the shoe fits, the foot is forgotten; when the belt fits, the belly is
forgotten; when the heart is right, "for" and
"against" are forgotten.
Tzu (c. 369 -c.286 B.C.), Theologian and Writer
e-Tutor Subscribers not only have access to over
1800 lessons, but many other features, including: Study Tools, a
Communication Center, a File Cabinet, Fun Pages and an Art
Gallery. These are accessed through "buttons" at the
top of the Student Page.
For some afternoon fun and games, go to the "Fun
Page," also called "After School Fun" and click on the
activity of your choice.
Within each activity page there are lists of links
that will keep your child interested and involved right within the
e-Tutor provides a list of
links to games that can be played after work is done. Games are
added regularly and are targeted at each individual grade level.
- News and Sports
Students get the latest scoop by clicking on
"News and Sports."
Students can keep their minds sharp by visiting e-Read
links. Reading material of all sorts and kinds is included.
- Online Projects
A list of online projects to
fill after school hours.
There is a little bit of artist in all of us. We enjoy
seeing and sharing with other subscribers what students have
Twelve new lessons
were added to the
e-Tutor Lesson Library this month.
Join the e-Tutor
world of learning today to view the Lesson Library.
The California coast was
shrouded in fog that 4th of July morning in 1952. Twenty-one
miles to the west on Catalina Island a 34-year-old woman waded into
the water and began swimming toward California, determined to be the
first woman to do so. Her name was Florence Chadwick and she had
already been the first woman to swim the English Channel in both
The water was numbing cold
that July morning and the fog was so thick she could barely see the
boats in her own party. Millions were watching on national
television. Several times sharks, which had gotten too close,
had to be driven away with rifles to protect the lone figure in the
water. As the hours ticked off, she swam on. Fatigue had
never been her big problem in these swims....it was the bone-chilling
cold of the water.
More than fifteen hours
later, numbed with the cold, she asked to be taken out. She
couldn't go on. Her mother and her trainer alongside in a boat
told her they were near land. They urged her not to quit.
But when she looked toward the California coast, all she could see was
the dense fog.
A few minutes later...at
fifteen hours and fifty-five minutes...she was taken out of the
water. it was not until hours later, when her body began to
thaw, that she felt the shock of failure. To a reporter she
blurted out, "Look, I'm not excusing myself. But if I could
have seen land, I might have made it."
had been pulled out only a half mile from the California coast!
later she was to reflect that she had been licked not by fatigue or
even the cold...the fog alone had defeated her because it obscured her
goal. it had blinded her reason, her eyes, her heart.
It was the only time
Florence Chadwick ever quit. Two months later she swam that same
channel and again fog obscured her view, but this time she swam with
her faith intact...somewhere behind that fog was land.
Not only was she the first woman to swim the Catalina Channel, but she
beat the men's record by some two hours!
Bits and Pieces
with success comes a reputation for wisdom.
A good storyteller is, of course, an
artist. nevertheless, student storytelling is a worthwhile
endeavor not only for oral language development but also for practice
with sequence, paraphrasing, story structure and voice elements, such
as loudness and highness or lowness of the voice. Even young
students are able to tell about fairy tales that have been read to
them. Educators have found that if a child hears a story, the
child will be more likely to find the story and read it himself or
If your child is hesitant about telling
stories, there are some ways to get them involved. You can begin
an original story with a single sentence ("I am a bug, and I can't
wait to get to that picnic in the park"; "The mystery of the
begins in an old, deserted house on Maple Hill.") The child
can take turns with you adding to the story.
Student and parent can find pictures
from magazines and create a short oral story about the picture.
Older students can retell or create their own tall tales. Help
you child answer the following questions: who, what, where, why, when
Adapted from Silver
Burdett and Ginn
The fact that over involved parents can
cause problems for their kids is well known. New research
shows they can drive themselves nuts too.
Parental over involvement has increased
markedly during the past 20 years, according to Peter Stearns author
of "Anxious Parents: A History of Modern Child-Rearing in
America." H cites a competitive frenzy over school success; guilt
over mothers working and growing parental distrust of schools and
media as an influence on kids. While there are benefits,
including parents' spending more time with their kids, Dr. Stearns
says, the emotional bottom line for parents isn't pretty:
Parental worry and dissatisfaction are up sharply
In one study, twenty percent of the
parents were found to base their own self-worth on their children's
performance. While all parents feel bad when their children
don't do well, the researcher found, only over involved parents
bad about themselves.
The hazards of basing your self-worth
on external factors, such as others' judgments, have been
documented. Looking for your self worth in others fosters more
intense and volatile emotions in general...higher highs and lower
Some warning signs of hover parenting:
- You get a case of the blues over
your child's failures
- You begin sentences about your
child's endeavors with "we"
- You write your teenager's college
- Other spectators stare when you yell
form the sidelines at your child's games
Adapted from The Wall
Street Journal, Sue Shellenbarger
talent can be cultivated in tranquility; a character only in the
rushing stream of life.
educators it is important give ample opportunity for a child's active
discussion, rather than simply showing them a procedure to use in a
you were visited by a creature from another planet and you wanted to
convey the notion of what a tree is, you would hardly succeed by
writing the word tree on a slip of paper. Your success might improve
if you tried to draw a picture of a tree. The stranger would
then have a better chance of gaining some idea of what a tree is, but
that understanding would be severely limited by your ability to
draw. In any case, even a photograph would leave some misunderstanding
about the nature of trees. if you want to give the stranger a
foundation for understanding what a tree is, then it would be better
to take the stranger outside to see and touch one.
is a good analogy for the levels of abstraction found in much of
teaching, especially in mathematics. If you want to teach
children about division, you would have little success simply stating
a rote rule or procedure. A picture of what takes place when you
divide would certainly be more beneficial, but it would still be less
effective than using physical objects to illustrate the process of
dividing a set or collection into equivalent groups. Students
are not prepared to learn a concept at the abstract or symbolic level
until they have had sufficient experiences with the concept at the
concrete or manipulative level or, at the very least, at the
representative or pictorial level.
