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#id take 600 bullets each
ask-octoberotto · 2 years
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OOC: Did a “What’s in your oc’s bag?” meme for October! This is basically what his daily inventory space looks like whenever he goes out since his escape from Baltimore… Below is a brief description of each item!
Journal: October has a habit of taking many, many detailed notes on whatever he figures will be important to remember for later. The journals he uses are usually very thick, with his current one containing 600 pages. Unfortunately only he can really read them since they’re written in a scribbly doctor’s script.
Handgun: Self explanatory. October tends to keep a few weapons on hand, especially since his experiences in Baltimore during the NH viral outbreak made him quite hyper vigilant. Considering his new line of work puts him in close proximity with B.O.W.s, October feels that it is necessary to at least carry one firearm. Just to be safe...
Mini First Aid Kit: Similar to his handgun, October also now keeps a compact, 105 piece first aid kit on hand wherever he goes. It comprises of various bandages, wound dressings, tweezers, gauze pads, sterilizing wipes, medical scissors, adhesive tape, safety pins, a cpr mask, tourniquet, cotton swabs, gloves, and even an emergency blanket… he makes sure to restock any used items ASAP.
Water Canteen: Just what it says on the tin. It’s a heavy duty and insulated water canteen that October usually drinks hot tea or cold water out of.
Health Fluid: From the combination of chem fluid and medicinal herbs native to Earth-2, this odd concoction is made to quickly heal any wounds, to an almost miraculous degree. It is able to close gashes, disinfect wounds, and can be used as a clotting agent. It’s quite useful in a pinch, especially in a survivalist situation.
HG Bullets: They’re handgun bullets. October usually keeps a small supply, just in case of an emergency…
Wireless Headphones: Noise cancelling headphones October uses to deafen out overstimulating noises and to help him focus better on his work or on chores. They’re also very high quality for listening to music.
Smart Phone: Also self explanatory. Used primarily for his contacts both within work and the Cluster at large, but of course, it’s also used for a wide variety of things, like most phones are used for. Has a special case on.
BSAA ID Card: October’s work ID. It is used to access many locations in his workplace and grants him some special privileges as the head researcher on the NH virus.
Fidget Cube: A sensory toy used to help October ease his anxiety and allows him to quietly stim at work. Very useful!
Wallet: Contains money, credit card, medical emergency card, a transportation pass, and a driver’s license.
Zoloft: Prescribed psychiatric medications that October takes to help manage his PTSD.
Tactical Knife: Another weapon October keeps on hand. This is one of the first weapons October got his hands on before the handgun, back in Baltimore. Can be used for both to deal with environmental obstacles and melee combat.
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phantasyreign · 3 years
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Tutorial: Simple Carousel without using <input>
Hello everyone!
I always wanted to create a Carousel-based theme, upon researching, I found yeoli-thm‘s tutorial (link is at the demo) but I had a difficulty in understanding it as I am not a huge fan of <input>. Luckily, I managed to create a simpler version of the carousel without using <input>. 
Here's the result:
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Preview
By having this result, you can create your very own pages and all-in-one themes! The base code will be provided in the demo but if you want to learn how to create this from scratch, please do read this till the end!
IMPORTANT!:
Please like and/or reblog this post if you like this tutorial. If you intend of using this code as a based code, you are required to mention me in your theme post.
This tutorial consists of four aspects:
General styling
Basic Container
Navigation
Carousel
The concept of creating a carousel derives from my smooth scrolling tutorial. If you haven’t check that out, I highly recommend for you check it out.
General Styling
1. Firstly, you need to add the basic code for your carousel. You can retrieve it from this site.
2. Add the universal selector at the style/CSS area:
/*GENERAL STYLING*/ *{ margin:0; box-sizing: border-box; scroll-behavior: smooth; }
It is pertinent to add scroll-behavior:smooth. This is to create a smooth scrolling effect.
3. Once you're done with it, you can create a basic styling for the body, fonts, etc at the style/css area. In my demo, I made a basic styling of the body, paragraph, title, and scrollbar. Example can be seen as follow:
/*BODY AND FONTS*/ body{ background: rgb(248,248,255); background-image: linear-gradient(180deg, rgba(248,248,255,1) 0%, rgba(223,223,255,1) 50%); font-family:geo sans light; text-align:justify; line-height:150%; } @font-face { font-family: geo sans light; src: url(https://static.tumblr.com/v6akjgz/MQbqf9ocl/geosanslight.ttf); } p{ margin-bottom:2rem; } h1{ font-family:vintage fair; text-align:center; color:#1f1b1b; text-shadow:-1px 0 black; font-weight:300; margin-bottom:1rem; line-height:1.15; } @font-face { font-family:vintage fair; src: url(https://static.tumblr.com/v6akjgz/SNhqfaujo/vintage_fair.ttf); } /*SCROLLBAR*/ ::-webkit-scrollbar { width: 18px; height: 18px; } ::-webkit-scrollbar-track { border: 8px solid #fff; background-color: rgba(0,0,0,.05); } ::-webkit-scrollbar-thumb { background-color: #acacff; border: 8px solid #fff; }
NOTE!: There's no need for you to copy and paste the above code. You can always edit it or create other designs that you like to add.
Basic Container
A basic container is a place where you'll be adding the carousel. You can design it however you want in the style/CSS area but at the most basic, you can style it this way:
/*BASIC CONTAINER*/ .content{ /*Basic*/ width: 50%; height: 60%; /*Position*/ position: fixed; top: 50%; left: 50%; transform: translate(-50%, -50%); /*Important*/ overflow: hidden; /*Design*/ background-color:lightblue; border-radius: 5px; border: 1px solid rgb(58, 2, 58); }
Please do take note that this is one of the many ways of creating the basic container. If you know your ways in CSS, you can style it however you want!
IMPORTANT: It is very important for you to add overflow:hidden;. Without this, it will cause the scrollbar to appear and make it less pleasing to see.
For the HTML area, add the following code:
<!--CONTENT--> <div class="content"> <!---THIS IS WHERE THE CODE FOR CAROUSEL WOULD BE SITUATED AT--> </div>
By now, if you click [Update Preview] and [Save], you will now see the container on your page.
Navigation
Navigation is the place where all the links to the section will be wrapped in.
1. Add the code below /body.
<!--NAVIGATION--> <div class="contentlink"> <ul> <li><a href="#partone">First</a> <li><a href="#parttwo">Second</a></li> <li><a href="#partthree">Third</a></li> <li><a href="#partfour">Fourth</a></li> </ul> </div>
2. After that, you are required to style it at the CSS/style are (preferably below the content). The most basic ways to do it is by doing it this way:
/*NAVIGATION*/ .contentlink{ width:5rem; height:10rem; position:fixed; top:30%; right:10%; } .contentlink ul{ list-style-type: none; padding:0; } .contentlink li{ background-color:ghostwhite; border:1px solid lightblue; border-radius: 5px; display: block; margin-bottom: 1rem; padding:1rem; text-align: center; } .contentlink li a{ text-decoration: none; color:rgb(24, 91, 136); transition: 0.25s ease-in; } .contentlink li a:hover{ color: midnightblue; font-weight: 600; transition: 0.25s ease-out; }
So let me explain one-by-one what's the function of each selector:
.contentlink: This is the wrapper for all the navigation links for the carousel.
.contentlink ul: This is the wrapper for the list. Since we don't want any bullets nor padding/indents, it is essential for us to set the list-style-type and padding to none and 0 respectively.
.contentlink li a & .contentlink li a:hover: These are essential to customize the link.
Take Note!
If you are the kind of person who focuses on accessibility, this type of code may not suit your needs. So, you may need to modify both the HTML and CSS code.
