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and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits

Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.

On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance

Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).

apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"

language use, patterns, and dialects

Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.

Experiment with different approaches

show students how to apply it not only to their writing but also to their reading and to their other language arts activities.

If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc

Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models

apply it to authentic texts.

Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.

entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.

practice using certain subordinate constructions that enrich sentences.

All native speakers of a language have more grammar in their heads than any grammar book

If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb

whole sentence or a fragment

verb phrase

subject

pronoun f

Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.  

Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.

end focus.

March 30-April 3

For example (to the tune of Bohemian Rhapsody)Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!

Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!

For example (to the tune of Bohemian Rhapsody)

Each week I will post a fun activity to try if you would like.  Anyone in the school can complete the task! Send your final product to Ms. Kelly: meghan.kelly@springsschool.org and a winner will be chosen and featured on my website!YOUR TASK: Create a "Parody" of a song that describes what is happening right now in the world. Take a song and re-write the words to talk about social-distancing/ staying at home/however you are feeling. Make a video of you singing, dancing, and send the words and video to Ms. Kelly. One winner will be chosen. Good luck!

No escape from th

family

Maybe just allergies?

aught in a lockdown

in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world

egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.

how active they have been willing in inserting their decisions in school-based assessment policy.

Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.

Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.

distinguish issues are purely academic from those that are purely disciplinary.

s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner

The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:

The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.

that of courts taking a more active role and deferring less often to school leaders.

Because of these high stakes (real or imagined),

little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’

however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.

Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.

To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.