has 32 years of experience working with children. You can learn more at her web site: http://www.read-phonics.com

I’m still training, I’ll only be their English teacher. This is my first time and I hope someone can help me out, maybe with some good websites I can learn from on how to teach them.

They must learn concepts of print. Show them we read left to right, titles of books, the front the back of books…things like that. We think kids know this stuff, many do not have a clue.

Start with teaching them the letters of the alphabet, no writing, just listening and looking. Letter sound correspondence, this is an m, the sound is mmmm….then ask, what letter, m…what sound, mmmm? Vowels last. Then segmenting and blending the sounds to make words. m a t, the sounds…..say it slow…m a t….then put sounds together, what word….mat! All orally at first.

Encourage lots of talking and chatting, especially after a book you read to them. This will build vocabulary, show and tell to give them opportunities to talk, use vocabulary, you must always model correct English. Put the names of objects around the classroom…door, chair..concrete examples of words….apple..show a picture, then show a real one. Multiple exposure to vocabulary is key as well as practice.

Their level of English proficiency should determine where to start with their reading/phonics. If they do not speak ANY English, silent phase, that’s a whole other story….

A good book to get is right here. Excellent. I use it constantly. Good luck to you!

http://www.amazon.com/Direct-Instruction-Reading-Douglas-Carnine/dp/0131123084

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Reading education is very cyclic in nature and it changes from one side to the other every 30 years or so. So which is better Whole Language or Phonics. We’ll leave that up to you as the on going debate about which learning to read method is better will continue for many years to come.

At present it seems that the world is turning back to phonics as the best method of learning to read. One method is tried but as with most things there must be a better way so they change to a different method or a combination.

Some children will learn to read no matter what method teaches them and others will struggle. So it is easy to change the method but last time they changed to the whole language method reading scores when backwards so I am not surprised to see phonics coming back.

Whole language is when the child learns to read by looking at the whole sentence and guessing what they don’t know. It became popular because back in the 1930′s as the ‘look see’ method, but as is still the case nowadays it was created by marketing. The publishers who made the books was very good at marketing and the ‘look see’ books were very colorful with meaningful sentences.

While phonics books were and still are made up of rhyming sentences that usually don’t make sense and because the story doesn’t make sense you can’t have very good pictures in the books. Even today phonics books are still quite drab compared to the picture books that are used for the whole language method.

But it is not always in the materials and phonics is now back in vogue. I like phonics because the Montessori method uses it and I teach using Montessori sandpaper letters. I have found her method to actually teach most kids with very few getting left behind.

This article is copyright © peter legrove. http://www.animalsdinosaursandbugs.com

You can use this article on your website or ezine but leave the resource box intact.

Peter Legrove spends most of his time in front of a mixed bunch of teenagers trying to instill in them some semblance of the road to survive the future.

http://www.animalsdinosaursandbugs.com/Teaching-Reading.htm

This one is cute:

http://genkienglish.net/phonics.htm

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This series of articles began by identifying five challenges involved in encouraging SMEs to use participatory learning activities: to help them: (1) recognize the value of participatory learning activities; (2) become open to the idea of actually using participatory activities; (3) see that participatory activities are not necessarily difficult to design; (4) learn how to select appropriate activities; and (5) become comfortable with facilitating participatory activities.

The previous article began to address the fourth challenge: How to help SMEs learn how to select appropriate activities. That article discussed two of the three key factors that impact the decision regarding which learning activity to use.

This article continues that discussion by addressing the last factor:

3. The need to use a variety of participatory activities to meet the needs of different learning styles as well as keep the learners engaged.

To assist SMEs with the third factor, introduce the idea of different learning styles.

Ask the SMEs how they prefer to learn. Very often, SMEs will say that they prefer hands on exercises, demonstrations, or reading. A few might indicate a preference for lecture. If there are several SMEs involved, it will become apparent that they have different preferences. Build on this fact by explaining that individuals have different learning styles.

To keep the discussion as simple as possible, use the basic model of auditory, visual and kinesthetic learning styles. Explain that auditory learners learn by listening, visual learners learn by reading and observing, and kinesthetic learners learn by doing and moving. After the model is clear, relate each SME’s preference to one of these specific learning styles.

When working with one SME alone, the training coach can add his or her own personal learning preferences to the list. This will still provide an adequate indication that different learners have different learning preferences.

Make sure that this discussion does not give the SMES the impression that they will have to design three different learning activities for each content item. Alleviate any concerns in this regard by showing them that most learning activities can easily be arranged or enhanced to meet the needs of all three learning styles at the same time.

As long as the learners get an opportunity to talk- and therefore listen when others talk, the auditory learners will be satisfied. If the learners stand up to gather around a flip chart while a scribe writes on it, both the visual and the kinesthetic learners will be satisfied.

After a satisfactory explanation of the three factors involved in selecting a participatory learning activity, it is important to give the SMEs an opportunity to identify and discuss possible learning activities that they can use. This is the place to emphasize the importance of selecting a variety of activities to keep all participants engaged.