Again, this is one of the many ways of styling the navigation section. If you know your ways in CSS and HTML, you can always modify it however you like.
The number of navigation sections does not necessarily be four. It can be two or even six if you like! So, add/remove the link that suits your need.
If you intend to create an effect where whenever you click the section, it will show an indication to it, I would say that it may not be possible to do so as it requires input.
By now, you will see that everything is starting to come up to life. But if you click the button, you'll see that it won't move to another section. This is because we have yet to create the content section.
Carousel
This is where the content of each section lies. Firstly, you need to add the code inside the the div class="content" :
<!--CAROUSEL--> <div class="default" id="partone"> <!-- YOUR CONTENT--> </div> <div class="default" id="parttwo"> <!-- YOUR CONTENT--> </div> <div class="default" id="partthree"> <!-- YOUR CONTENT--> </div> <div class="default" id="partfour"> <!-- YOUR CONTENT--> </div>
Take note!:
class="default" is where you uniformize all the settings to be the same instead of rewriting the same setting in each id
partone,parttwo, etc represents the 'section for the link'. If you refer back tp the navigation above, you'll see that the link/href name is the same as this section. You may change the name to whatever you want to. However, you need to ensure that you also do the same with the link in the navigation area.
Now that you done with this, you can customize default and/or the sections at the css/style area. This is what I did for it:
.default{ width: 100%; height: 100%; overflow: auto; padding:2rem; } .default a{ color:rgb(58, 2, 58); text-decoration:none; font-weight:bold; } .default a:hover{ text-decoration:underline; font-weight:normal; } .default img{ width:100%; margin-bottom:1rem; margin-top:0.5rem; }    #partone{        background: rgb(248,248,255);        background: linear-gradient(180deg, rgba(248,248,255,1) 0%, rgba(223,223,255,1) 50%);    }    #parttwo{        background: rgb(223,223,255);        background: linear-gradient(180deg, rgba(223,223,255,1) 0%, rgba(197,197,255,1) 50%);    }    #partthree{        background: rgb(197,197,255);        background: linear-gradient(180deg, rgba(197,197,255,1) 0%, rgba(172,172,255,1) 50%);    }    #partfour{        background: rgb(172,172,255);        background: linear-gradient(180deg, rgba(172,172,255,1) 0%, rgba(134,134,254,1) 50%);    }
Take note!
If you want to uniformize everything (ie not wanting each section to have a different background-color/image), you can simply remove #partone all down to #partfour.
It is important to set the width and height to 100%. This is to ensure that your section will have its own section.
Set the overflow to auto. This is to allow the carousel to scroll in case if the contents overflow.
With that, you’re done! Please take note that what I’m sharing with you is just an idea of how to create a carousel effect using CSS and HTML. There are myriads of ways of creating this design as long as you follow the said concept:
Set your scroll behavior to smooth.
For the basic container, make sure that overflow is set to hidden.
For the navigation, make sure that the link is set to #THE NAME OF THE SELECTOR.
For the carousel, make sure that height and width are set to 100% + overflow is set to auto.
For each carousel, make sure its id is the same as the navigation.
All the best!
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I love train rides they remind me of my childhood days when I used to travel with my family to Kolkata. I remember how my parents used to plan activities for us. From home-cooked meals to board games, it was the journey that I used to look forward to rather than the destination. Therefore, one day mom and I decided to revisit our childhood at the National Rail Museum.
National Rail Museum is a hidden gem tucked in the lush green lanes of Chanakyapuri, New Delhi. This place is excellent for all age group. For kids, it is a perfect blend of fun and learning. For adults, an opportunity to relive their childhood.
How to reach National Rail Museum?
The museum is located next to the Royal Bhutanese Embassy in Chanakyapuri, with Jor Bagh being the closest metro station (approximately 2 km).
Tickets & Timing
The museum remains open from 10 am to 5 pm (Tuesday to Sunday). The last admission time is 4:30 pm. If you plan to dine at the Rails Restaurant, then make sure to enter the premises before 4:30 pm.
Ticket: Weekdays: 50 INR (Adult) and 10 INR (Child) Weekends: 100 INR (Adult) and 20 INR (Child)
There are separate tickets for each attraction. I’ve mentioned the price below against each activity. Moreover, they have special packages that let you enjoy all the activities at a lesser cost. You can check the website for more details by clicking on the link here.
Tip: Spend an entire here. There are plenty of activities that you can do. Start as early as possible, because few of the attractions have limited availability.
Here’s what all you can do to make the most of your time at the National Rail Museum New Delhi:
Explore the rarest train collection
The museum is home to India’s oldest locomotives. From steam to diesel to electric ones, you can find all of them at one place. Apart from this, the Outdoor galleries display plenty of rare coaches like dining cars, royal saloon cars, mini carriage etc. Something that you’ve never seen before. An excellent place to put your photography skills to work, as these beautiful engines and coaches work as great subjects.
Enjoy the fun rides & simulators
Ride various locomotives and 3D simulators to enjoy the fullest. Hop on a train and appreciate the scenic exhibits, waterfalls and bridges passing by. There are three options available to choose from, Joy Train, Toy Train and Patiala State Monorail (PSMT Steam ride), each with a unique feature.
Tip: Since this is the most popular attraction among the tourists, therefore it is ideal to buy tickets in advance to avoid last-minute availability issues.
Toy train ticket: Weekdays: 100 INR per person Weekend & Govt Holidays: 200 INR per person Joy ride ticket: Weekdays: 20 INR (Adult) and 10 INR (Child) Weekends: 50 INR (Adult) and 20 INR (Child) PSMT Steam ride: Thursday & Saturday: 200 INR per person
Explore the Indoor Gallery and Miniature India
The indoor gallery has a remarkable collection of documents, photos, artefacts and models collected over the years. Besides, there are plenty of interactive games available that will keep you entertained throughout. Miniature India, on the other hand, is India’s largest working railway model that gives a clear idea of the broad railway network, showcasing both existing and future railway projects like monorails, metro trains, bullet trains etc.
Take a walk at the Rail Garden.
The Rail Garden at NRM is the largest in India. Explore the brilliant display of rail network traversing through various terrains across the country. From hills to plains to waterfall to bridges.
Dine at the Rails Restaurant
Dine at the royal Rails restaurant whose architecture takes its inspiration from the dome of Mumbai’s CST Terminus. The main attraction of this place is a miniature steam engine that chugs around the restaurant while you eat. The restaurant offers both buffet and À la carte. The food is named after the Indian states, whereas the tables after famous Indian Railway stations.
Tip: Buy a combo to save time and money. The combo ticket includes an entrance ticket to the museum, buffet access at the restaurant and a complimentary souvenir.
Shop for souvenirs
Don’t forget to stop by the souvenir shop opposite the main entrance of the Indoor gallery to explore the vast collection of merchandises. Who knows, you might come across some unique gifts for your family and friends.
Tip: The best time to visit this place is between October to March. However, to avoid the rush, I would recommend you to visit this place between April to October.
Everything You Need To Know About The National Rail Museum Delhi I love train rides they remind me of my childhood days when I used to travel with my family to Kolkata.
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shamefulright · 4 years
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NYT: Trump administration policy change limits penalties for bird deaths
NYT: Trump administration policy change limits penalties for bird deaths
A 2017 Trump administration policy change has severely limited any penalties groups might face for bird deaths across the United States, according to a new report published Tuesday by The New York Times.
