If I can keep laughing, everything
will be fine.
Sills (1929-2007) Opera Singer
Learning with eTutor
and Expectations for Students
- Know which subjects and
lesson modules are recommended for your grade level.
- Carefully read and complete
each section of the lesson module.
- Review Study Guide and
Vocabulary before taking the quiz or exam.
- Share with a parent or
another adult the Activities and Extending Learning Assignments
you have completed.
- Spend at least one hour on
each lesson module.
- Complete no more than
twenty lesson modules each week.
- Keep track of when you
start to study and when you stop each day.
Keep record of sport and art activity on your list, as
- Have a notebook, pencil,
paper and any other necessary materials available before starting
eTutor each day.
- Establish a schedule for
learning and start, as much as possible, the same time each day.
- Share with your parents the
goals and time management plan you have established for yourself.
- Contact eTutor if you are experiencing any difficulty
with the program.
New Lesson Modules were added
to eTutor this month.
than 3200 Lesson Modules
are included in the
eTutor Lesson Library!
Join the eTutor world of learning today to view
the lesson modules.
We are astounded by this number!
Over 220 teacher-writers have signed into the LessonPro
template since June. While many are just scouting around, there
are many who have used the template with much success. A few
lesson modules have been accepted for the eTutor Virtual School
If you are looking for a way to achieve
the goal of creating web-based instruction for your students this
year, then you will want to sign into LessonPro
and give it a try. There is no fee for using the template. However, you can earn a few
extra dollars if your lesson is accepted for use in the eTutor
program. Knowledge HQ offers a small stipend for lessons of
If you have questions or comments,
please contact us. We hope you will join The Writers' Circle
Written and Illustrated by
Ages 8 and Up
In the preface of Smoky The Cowhorse
winner of the sixth Newberry medal, Will James writes, "The
horse is not appreciated and never will be appreciated enough,-
few humans, even them that works him, really know him, but there
is so much to know about him."
This story is about one horse in particular named Smoky, and the
story of his life. The experiences of the mouse-colored horse
from his birth in the wild, through his capture by humans and
his work in the rodeo and on the range, to his eventual old age.
Set in the early twentieth century in the Northwestern United
States, this book captures the way of life for the American
edition: Gutenberg Library
1927 Newbery Medal
need love and creative imagination to do constructive work.
Ollendorf (1860-1928) Writer and Activist
Expectation on Learner Performance
have been many, many studies of the effects of educational
expectations on students. The implications are quite obvious
and perhaps a bit frightening. A little like voodoo or the witch
doctor poking pins in the doll likeness of an individual. Carried
to their ultimate conclusions one might imagine that all sorts of
expectations, positive and negative, maybe conjured in the mind of
one to create the cauldron of human behavior for another.
examining the studies more closely, there are characteristics,
other than expectations or self-fulfilling prophecies, that play a
part. They are a little like the case of the young boy
stealing food. He was examined by psychologists, tested,
environmental characteristics noted, and a childhood work-up
completed to determine why he stole. Then the arresting officer's
report was read and in it was the sentence that revealed the
strongest motivation. It said, "The boy was
expectations of one person are a factor in influencing another’s
behavior. But to say that expectations alone
mold behavior is similar to examining professional golfers and
discovering that they have strong hands, and presuming, therefore,
that strong hands make people superb golfers. There
are other variables involved in the studies conducted that are
more obvious, and less profound, than expectations, noted in the
educator-learner relationship was established. There
were educators (or parents, coaches, bosses) who were led to
believe they could teach. There were learners
who, in many cases, wanted to learn, and were led to believe they
could exceed their previous rates of learning. Using
test results or performance scales, the educators were given
encouragement that the learners would be exceptional. Thus,
the association would be rewarding and satisfying for the
educator. That kind of attitude projected into
the learning situation stimulates learning performance.
from The Public School Administrator
Paul Auster learned a valuable lesson
about opportunity at a young age. His parents had taken him to
his first professional baseball game…a thrilling event for a young
man. And it didn’t end after the last inning.
His family had stayed in their seats as
the crowd poured out of the ballpark. When they finally crossed
the diamond to leave, only one exit remained open for them to
use…and near it stood one of Auster’s heroes.
all his courage, the youngster approached the man. “Mr. Mays,
could I please have your autograph?”
“Sure, kid, sure,” answered
the legendary Willie Mays. “You got a pencil?”
The young fan searched his pockets, but
came up empty. No matter. Surely his father had a pencil,
so he asked to borrow it. But his father didn’t have a pencil
either; nor did his mother or any of the other grownups in their
group. How could nobody have a pencil? How could his big
chance of getting Willie Mays’ autograph slip away from him because
of something as insignificant as a writing instrument?
“Sorry, kid,” said the slugger, and
he left the ballpark.
Eight-year-old Auster began to cry.
He couldn’t help it. Not only was he disappointed, but he was
angry with himself. He had failed to prepare for what should
have been one of the most memorable moments in his life.
After that incident, Auster never left
home without a pencil in his pocket. He didn’t know what he
might need one for…only that if he were to need it, he’d
have it. He would always be prepared for his next opportunity.