The next article will discuss how to meet the fifth and last challenge: helping SMEs become comfortable with facilitating participatory activities.

Deborah Spring Laurel has provided technical curriculum design and train the trainer programs for the energy industry for over fifteen years. Her curriculum design and master training skills helped the Energy Center of Wisconsin win the 1998 and 2002 Awards of Excellence in Education from the American Institute of Architects, as well as the 2000 Exemplar Award from the International Association of Continuing Education and Training. Her expertise made the National Compressed Air Challenge one of the highest rated training programs for the U.S. Department of Energy. For information about her technical curriculum design services and train the trainer workshops, please contact Deborah directly at (608) 255-2010 or dlaurel@laurelandassociates.com.

I have looked around but i can’t seem to find them anywhere. My son is really interested in the programme on cbeebies at the minute, and i am thinking about getting him some dvds and things as they are also good for helping him learn words. Also, if you have any other suggestions of things similar to the dvds (toys etc), let me know.

Look on E-bay you’ll be surprised.

help me to learn phonics

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Learning how to read piano sheet music is like learning to read a foreign language. The more you practice, the more familiar it becomes. Here are 3 tips on reading from 2 different staffs.

Tip 1 – Piano sheet music is written on 2 staffs linked together by a bracket. A staff is a series of 5 parallel lines onto which music is notated.

The Right Hand reads from the Top Staff.

The Left Hand reads from the Bottom Staff.

The bracket means read from both staffs simultaneously.

This is what makes playing the piano harder than any other instrument, but also hugely enjoyable because you can create harmony.

Tip 2 – The upper staff, for the Right Hand, has a treble clef at the beginning. This looks like the letter G. Its job is to fix the pitch of one specific note. The treble clef fixes the pitch of the 2nd line up. The 2nd line up is the G directly above Middle C.

Here is an easy way to remember the Right Hand notes -

The 5 lines of the staff are

E G B D F – “Every Great Band Deserves Fame”

On a piano, this represents every other white key.

Tip 3 – The lower staff, for the Left Hand, has a bass clef at the beginning. This looks like a comma with 2 dots. Its job is to fix the pitch of one specific note. The bass clef fixes the pitch of the 4th line up. The 4th line up is the F directly below Middle C.

Here is an easy way to remember the Left Hand notes -

The 5 lines of the staff are

G B D F A – “Great Band Deserves Fame Always”

On a piano, this also represents every other white key.

Would you like to learn more about playing the piano and reading music? Get access to my Free Video Course called “Piano Lessons for Beginners” by clicking on this link http://www.realpianoplayer.com

Is anyone interested in reading the beginning of a short mildly scary story?
I would really appreciate it if someone would read it to me and tell me if they would read it if the ‘beginning’ would catch your attention enought o keep you reading?

I will ..post it on here and I will be glad to help

Beginning Piano Lessons : Reading Complex Music Notes

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Teaching reading takes time not rocket science, and the more time you put in the faster your kids will learn. Really there is no fast, easy way to teach reading but you don’t need to be a rocket scientist to teach your kids to read.

I suppose some teachers and schools would say that teaching reading is rocket science. But that would be to keep your children in the mainstream school system, especially if you are thinking of homeschooling.

If you take the phonics approach to teaching reading you might think phonics are rocket science but after you look into phonics you find out how easy they are. I prefer the Montessori approach to teaching phonics because she uses sandpaper letters. Now sandpaper letters actually help to implant the words and phonic sounds in your child’s mind while she is just tracing the sandpaper letter.

You might think phonics are confusing but they are really quite simple because we say them every time we speak. Phonics are just a visual representation of the spoken word. And once your child can match the sound with the letters then she is well on the way on the road to reading fluently.

The problem with phonics is after learning phonics your child can read anything but she might not understand what she is reading. So you have to be there to explain some new words and sentences. It is also a good idea to ask your child to explain to you what she is reading and then you will know if she understands what she is reading.

So teaching reading is not rocket science it just takes time.

For more information about teaching your child to read see http://www.animalsdinosaursandbugs.com/Teaching-Reading.htm
Peter Legrove spends most of his time in front of a mixed bunch of teenagers trying to instill in them some semblance of the road to survive the future.
This article is copyright © peter legrove. http://www.animalsdinosaursandbugs.com
You can use this article on your website or ezine but leave the resource box intact.

I have been using Saxon Phonics 2 which has covered a lot but I have found out Saxon does not make a home study set for grade 3 so I want to find something similar so she can stay on track and continue her learning. Therefore, I need a spelling, reading, and phonics program for 3rd grade. Any help would be appreciated, we aren’t really religious so kind of looking for something that isn’t religious based. Thank you!

For Phonics, we’re had a lot of success using a combination of Plaid Phonics and Explode the Code. For reading, I usually read whatever my kids are reading, and then we have a sit down discussion about it. We haven’t really liked any of the all in one programs. They seem to get tedious.