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zibizuba · 4 years
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var h12precont = 'h12c_300x250_' + Math.floor(Math.random()*1000000); document.write(' <div id="' + h12precont + '">'); (h12_adarray = window.h12_adarray || []).push({"adcontainer":h12precont,"placement":"c9d6b99f00114c5a436a0f497c7bb182","size":"300x250","type":"standard","width":"300","height":"250","name":""}); </div>
Checklist of celebrities charged with murder, loosely ranked by fame and recognition. It might shock you to be taught that a number of celebrities have been charged with various levels of murder. Well-known actors, actresses, musicians, and athletes have all been charged with murder. A few of these celebs had been acquitted, some pled responsible to a lesser cost, and others are serving life sentences in jail.
Who’s probably the most well-known one who was charged with murder? Mark Wahlberg tops our checklist. The Boogie Nights actor was charged with tried homicide when he was 16 years outdated. Wahlberg struck two completely different males with varied objects, leaving one man blind in a single eye. He finally pled responsible to the lesser cost of assault and served 45 days in jail.
Maybe probably the most notorious celeb who was charged with homicide is O.J. Simpson. The previous NFL participant and actor was charged with homicide within the stabbing deaths of his ex-wife, Nicole Brown Simpson, and her buddy, Ronald Lyle Goldman. After a a lot publicized trial, Simpson was discovered not responsible in 1995.
Different celebs who had been concerned with prison circumstances of homicide embrace Snoop Dogg, Ray Lewis, and Robert Blake. There’s nonetheless hypothesis on whether or not a few of these folks murdered their supposed victims.
Are you stunned at what number of well-known folks had been charged with murder? Share your ideas within the feedback part.
Michael Jace
The Protect actor Michael Jace was arrested in Might 2014 in Los Angeles within the fatal shooting of his wife, April Jace, in entrance of their two kids. Neighbors known as 911 after they heard gunshots. Michael himself additionally known as 911 to report the homicide. In keeping with Jace, he was upset with this spouse and believed her to be dishonest on him. At trial, he pleaded not responsible and claimed that he was solely attempting to inflict ache by taking pictures her within the leg.
Regardless of his claims, he was convicted of second-degree homicide by a jury in 2016.
Mark Wahlberg
Mark Wahlberg was charged with tried homicide when he was 16 years outdated.  Wahlberg struck two Vietnamese males with varied objects whereas yelling a racial epithet, leaving one man blind in a single eye. He finally pled responsible to assault and served 45 days in jail.
(Source)
Picture By way of: Shutterstock
Snoop Dogg
Snoop Dogg, alongside together with his bodyguard, had been charged with homicide for the taking pictures demise of Phillip Woldemariam, a rival gang member, in 1993. Snoop’s bodyguard was acquitted instantly as he shot Woldemariam out of self protection, however Snoop keep concerned within the case till he was acquitted of the fees in 1996.
(Source)
Picture By way of: Shutterstock
Sid Vicious
Intercourse Pistols bassist Sid Vicious was arrested and charged with homicide within the stabbing demise of his girlfriend, Nancy Spungen, in 1979 in New York Metropolis after the band had damaged up. Vicious was discovered within the hallway in a totally delusional drug-fog, the place he admitted to killing Spungen.
He died solely seven weeks later whereas out on bail when he attended a celebration and overdosed on heroin.
(Source)
O. J. Simpson
O.J. Simpson was charged with homicide within the stabbing deaths of his ex-wife Nicole Brown Simpson and her buddy, Ronald Lyle Goldman. After a a lot publicized trial, Simpson was discovered not responsible in 1995.
( Source)
Robert Blake
In 2002, Robert Blake was arrested and charged in connection together with his spouse Bonnie Lee Bakley’s 2001 homicide after her physique was present in North Hollywood with a bullet gap by means of the top. Blake denied all costs and in 2005, he was discovered not responsible of the crime.
Nonetheless, he was discovered responsible for her demise in a wrongful demise lawsuit and needed to pay $30 million. Afterwards, Blake filed for chapter.
(Source)
Phil Spector
In 2008, document producer Phil Spector was discovered responsible of second-degree homicide within the 2003 taking pictures demise of Lana Clarkson. Moreover, he was discovered responsible of illegally discharging a firearm, though Spector’s lawyer argued that Spector solely witnessed Clarkson commit suicide. He was sentenced to at the very least 18 years in jail.
This had been the second trial for this case; the primary led to a hung jury in 2007. Spector had lived practically the previous six years out on bail earlier than the ax lastly fell in 2008.
( Source)
Don King
Boxing promoter Don King was discovered responsible of second-degree homicide in 1966 for beating former worker, Sam Garrett, to demise after an argument escalated from Garrett owing King $600. King bumped into Garrett on the Manhattan Faucet Room, although the confrontation ended on the street outdoors the bar, with King kicking Garrett’s head.
King pleaded self protection, and his sentenced was diminished to manslaughter, serving lower than 4 years in jail for the crime.
(Source)
Picture By way of: Shutterstock
Oscar Pistorius
In February 2013, Olympian Oscar Pistorius was charged within the taking pictures demise of his girlfriend, Reeva Steenkamp. Pistorius admits to firing 4 photographs by means of a rest room door however claims that he mistook Steenkamp for an intruder.
Protection witness and forensic psychiatrist Dr. Merryll Vorster testified that Pistorius suffers from an anxiousness order, prompting a court docket order for him to have a 30-day examination. The trial resumed June 30, 2014.
(Source)
Picture By way of: Shutterstock
Roscoe Arbuckle
Roscoe “Fatty” Arbuckle was charged with homicide for the demise of Virginia Rappe in 1921 from peritonitis. Some believed he squashed her to demise together with his weight whereas raping her on the 3-day rager. Others consider he raped her with a overseas object, inflicting the peritonitis.
After going by means of three trials and making headlines of the newspapers day-after-day, Arbuckle was lastly discovered not responsible.
( Source)
Ray Lewis
NFL participant Ray Lewis was charged with the murders of two males in 2000 when he and his two pals bought right into a brawl with one other group, ending with Lewis’s crew rushing away in his limo and two males from the opposite group stabbed to demise.
Police bought an arrest warrant only a day after the incident and took Lewis to jail; his two pals turned themselves in. Lewis ended up taking a plea deal, testifying in opposition to his pals for a one yr probation on obstruction of justice.They had been each acquitted on costs of homicide and assault.
( Source)
Johnny Lewis
In 2012, Actor Johnny Lewis and his 81-year-old landlady, Catherine Davis, had been each discovered lifeless on the lady’s dwelling. Davis was present in her dwelling, bludgeoned to demise, in addition to her cat. Lewis’s physique was discovered within the driveway, apparently from falling off both the roof or balcony.
He had a behavior of breaking into folks’s properties and assaulting them, in addition to a historical past of dependency on medication and having psychological diseases.
(Source)
Picture By way of: Shutterstock
Rae Carruth
NFL participant Rae Carruth was discovered responsible of conspiracy after hiring Van Brett Watkins to homicide his pregnant girlfriend, Cherica Adams, who died a month after the taking pictures, although the unborn youngster was saved.
Watkins was sentenced to not more than 50 years in jail, and Carruth was sentenced to 18-24 years in jail.
(Source)
John Holmes
Prolific porn star John Holmes admitted to his spouse in 1981 that he had a central function within the killing of 4 folks in a drug seller’s dwelling in Los Angeles when he lured three gang members inside the house and watched as a complete of 5 folks inside had been overwhelmed. One lady survived.
He was charged with 4 counts of murders however was later acquitted of the fees.
(Source)
Victoria Vetri
1968 Playboy Playmate of the 12 months Victoria Vetri was charged with tried homicide after allegedly taking pictures boyfriend at shut vary throughout an argument in 2010. Police consider the 2 had been having an argument when it bought bodily and Vetri pulled out the gun.