Of course, simply by being prepared,
Auster invited opportunity into his life. Today he credits that
pencil for his successful career as a novelist.
Adapted from Why
Write? Paul Auster
Ten Reasons for
correctly continues to be an important skill for learners, in spite of
the prevalence of texting and spell checkers. Able spellers
employ many strategies. The majority of students require guidance and
- Sustain an interest in language and
a curiosity about words;
- Develop confidence as communicators
- Extend their listening, speaking,
reading and writing vocabularies;
- Continually increase their memory
repertoires of common, irregularly spelled words;
- Use visual imaging to imprint words
and letter combinations to memory;
- Use auditory (sound) cueing such as
rhyming words to spell by analogy or similarity of sound;
- Create and use mnemonic cues to
remember how some words are spelled;
- Use knowledge of word structures to
- Know the origins of words, develop
the concept of root words and recognize relationships between word
meaning and spelling;
- Seek assistance with spellings by
referring to word banks, dictionaries, word displays and resources
from other subject areas, and by consulting peers.
Character is a diamond that scratches
every other stone.
Bartol (1813-1900)Clergyman and writer
Let Problems Improve Time Use
We all have problems managing time.
But none of us should experience the same problems more than a few
times…and never chronically. To improve your way out of
time-wasting patterns, make a point to learn from your mistakes.
As you solve a problem, take a moment to jot down a note describing
how you will avoid it again. Keep the note handy if there is a
Adapted from Working
Setting Goals to
Build Self Esteem
Students who have
high self-esteem are willing to take chances in their learning.
They are able to stay with a difficult subject until they master
it. Teach your child how to set goals. First, help your
child choose one goal that is both challenging and attainable.
Examples might be, “I will complete my history reading every
night,” or “I will receive a grade of 90 on my spelling test.”
Next, write the
goal. Post it where your child can see it. A visual
reminder will help keep your child motivated. Now talk about
strategies for accomplishing the goal. These should be concrete
steps that help your child move purposefully toward the goal.
For example, a child trying to improve in spelling might:
Check progress. If your child
completes each step, be sure to celebrate the effort. If she
encounters problems, help her get back on track. Finally,
evaluate your child’s progress. Did she reach her goal?
Why or why not? What did she learn from her success? If
she didn’t reach her goal, what did she learn from the
experience? Praise your child’s effort in trying to reach the
goal, and teach her that even though she didn’t succeed as she had
hoped, she has still made positive progress.
Then help her set another
achievable goal. Every time your child reaches a goal, she is
building her self-esteem so she can try to reach another one.
from Parents Can Help Students Achieve,
American Association of School Administrators
Those Teen Years
Teenagers long to be accepted, to be
part of a group. And groups of teens want everyone to do
things the group’s way. That’s peer pressure and it comes in
many forms. When they are young, children tend to accept the
values and beliefs of parents and other adults. Then one day
they begin to think about and question those values and beliefs.
This is part of making them their own and a process teenagers go
through. Friends are important in this process because they
provide feedback. Teenagers need reactions, and their fellow
teens are willing to give honest opinions, to listen, to be
sympathetic eyes and ears as they all try out new roles and ideas.
This doesn’t mean parents
aren’t important to them any more. They are. Teenagers
may not ask your opinion on clothes or music, but when it comes to
important things…an illness, job, college or career plans, they are
listening…even if they don’t always show it.
from National School Public Relations Assoc.
is never stopping to think if you are.
Virtual Sistine Chapel: Virtual
Sistine Chapel is an amazing 360-degree interactive view of the
Sistine Chapel brought to you by your friends at the
. You can fly around
the astounding artwork and zoom into the frescoes at a pretty decent
level. This site would be great for art history and religious
Questionaut: Questionaut is a
Math, English and Science game from the BBC. The premise of the game
is your standard question/answer delivery, but what I really like
about this game is twofold. One, the artwork, created by Amanita
Design, is amazing. You could get lost in just looking at all the
beautiful details. The second thing that really brings this
educational game to a higher level, in my book, is that students will
have to work and explore to be given the questions. Within each level,
the player will need to complete a series of clicks to release the
questions, adding a very subtle think-out-of-the-box element to the
Who Pooped: You know that, with a name like Who Pooped, this will be
popular with the younger students. Who Pooped is a science site
created by the Minnesota Zoo to help students begin thinking like
scientists. One way scientists learn about animals is by studying
their poop -- also called "scat" or "dung." Who
Pooped allows students to investigate various types of scat and try to
match the scat with its creator.
Books Should Be Free: Books Should be
Free (formally Audio Owl) makes the world's public domain audio books
available for browsing in a visual and easily searchable way. You can
search for a specific title, or use the genre list to visually scan
through hundreds of titles. Books may be previewed directly on the
site, or you may download them directly into iTunes, or as zipped mp3
files. The downloads are broken into chapters, which is useful for
educators using this as a listening station.
As an educator, this site has huge
potential. Virtual Piano is a beautifully sounding piano that you play
by typing on your keyboard. You can play "Für Elise" by
following the key-pattern available. As this is in beta version, I'm
guessing that over time, there will be more song choices and hopefully
more learning connectivity with the computer keyboard.
a GREAT month!
Knowledge HQ Staff
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