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While most characterize these sites as an inexpensive way for teachers to supplement textbook materials, some teachers may get pushback from administrators for their entrepreneurial efforts.

Seattle Public Schools' recently revised its ethics policy, with the new policy prohibiting teachers from selling anything they developed on district time, said district spokeswoman Teresa Wippel.

Teacherspayteachers.com

In Kim’s words, the data indicate that “children have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle.”

During the immediate post-Sputnik period, the U.S. government was concerned with identifying and fostering giftedness among American schoolchildren, so as to catch up with the Russians (whom we mistakenly thought were ahead of us in scientific innovation). 

creativity is the central variable underlying personal achievement and ability to adapt to unusual conditions.

The truth of education is that most of traditional schooling methods are based on auditory-sequential instruction. This is unfortunate for visual-spatial students, who can begin to feel "dumb" in a regular classroom. In actuality, visual-spatial children are often highly gifted, but their classroom work may not adequately reflect their intelligence. Or, commonly, V-S kids will have incredibly high grades in subjects that appeal to their visual learning style, but might struggle to keep even passing grades in subjects such as phonics and math computation, where visual skills are seldom accessed. They also suffer exceedingly under the drill and review method of teaching. While continued practice and repetition is highly beneficial for auditory-sequential learners, visual-spatial students find it to be completely unnecessary. Once a V-S learner has mastered a concept, the learning is permanent, and does not need to be reviewed. Any type of review that highlights a visual-spatial learner's mistakes can be especially damaging to their self-esteem.

Although much of the traditional school environment is designed with the auditory-sequential learner in mind, there are things that teachers or parents can do to make learning more accessible for visual-spatial learners. The most obvious of these is the copious use of visual aids in learning. Any auditory instruction needs to be accompanied by something that the student can see with their eyes, or manipulate with their hands. Visual-spatial learners also usually grasp reading more easily if they are taught using the sight, or whole-word method, rather than with phonics. Pre-tests are another good idea for V-S learners, so that you do not waste time teaching them what they already have mastered. When possible, instead of writing out their work, allow them to represent their learning in visual and creative ways. Creativity is key for a visual-spatial learner.

The computer is an indispensible tool for a visual-spatial learner.

Tell a trusted adult about the bullying, and keep telling until you find an adult who takes action. Don’t open or read messages from cyber bullies. Tell a teacher or administrator at your school if it is school related. Don’t erase the messages—they may be needed to take action. Protect yourself: Never agree to meet face to face with anyone you meet online. If bullied through chat or instant messaging, the “bully” can often be blocked. If you are threatened with harm, inform the local police. What Can You Do

Linkages to Post School Options - beginning no later than the first IEP developed when the eligible student is 14 and update annually.

There are times in Kyrene when the technology seems to allow students to disengage from learning: They are left at computers to perform a task but wind up playing around, suggesting, as some researchers have found, that computers can distract and not instruct.

“Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”

During high school, Erdős became an ardent solver of the problems proposed each month in KöMaL, the Mathematical and Physical Monthly for Secondary Schools. Erdős later published several articles in it about problems in elementary plane geometry

In Ontario, schools have raised their test scores and graduation rates by providing resources such as full-time student success teachers, who help English-language learners and other students in need.

preamble explains why the policy is needed, its goals, and the process of developing the policy.

definition section defines key words used in the policy.

policy statement must tell what computer services are covered by the AUP and the circumstances under which students can use computer services.