When the cops arrived, she instructed them her husband was shot by a drug seller. The costs had been diminished to tried voluntary manslaughter and Vetri pled responsible to the lesser cost. She was sentenced to 9 years in jail.
( Source)
Jim Gordon
Drummer Jim Gordon, who co-wrote “Layla” with Eric Clapton and who suffered from critical psychological sickness most of his grownup life, stabbed his mom to demise in June 1983. He was sentenced to life in a psychiatric jail, the place he’s presently receiving counseling and medicine. In April 2013, a request for his parole was denied, deeming the musician “a hazard to society if launched from jail.”
In a 1994 interview he stated, “After I keep in mind the crime, it’s sort of like a dream. I can keep in mind going by means of what occurred in that area and time, and it appears sort of indifferent, like I used to be going by means of it on another airplane. It didn’t appear actual.”
( Source)
Huddie William Ledbetter
Blues legend Lead Stomach was charged with assault with try and homicide for stabbing a person in 1930. However due to finances points through the Nice Despair, he was allowed to use for an early launch, which he did in 1934 by singing to the Louisiana governor.
Ledbetter had been imprisoned earlier than for committing homicide in Texas, however was launched early by singing to the governor of Texas, asking for pardon, which he was granted.
(Source)
Lillo Brancato, Jr.
“Sopranos” actor Lillo Brancato, Jr. was charged with second-degree homicide within the taking pictures demise of an off-duty police officer in 2005. He was acquitted of the homicide cost however discovered responsible of tried housebreaking.
He was sentenced to 10 years in jail, however was launched on parole in 2013.
(Source)
Eric Naposki
Ex-NFL participant Eric Naposki was discovered responsible of first-degree homicide within the taking pictures demise of William “Invoice” McLaughlin in 2011 when he shot his lover’s live-in boyfriend six occasions in her kitchen. The lover, Nanette Ann Packard, insisted that Naposki kill her boyfriend as a result of she would acquire $1 million from his life insurance coverage coverage and gave him a key to the home. The day earlier than Packard’s boyfriend was killed, she wrote a verify to herself for $250,000 and deposited it into her personal checking account.
Naposki was sentenced to life in jail with out the potential of parole. Packard was solely sentenced to a yr in jail for writing the verify with out her boyfriend’s information, however when a brand new witness got here ahead in 2009, prosecutors pressed costs once more, and Packard bought sentenced to life in jail with out risk of parole as nicely.
( Source)
Robert Rozier
Ex-NFL participant Robert Rozier was charged with murdering seven folks at the side of the black supremacist cult “The Brotherhood,” by which he stabbed seven “white devils” to demise for acceptance into the group, Yahweh ben Yahweh. He pled responsible to the crimes and offered the prosecution with info on “The Brotherhood” to cut back his sentence to 22 years in jail.
After 10 years, he was launched into the witness safety program beneath the title Robert Ramses, however was arrested once more in 1999 after passing a nasty verify of $66 for a automobile restore. The police traced him again to his unique title, and noticed he owed greater than $2000 value in dangerous checks, and was sentenced to jail between 25 years and for all times.
(Source)
Rubin Carter
Boxer Ruben “Hurricane” Carter was charged with homicide within the taking pictures of two white males in a bar in 1966. He was sentenced to 19 years in jail and filed habeas corpus for being wrongly imprisoned and racially focused, however was denied his appeals.
He was launched in 1985 by Decide Sarokin, saying that the prosecution appealed to racism over cause, and Carter now fights for the rights of people who find themselves wrongly accused of crimes.
(Source)
Juan-Carlos Cruz
Movie star chef Juan-Carlos Cruz pled no contest to a cost of soliciting homicide after he employed two homeless folks to kill his spouse in 2010. Police caught Cruz on digicam as he and the homeless males mentioned the homicide, and Cruz proceeded to take one in every of them again to his rental to point out him methods to get inside.
He was sentenced to 9 years in jail, however Protection Lawyer Shawn Chapman Holley expects him to spend half that point in jail since no violent felony was truly dedicated, as his spouse, Jennifer Campbell, watched the Cruz’s listening to from the entrance row of the court docket room.
(Source)
Cassidy
Rapper Cassidy was charged with homicide, tried homicide, reckless endangerment, aggravated assault, conspiracy, and weapons possession for an incident the place he and two different males fired weapons at three unarmed males in 2005. He was convicted of involuntary manslaughter and sentenced to 11 to 23 months in jail.
( Source)
Evangelos Goussis
Boxer and kick-boxer Evangelos Goussis was discovered responsible of murdering two males in 2004 within the gangland killings of Melbourne, together with the homicide of crime boss Lewis Moran,who was shot at shut vary contained in the Brunswick Membership.
Goussis, a self-proclaimed vampire and male prostitute who claims he’s a 200-year-old vampire who drinks blood, is presently serving a life sentence.
Mike Danton
NHL participant Mike Danton, 23, was charged with conspiracy to commit homicide in 2004 when he plotted to kill his agent and attainable lover, David Frost. He employed a success man who occurred to be an Illinois police dispatcher, Justin Jones, who helped the FBI secretly tape Danton and his confederate, Katie Wolfmeyer, plotting collectively. Frost was identified for his crafty manipulation and inappropriate relationships with different gamers, which led many individuals to really feel sympathetic in direction of Danton.
He pled responsible to hiring a hitman to kill his agent and was sentenced to 5 years in jail.
( Source)
Bruno Souza
Soccer participant Bruno Souza was charged with the homicide of his girlfriend and mom of his youngster, Eliza Samudio, when it was found that he didn’t need to pay youngster help after Samudio was by chance impregnated and refused Souza’s orders to get an abortion. Souza held Samudio captive for six days, torturing her and at last strangling her to demise with a neck tie.
Souza was sentenced to 22 years in jail in 2013, however was allowed to maintain his 5-year contract together with his workforce. In 2014, he utilized to be launched out of jail to proceed his soccer contract.
( Source)
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torentialtribute · 5 years
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‘Times have changed a little!’ Phil Tufnell on the 1992 Cricket World Cup
Much has changed in the 27 years since England last reached the final of the Cricket World Cup in 1992.
Indeed, the highest score in that tournament was Sri Lanka & 313 against Zimbabwe – a target England failed to match only once in their last five ODIs.
Phil Tufnell, a team member who fell to Pakistan at the final hurdle, admitted Eoin Morgan & # 39; s charges are perhaps a little more professional in their approach to the tournament.
<img id = "i-db6fba98cd8032c1" src = "https://dailym.ai/2XiVYFq image-a-2_1559143720792.jpg "height =" 421 "width =" 634 "alt =" England spinner Phil Tufnell re-lived some of his favorite stories from the Cricket World Cup.
England spinner Phil Tufnell revived some of his favorite stories from the Cricket World Cup
England lost the 1992 World Cup final thanks to the brilliance of the Imran Khan in Pakistan < img id = "i-4f1609dda2b55d02" src = "https://dailym.ai/2EJrfdp" height = "425" width = "634" alt = "England lost the 1992 World Cup final, partly due to the brilliance of Pakistani Imran Khan" <img id = "i-4f1609dda2b55d02" src = "https://i.dailymail.co .uk / 1s / 2019/05/29/17 / 14105748-7083059-image-a-7_1559145739068.jpg "height =" 425 "wid th = "634" alt = "<img id =" i-4f1609dda2b55d02 "src =" https://dailym.ai/2XiVZJu 7_1559145739068.jpg "height =" 425 "width =" 634 "alt =" <img id = "i-4f1609dda2b55d02" src = "https://dailym.ai/2EGM4Gi /14105748-7083059-image-a-7_1559145739068.jpg "height =" 425 "width =" 634 "alt =" England lost the 1992 World Cup finals, partly due to the brilliance of the Imran Khan in Pakistan
He told Sportsmail: The times have changed a bit le!