Adapted from Today's
Mathematics, Jmes W. Heddens and William R. Speer
The word problem is a very general term
used to define an unsettled situation or question. Most people
believe they have a problem when they feel they have a problem.
It is an emotional disturbance. in a way they are right.
Because if a person feels there is a problem, then that person has a
problem. Although, in many cases, these feelings are a greater
problem than the problem itself. In other words the symptoms are
more serious than the sickness. So the first step in handling
any problem is to examine your own feelings, viewpoints and reactions
to the problem. Your own attitude is by
far the most significant element in facing a problem.
People are much too serious about
problems. The end result is that it inhibits their effectiveness
in handling the myriad of little decisions and day to day problems
that arise. The tension and anxiety surrounding problems is not
inherited; it is learned. It starts at an early age. In fact,
handling problems can be fun and self satisfying. All you need
is your own intuition, judgment, a few simple rules and
practice. here, to start you off, are the rules we suggest
- Ponder the problem. Before
you start thinking about solutions or action to take, let the
problem roll around a little in your mind. This
can be for minutes, hours or days depending on the seriousness of
- What Are You Going to Accomplish?
The objectives or results that you expect will be the guidelines
you will use to structure your action.
- Collect Information. Get
enough information about the problem so you feel you are ready to
take action on it.
- Gather Solutions.
Collect as many solutions, answers or actions for the problem as
you can. This is the step in which you use your creative
imagination. Let it soar and roam. The more actions
you have to consider the more likely that your course of action
will get good results.
- Determine a Course of
Action. Choose one or more of the courses of action that
would seem to accomplish the objective you decided on in Step
Number 2. Don't let doubt and fear hold you back from taking
Adapted from The Public
to Change Old Habits
Whether changing your
tennis stroke or lifestyle, new habits are hard to establish.
The old images and attitudes tend to be self-reinforcing. If you
believe you can't remember names, you will confirm that fear each time
you meet someone new. For effective change, we must first
reprogram the mental set, attitude, or belief that supports outcomes
we want to change.
what you want to do better to increase your effectiveness, satisfaction
Affirm that the
desired behavior is already happening. Use the present
tense. If you say, "My memory will improve,"
the result is placed in the future, where it may remain...out of
reach. Instead, affirm, "i have an excellent
Include your feeling
as part of your affirmation. You might say, "I love
using my excellent memory."
Affirm the positive.
Instead of, "I don't lose my temper," say, "I am
Affirm only what you
believe truly is possible.
Affirm only your
own behavior; don't affirm for others. As you
change, how others relate to you will also change.
The following are
suggestions on how to make your program of affirmations most
affirmations and review them two or more times each week...until
you realize the results you want.
After reading each
affirmation (you may want to keep them on index cards if you have
several), create a mind picture in which you see yourself experiencing
the results you want...and include your true feelings.
Make sure to have fun
with your affirmations.
and determination are the engineer and fireman of our train to
opportunity and success.
Listening to the Walls Talk:
The goal of this online project is to teach students basic geographic and research skills. More importantly, it raises student awareness of
the importance of each community and neighborhood as they record the history of houses and neighborhoods around them. Although designed for
middle schools, all ages may participate by building and publishing
Exploratorium: Global Climate Change
Research Explorer: At this website, you can explore scientific data relating to the
atmosphere, the oceans, the areas covered by ice and snow, and the living organisms in all these domains. Study the atmosphere,
hydrosphere, cryosphere, biosphere and global effects and access current
research of our changing world. There are great links included for student researchers.
California Academy of Sciences: Anthropology Collection Database:
Searching for Anthropological artifacts is a snap with this website. Choose Search the Database, then choose the category. Be sure to check
the box for image if you want the items returned in your search to include an image. For a test, try the category Raw Materials, check
image, then take a look at some of the materials humans have used in their creations.
Best of History Web Sites:
This U.S.-based website reviews some of the best history websites available. Top level categories include Prehistory, Medieval, U.S.
History, Early Modern European, 20th Century, World War II, and Art History.
Chesapeake and Coastal Bay Life: This is an
extensive site produced as a joint effort by several people associated
with the Maryland Department of Natural Resources. Includes broad topical headings such as: Restoration & Protection, Bay Grasses, Harmful
Algae, Bay Monitoring, Bay Life Guide, and Bay Education. Dropdown menus
for each topic may lead to programs, scientific descriptions, drawings,
photos, and more. Within the articles, hyperlinks exist to a glossary of
scientific terms. Cool stuff, kid friendly and meaningful to more than
a Maryland audience!
My Life as an Elk: The National Museum of Wildlife Art is pleased to announce My Life as an
Elk. In this interactive game the user takes on the identity of a newborn elk calf and has many adventures. In each adventure the user
must decide what to do. Users learn about the life cycle of the Rocky Mountain elk as well as about choices and consequences. For younger
students. Requires Flash. Sound can be turned off.
Animaland: Provided as a public service by ASPCA, this colorful Web site is
designed to serve as a source of information about pets and other animals for young people. The site is divided into several main areas,
including pet care, animal encyclopedia, book recommendations, career info, current issues, humane education, and "Ask Azula" -- where young
people can write in with their questions about animals.
wishes for a
From the Knowledge HQ Staff
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