& # 39; We have always had fantastic cricket players, but there is a lot of praise to the back room staff and the players.
& # 39; It has been a gradual process but they have kept it to themselves, they have changed the culture from the side, they have let them play freely without fear of failure and play for Eoin Morgan
] & # 39; See what these players are doing now and it is incredible, with us it was a bit & # 39; popping up and playing & # 39 ;.
& # 39; Jofra Archer has been swallowed seamlessly, you have Jos Buttler kicking stumps, Adil Rufid doing backflicks and banging, we are really in a very good place. & # 39;
<img id = "i-dbeadadd03026c60" src = "https://dailym.ai/2XfUR9m -image-a-9_1559145826349.jpg "height =" 427 "width =" 634 "alt =" Tufnell praised the way in which Jofra Archer fitted in on the side of England before the tournament class Tufnell praised the way in which Jofra Archer adhered to the side of England before the tournament adapted "
Tufnell praised the way Jofra Archer adjusted himself on the side of England before the tournament
The spi Despite the ultimate heartbreak, Tufnell
Despite the ultimate heartbreak, Tufnell
He said: & # 39; The team came. & # 39; He said: & # 39; The team came.
& # 39; We were all in the dressing room and said & # 39; come on guys stay focused, stay confident & # 39 ;.
& # 39; People tried & # 39; we all just looked at & # 39; and & # 39; we all looked at & # 39; and & # 39; we all looked up & # 39; together and this huge cheer went up.
& # 39; We left and only said & # 39;
& # 39; We went outside and only said & # 39;
I can't remember the faces of the boys, the shock, and then the well-made high fives. not a bullet! "
<img id =" i-c96cd7355af9afb9 "src =" https://dailym.ai/2EIZMsp a-1_1559143677667.jpg "height =" 412 "width =" 634 "alt =" The first and only World Cup campaign of Tufnell & # 39; [cameaspartofthe1992teaminAustralia"
Tufnell & # 39; [firststoneWorldCupcampaignpartoftheteamof1992inAustralia]
Tufnell & # 39; of England, his last being an embarrassing defeat of Afghanistan.
That tournament – the first in which teams wore colored strips – would prove the high watermark for England's ODI side.
[19459001DespitetheacidendforEnglandTufnelltakespositivememoriesawayfromtheexperienceandfelttheatmospheretherewasaroundthecampaignlikenootherhehadexperienced
The 53-year-old said: & # 39; Playing with a full house on the MCG with flags everywhere, it was just breathtaking!
& # 39; We would occasionally call from home and the atmosphere just built and built.
]
& It helped create this huge buzz around the team.
<img id = "i-d2d4e90a454134b7" src = "https://dailym.ai/2XfEidE. jpg "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7" src = "https://dailym.ai/2EI86sm -7083059-image-a-10_1559146078681.jpg "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7" src = "https://dailym.ai/2CYdfvj 2019/05/29/17 / 14105736-7083059-image-a-10_1559146078681.jpg "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7" src = "https: // i .dailymail.co.uk / 1s / 2019/05/29/17 / 14105736-7083059-image-a-10_1559146078681.jpg "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7 "src =" https://dailym.ai/2XfEklM "height =" 712 "width =" 634 "alt = "<img id =" i-d2d4e90a454134b7 "src =" https://dailym.ai/2XfEklM "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7" src = "https: //i.dail ymail.co.uk/1s/2019/05/29/17/14105736-7083059-image-a-10_1559146078681.jpg "height =" 712 "width =" 634 "alt =" <img id = "i-d2d4e90a454134b7" src = "https://dailym.ai/2XfEklM" height = "712" width = "634" alt = "
He said: & # 39; It's & # 39; therefore I don't know what to do.
one of those things, someone has to miss it and you have to belittle it.
& # 39; As a sportsman you are q very resilient and you know these things such as injury and being excluded and loss of form, you have to take it on your chin and there is not much you can do! & # 39;
[19459007
<img id = "i-fb5bfe53orpb7833" src = "https://dailym.ai/2J2OwKp /29/16/14105486-0-image-a-3_1559143733052.jpg "height =" 423 "width =" 634 "alt =" Phil Tufnell visited Beddington CC to reveal Nissan Energy Solar technology installed at the club " Solar technology installed in club "
Phil Tufnell visited Beddington CC to reveal Nissan Energy Solar technology installed in club
For Tufnell His journey to Australia in 1992 began however, five years earlier, when he saw his country led by Mike Gatting finish in last place against Australia.
At 21, the Middlesex bowler was enthralled by the drama he saw unfolded, the Gatting's attempt to setback against part-time
Tufnell said: & Allan Border arrived, first ball, he was off and on e a left arm spinner and we were right beat
& Gatts played this reverse shot that now the boys play on each shot and everyone said back then: "what kind of a shot is that?"
& # 39; But now it is
& # 39; I remember that as a young person, but very inspired by that process of getting there, looking at it from the couch and very keen to get there Mike Gatting tried to reverse sweep in the 1987 World Cup final "
<img id =" i-204d64f533b0a1de "src =" https: //i.dailymail. co.uk/1s/2019/05/29/16/14106154-7083059-image-a-4_1559144255975.jpg "height =" 486 "width =" 634 "alt =" Mike Gatting from England tried to reverse sweep during the 1987 World Cup Final "
England Mike Gatting tried to turn sweep into the 1987 World Cup Final
<img id =" i-96c7652e4e86c318 "src = "https://dailym.ai/2EENG3d" height = "425" width = "634" alt = "The batsman was captured behind Allan Border when England fell against Australia "class =" blkBorder
[1 9459013]
The batsman was caught behind Allan Border when England fell against Australia The batsman was caught behind the borders of England when he fell against Australia
Now, sixteen years after his retirement from the game, Tufnell is happy to view the game from his role as an expert for the BBC
Speaking at Beddington Cricket Club in his role as Nissan's ambassador , he said: I am almost more excited, although you do not have that excitement deep in your chest.
& # 39; If you are involved as a team, you are focused and moving around and sometimes you cannot stop and smell the air
& # 39; I am going Thursday further, the hair on your arms will stand up, The Oval is a fantastic surface, it will be packed and buzz and you will sit
[Youcannotgobackandnotletyourheadturndownwith90mphballs!Wentoutwithretirementin2003TufnellwillnowseetheWorldChampionshipasahalfdirection"
-image-a-11_1559146342991.jpg "height =" 422 "width =" 634 "alt =" After retiring in 2003, Tufnell will now look at the World Cup as a semi-expert "
After his retirement in 2003, Tufnell will now view the World Championship as a half chance
Nissan ambassador Phil Tufnell visited Beddington Cricket Club to unveil the Nissan Energy Solar technology installed to extract energy from the sun to support the club's sustainable energy production and storage.
More than 600 ICC Cricket World Cup 2019 tickets are for fans – just tweet @NissanUK with #SweepTheNation.
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elizabethjournals · 6 years
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Starting this month, Jihi Elephant is featuring bullet journalers and their journal at the end of every month! Each post features 1-2 journalers and their bullet journal stories. If you wish to be featured, check out the details and apply here.
  [mailerlite_form form_id=26]
  To kick off the bullet journal feature project, I chose two applicants. Both of these applicants are so incredible and so different. I felt it was important to show two very different journalers, as we are all so unique in our styles. So without further ado, here are July’s featured bullet journals.
    BulletLeea by Leealiina Kivinen
My name is Leea and I’m 23 years old. I come from Finland, and after living around Europe and going to college on the East Coast (of the States), I’m currently living in Southern California, with a move back across the Atlantic coming up soon. I work in the music industry, in live music and tour production specifically.
Leealiina’s Bullet Journal Journey
I started my bullet journal in August 2016. I was just ending my summer vacation and was heading back to college for the fall. If I remember correctly, I came across the bujo community on Instagram. Organization and planning have always been a love of mine, which is why I think the hobby got me so excited.
I totally went crazy overboard with supplies when I started, buying all sorts of pens and accessories. But I settled down, and these days my go to supplies are just a black gel pen from Muji, a few fineliners and a handful of Tombow markers. But the experimentation and playing was an important part of my bujo-journey, and I think most people go through it.
There is so much inspiration and shared content across Instagram, blogs, Pinterest, and Youtube, that it’s easy to get swooped up by it all. I love that the community is based on sharing our creations and that all sorts of people are part of the community. From professional artists and graphic designers to people who have never been especially artsy (like yours truly). When I look back at my spreads, there are spreads I dislike as well as ones I love. There are ones that I loved before and don’t care so much for anymore, and vice versa.
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  Bullet journaling is such a journey that I think people who are interested in starting one get overwhelmed when they compare their own day one to another’s day 500. You are going to make spreads you love and ones you dislike. You may start trackers and forget about filling them in. You’re going to make spreads that don’t work for you. And you will make mistakes and smudges, wrong lines here and spills there, but they are all part of your bujo, and they’re a part of the story.
Bullet journaling is definitely an amazing tool for growth and improving aspects of your life, but in the end, it’s just a hobby, so don’t take it too seriously. Enjoy the time you get to spend making your spreads, the functionality of your very own personalized journal, and definitely delve into the community. It’s the best one I’ve ever been a part of, with so much support and creativity flowing through the pages!
Here are some tips for bullet journal beginners:
If you want to start a bujo, you need to just begin!
Don’t compare your bujo to others
Don’t rush; you don’t need to fill a notebook up as quickly as you’ll probably want to when you first begin!
If you want to draw and decorate your bujo, do!! If that’s not your style, don’t force it. Make it your own.
Embrace your mistakes!
    Universal Bujo by Michael Fox
My name is Michael. The bullet journal method changed my life. I’m a highly creative type person with a lot going on including family, web stuff, graphic design, game design, music, blogging, and more.
Michael’s Bullet Journal Journey
Since I have several creative outlets already, my bullet journal doesn’t have to scratch that itch. But I also don’t have a lot of time to devote to something that’s supposed to save me time. So my journal is devoted to a universal, ultra-streamlined style. This Universal Journal style, as I call it, aims to get as much productivity as possible from the bullet journal with as little time and effort as possible.
I started with a mini-notebook to test things out and moved to a standard sized journal for the second go. I even designed my own dotted journals to fit more with what worked for me (available at Lulu.com).
In this ultra-streamlined approach, I’ve got a 3-colored system to separate 3 dimensions of my life. My monthly spread includes weekly divisions, utilizing a door for a habit tracker and wellness tracker (possibly a third tracker soon), and the monthly task list with a calendar print out I made.
I use a simple two column layout for dailies and a 1:2 double column layout for note pages. I also created a free printable of Notemarks, the note bookmarks which I use for recurring lists as well as my placeholders for the monthly and daily logs.
Currently, I’m on the hunt for a minimalist style for just about anything anyone would need to keep in their bullet journal.
Here are some tips for bullet journal beginners:
For those new to the bullet journal, I recommend starting simple and minimal, and jazz it up later as needed or desired. It’s a tragedy to see someone trying the bullet journal method only to give up on it because the approach they learned at first requires so much time (though it doesn’t have to).
Also, it would be very helpful for newcomers to make a bullet journal board on Pinterest or the equivalent on Instagram to keep track of the journal ideas you really like. This not only serves as an inspiration collection but also as a way to get plugged into the broader bullet journal community.
Thank you so much to Leealiina and Michael for sharing their stories and hopefully inspiring other bullet journalers. I know that I am inspired by their stories! If you are interested in becoming a featured bullet journaler, check out the details and apply here!
July Bullet Journal Feature | BulletLeea & Universal Bujo Starting this month, Jihi Elephant is featuring bullet journalers and their journal at the end of every month!
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talkagency · 6 years
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What is Google Tag Manager (And Why you should start using it)?
Even if you’re a newcomer to SEO, you’ve probably heard of Google Tag Manager (GTM). Because it’s one of the most helpful free SEO tools in the world.
Not to be confused with Google Analytics, a powerful but separate service that helps track and report web traffic for SEO, GTM is an autonomous tool that can help take your SEO strategy to the next level.
And if you’re not already using it – you should be.  
  What is GTM?
SEO is data driven. The more data you’re able to collect, the more insight you have about how users interact with your website.
So while tools like Google Analytics are great for getting started, you can collect even more useful data by tagging your site and adding GTM to your ongoing SEO strategy.   
Tags are snippets of JavaScript in your website’s source code that collect and transmit information to third parties like Google. And they’re used to monitor everything from form fills and heat maps to link clicks and file downloads.
And because its possible for a single site to use many different tags at once, the amount of code required to manage them all can add up quickly. That’s where GTM steps in to simplify things.
GTM replaces the need to directly embed tags into your source code with an easy-to-use interface that allows you add and edit tags without touching the source code at all. Just specify the tag you want executed and say when. GTM handles the rest.
With GTM, you’re able to use different marketing tags, like tracking pixels, without modifying code. It’s easy to transfer information from one data source to another. And your data sources all stay connected. With codes often stored in a single location. Which simplifies managing multiple tags, linking data and sharing data across diverse sources.
Imagine being able to easily manage a large amount of data without help from developers. That’s the greatest advantage of GTM: not needing to change code every time you want to share data from your web page with Google Analytics.
GTM makes it easy to manage large amounts of data on your own. Which saves time and money. Whilst delivering big improvements to SEO results. Not bad for a free tool, right?
  Why should I use GTM?
There are plenty of reasons why a business, regardless of size, should be using GTM. But number-one-with-a-bullet has to be ease.
Few tools make it possible to achieve so much, so easily.
GTM removes the complexity from adding, updating or disabling tags. It connects your website with other websites and analytical tools that boost SEO effects. Leaving developers free to focus on more complex tasks.
And it’s customisable. Which means GTM lets you focus on important data that boosts traffic like downloads, page clicks and outbound links. It’s a window into what matters most to users. And a blueprint for creating strategies that keep users on your site longer, converting them into leads and ultimately customers.
GTM is intuitive and secure. It recognises threats like known malware domains. And gives you complete control over account access and user permissions.
Other benefits include faster website loading times, greater flexibility, improved testing, advanced debugging, easier managing of tags, and targeted Google Analytics reports. GTM lets you track page views, link clicks, time spent on a page, form submissions, Facebook likes, outbound links, and much more.
But GTM is not a replacement for Google Analytics. It’s an additional tool that helps yield better results out of Google Analytics; an alternative to the Universal Google Analytics upgrade by way of GTM migration. An alternative that many users are claiming provides up to a 600% improvement in tag implementation time.
  How to use Google Tag Manager
Using GTM requires only basic technical knowledge. Like setting up GTM elements such as tags, triggers and variables and knowing which of them to choose, how to manage each of them, and understanding what to expect with each choice.
A little knowledge about the websites and web tools you want to share your tags with goes a long way too.
So before getting started and setting up a GTM account for your business, you’ll want to get familiar with these three core components of GTM:
Tags: Tags are code snippets of JavaScript, or tracking pixels that show GTM what it should do with information. Usually, as tags are used: Universal Google Analytics tracking code, Facebook pixels, AdWords Conversion Tracking code, and others.
Triggers: Triggers release the tags you have set up. They instruct GTM when and how to release tags, what needs to be done with them and what you hope to achieve. Triggers can be set on page view, custom events or clicks on links.
Variables: Variable additional information for GTM regarding tags and triggers. There are two types of variables – user-defined variables and built-in variables and the basic constant variable is the Universal Google Analytics ID tracking number.
Setting up a GTM account is easier if you already have a Google Analytics account. Just log in with Google, and you’re ready to get started and begin setting up tags, triggers and variables.
For example, if you want to track outbound links on your website and send that data to Google Analytics, enter the Universal Google Analytics ID tracking number, choose ‘Event’ as a track type, ‘Offsite link’ as a category, and ‘Click’ as an action.  
After that, Google Analytics will provide a report for outbound links on your website.
As a tool that works in tandem with the Google Analytics you may already be using, GTM is hard to beat. It’s free, secure, effective and easy to update.
It saves money on costly developers. And puts more control directly into your hands without the need for extensive Javascript training.
GTM is filled with great features. And very few limitations. It’s the DIY model that lets you track more with less hassle. And improves SEO with minimal complications.
  Article first published here: What is Google Tag Manager (And Why you should start using it)?
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succeedly · 6 years
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Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.
Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://ift.tt/1jailTy
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
http://ift.tt/2BUL1TF
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking published first on https://getnewcourse.tumblr.com/
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growthvue · 6 years
Text
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.
Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://ift.tt/1jailTy
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
http://ift.tt/2BUL1TF
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking published first on https://getnewdlbusiness.tumblr.com/
0 notes
suzie81blog · 4 years
Text
This post contains affiliate links, which means I receive a small amount of money if you make a purchase from any of the Amazon links included.
All of the images included were given with full permission from their creators and I have linked each account – feel free to go and check out the great Bullet Journal spreads they are creating on Instagram!
Looking for a notebook? I already bought a set of Bullet Journals last year, but I have heard numerous great things about the A5 Dotted Journal by Scribbles That Matter. I have created my spreads using the Tombow Dual Brush Pens and the SAKURA PIGMA Micron Fineliner Pens.
In case you missed them, here are my Great Bullet Journal Spread Ideas for May, Great Bullet Journal Spread Ideas for April, Great Bullet Journal Spread Ideas for February, and my Great Bullet Journal Spread Ideas for January.
Yes, it is enormously late, but it’s still June, right? My own Bullet Journal pread ideas for June have been more than a little lacklustre, and so I’ve been lucky in that there are plenty of incredible Bullet Journal creators to take inspiration from. I’ve seen a whole range of ideas this month, from beautiful muted floral designs to bright ocean and seashell creations, and here are some of my favourites!
Cover Page
I love these cover page designs. The first is a delicate wildflower design from Tanja (Paperythoughts), I really like this bright and colourful seashell design from Mochi Moon Studio, and the beautiful collage from Veronica.
Monthly Spread Ideas
I love these monthly calendar spread ideas for June. The first one is from Quinn Bouley, who has created this simple but stunning design. The second is from Cristina (MyBlossomJournal), and even though she says she isn’t completely happy with the way that it turned out, I really love layout and the colour palette that she has used. The third is from Aska (Inprint), who has decorated a beautiful peony design to accompany a simple monthly spread consisting of individual boxes. Want to know how to recreate these flowers? Check out Aska’s YouTube video here – I’m completely obsessed with her tutorials.
Weekly Spread Ideas
I haven’t done a weekly spread in my Bullet Journal, but I have seen some absolutely gorgeous ideas in the Bullet Journal community. This circular design is from Tanja (Paperythoughts), I love this desert-inspired design from Julianne, and this blue ocean theme from DoodleCraving is really effective.
Habit and Mood Tracker Spread Ideas
A Habit Tracker is the perfect way of monitoring small habits on a daily basis, and can be adapted to any goals or topics that you may have set yourself for the year. I really like the simplicity of the first Habit Tracker from The Journal Ink. I love this simple Habit Tracker spread from Aska (Inprint), created across a double page with a flower design at the top.
Mood Trackers are great for monitoring general mood throughout the month, being able to see at a glance high and low points. The first is a really cute beach hut Mood Tracker from Handletteringspiration – I haven’t seen this before and it’s perfect for the summer spread ideas. I really like the rainbow Mood Tracker from b.bulletjournal, and this simple flower idea from Lilou Bujo is really effective.
These Mood and Habit Trackers from Nikki and Let’s Plan with Mimi incorporate both into one spread on a single page or next to each other across a double page.
  Quote Page
I love this quote page from Quinn Bouley – with a stunning moon image and a quote from John Lennon underneath.
I also love this Netflix spread, set out like a quote page to make it visually appealing from Julianne, with sections for each programme that has been watched.
Want more ideas? For a list of over 200 Bullet Journal Tracker Ideas, visit here.
What about you guys? Do you use Bullet Journals? What are you favourite spreads to create?
Want to to have your Bullet Journal Spreads featured in my monthly posts? Follow me on Instagram here and message me some of your spreads – full credit and links will be given to any featured!
You can also find me on Twitter and @suzie81blog, and don’t forget to follow my Facebook page http://www.facebook.com/suzie81speaks, my Pinterest page http://www.pinterest.com/suzie81speaks and my Instagram page http://www.instagram.com/suzie81speaks
Suzie Speaks is a participant in the Amazon EU Associates Programme, an affiliate advertising programme designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.co.uk
Great Bullet Journal Spread Ideas for June This post contains affiliate links, which means I receive a small amount of money if you make a purchase from any of the Amazon links included…
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athena29stone · 6 years
Text
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.
Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://www.coolcatteacher.com/contact/
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
https://www.linkedin.com/in/martharush/
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/beat-boredom-engaging-tired-teenagers-critical-thinking/
0 notes
ralph31ortiz · 6 years
Text
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.
Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://www.coolcatteacher.com/contact/
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
https://www.linkedin.com/in/martharush/
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/beat-boredom-engaging-tired-teenagers-critical-thinking/
0 notes
aira26soonas · 6 years
Text
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
Sponsor: The US Matific Games have warm-up week running from February 14-20. Then, the games run from February 21-28. Try Matific free and sign up to join their Math games. Now is the time.
Matific is a fantastic site full of math manipulatives and customized playlists of activities to help students at every level master math. This fun, gamified site is sponsoring Math games this February and students can compete to win prizes for themselves and your school. Set up is easy, send them their class rosters and they’ll have you set up in 24-hours. This is a great way to try out matific, help your kids boost their math skills and have fun. And it’s free!
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://www.coolcatteacher.com/contact/
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
https://www.linkedin.com/in/martharush/
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/beat-boredom-engaging-tired-teenagers-critical-thinking/
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Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Martha Rush on episode 251 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Students can seem tired and bored, but we can engage them in learning. Martha Rush has ideas and inspiration to help us reach our students this week! Martha is the author of Beat Boredom: Engaging Tuned-Out Teenagers.
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***
Enhanced Transcript
Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking
Link to show:www.coolcatteacher.com/e251
Date: February 12, 2018
Vicki: Happy Motivational Monday! Today we’re talking to Martha Rush @MarthaSRush, author of Beat Boredom: Engaging Tuned-Out Teenagers.
Now Martha, lots of us are heading to school today. We do have teenagers. They either act bored, or they really are bored.
How do we start motivating ourselves to reach them, because sometimes it feels like we’re just singing and dancing in front of their classroom, and they’re like asleep and drooling on the desk?
Where do we start?
Martha: (laughs) I like that description. I definitely sympathize with that.
Part of the reason I’m so interested in the subject is because I was one of those kids, and I had a really hard time staying awake in school.
When I became a teacher, and I saw kids — you know, essentially drooling on the desk — I took that as feedback, like, “Whoa. I’ve got to figure out something that I can do.”
I’ve come to realize that the opposite of bored isn’t entertained, or doing singing and dancing, but just trying to engage them.
The opposite of bored isn’t entertained
Giving kids, for example, a chance to talk about an issue rather than listen to me. Or telling them a story that really taps into their emotions and gets them excited about learning rather than just giving them bullet points on a PowerPoint slide.
Vicki: So Martha, tell me about a time when you kind of felt like your students were a little bored. We won’t admit that…
Martha: (laughs)
Vicki: (laughs).. We’ve all been a little boring sometimes, but maybe they were a little bored, and you turned it around, and you really got them engaged and excited.
Martha: One example of that — and this doesn’t seem like a topic that would be boring — but when I used to teach a class called Civil Liberties, I would talk about the issue of whether people have the right to end their own life, the right to die issue.
I would bring it up, and the kids would just look at me because it wasn’t something they’d thought of. They’d kind of stare at me, and I would try to engage them and ask some questions. They didn’t really want to share their opinions
One way that I was able to overcome that with that particular lesson was that I came up with four really small case studies about four actual people. I gave the kids a few minutes to read the case studies and think about, “What would you do in each case if it was you? What would you do in each case if this was your family member?”
Come up with real-world examples
I just had them ponder that, take a few notes on it, and then when I started asking questions, oh my gosh, they were all over it. They all wanted to talk about it because they were emotionally hooked and they had a chance to test out their own opinions on something new.
Vicki: Real world does make such a difference because kids are always asking, “How does this apply to my life?” Aren’t they?
Martha: Absolutely. With that lesson, so many kids would come in after school because they wanted to keep talking about it. “Well, now I’m thinking about this, and what if this happened to me, and how would my parents deal with it?”
One of the cases involved and 18-year-old who’d had an accident and who was quadriplegic. The kids just couldn’t stop thinking about this…
Vicki: Hmmmm.
Martha: … and how it would affect them with their families.
Vicki: OK, Marta. Let’s play the flip side of this. If you wanted to tell us teachers as many ways as possible to bore kids in 30 seconds…
Martha: (laughs)
Vicki: (laughs) … Give us as many ways as you can.
Foolproof ways to bore students — or ways to fail at engaging them
Martha: Oh, what a great question!
Well, make sure you speak in a monotone.
Don’t emote.
Sit behind your desk while you’re talking in a monotone.
Cram as many words as you can on PowerPoint slides.
Tell students they have to copy this down and don’t tell them why.
Don’t give them any context or explanation.
If they ask, just tell them, “It’s important. I said so.”
Vicki: (laughs) Ohhh… and we could go on, couldn’t we?
Martha: (laughs) Yes, unfortunately.
Vicki: OK. So that’s what we’re NOT going to do. (I hope nobody came in and just started listening at that point.) That’s what we’re NOT going to do.
You’ve already talked about using real-world examples.
Do you think that teachers might be little boring because THEY’RE bored?
Martha: Yes. I definitely think that’s the case.
What do you do with a subject that you as a teacher find to be boring?
I know for some subject, a teacher might ask me, “Well, how can I make this interesting?”
There are some that would stump me because they’re not necessarily my subject, and I would say, “We need to find you a master teacher who’s really passionate about this subject, to help you overcome that.”
I talk about in the book, my worst class in high school as a student was Physics. I was so bored in Physics class, and I never understood how it could be interesting. I didn’t understand how it was relevant.
I’ve sat in a couple of physics classes with master teachers, and WOW. Completely different story. They can actually make me excited.
So, yeah, I think it can be. Sometimes we’re assigned to teach something we’re not passionate about. Then we need to get help from somebody who is passionate about it.
Vicki: Yeah. So watch videos, or find a TED Talk. I have two rules.
Number one, I’m not going to walk into my classroom unless I can honestly say I love every single student. And there have been a few times when I’ve had to struggle because kids know. And I’ve had to adjust my own attitude.
And the other one is, I’m not going to teach anything unless I can find an angle where I can get excited because it’s contagious! Isn’t it?
Martha: Absolutely, and I get excited about economics. And I’ll tell you, that’s not a subject everyone gets excited about.
Vicki: (laughs) No it’s not! (laughs) That was MY drool-on-the-desk subject!
Martha: (laughs) Yeah, I have to get really excited about it, and it comes out.
Kids will say to me, “This class is so much more interesting than I thought it would be!”
And it’s because I love it.
Vicki: So what does a teacher do if they really hate the topic they have to teach?
What do you do with a topic that you despise?
Martha: That’s such a big challenge. Like I said, seek out a master teacher who can show you the ins and outs. I do a lot of work with Econ teachers, and I hope that I can show them, “Look, this is really cool. You can make this really fun.”
And you really have to pump yourself up, in a way, and say, “I’m going to find a way.”
For me, the hardest subject I think I ever taught was just U.S. Government. I would read that textbook at night, and it put me to sleep. I had to rethink, “How am I going to make this compelling for my students?”
Vicki: OK, so let’s say a teacher is excited about a subject, but they know, “It’s Monday. I’m heading to school, and I don’t think what I did last week worked.”
Where do we start?
What do you do when something you tried didn’t work?
Martha: Gosh, doesn’t that happen so many times?
Vicki: Yep. (laughs)
Martha: I used to walk in like after that hour you think, “Ohhh, I don’t know if that really worked.”
I think we have to spend that reflective time really backing up and thinking, “What was I trying? What way might I get students better engaged?”
Two things I would say… One is you’ve got to just try your best every day. You can’t be too hard on yourself. And the other one is to realize that it can take a couple of years to refine a class.
So I know I didn’t answer, “What am I going to do that day?”
I think the thing is, sometimes you even just want to say to the kids, “I need to teach you this, and I feel like you’re not really interested in it. What are some things about this that you would find interesting?”
Or, “Would it help you if we did it this way?”
I think sometimes, especially with older students, really kind of breaking down that wall and saying, “I’m going to have an honest conversation with you, kids. I need you to learn this. I’m struggling to find a way to make it compelling to you. What things have we done that you did find compelling, and how can we (apply) that?”
Vicki: Or “What’s the most interesting thing in this chapter?”
You’ve already said one big one, which is make it real world. Find examples. Take a look at things.
But you know, you can always make a game.
I have a costume box…
Martha: (laughs)
Vicki: If I’m really falling on my face, I’ll do a bellringer, where they have to act something out.
I guess after we’ve been teaching a while, we might have some Go To things, huh Martha?
Teacher tricks and tips are accumulated over time
Martha: Absolutely. Yeah.
And you find out which questions work and which questions don’t work, right? I mean that’s one of the things that I learned over the years of trying to run a discussion based on a class. Some questions you ask and no one will answer. So you have to figure out, “What’s a better way to ask it?”
Or maybe what you do is out three questions on the board and say, “Write down your answers to this and think about it.” Then you give them five minutes, and you come back at it with a slightly different question. And now they’ve all had time to think about it, so they’re more comfortable.
Vicki: OK. Martha, as we finish up, give us a 30-second pep talk about how to beat boredom in our classroom.
How to beat boredom
Martha: I believe that the first step toward beating boredom is realizing that it’s important that boredom is an actual barrier to learning. It’s not just an excuse, and it’s not a rite of passage for high school kids.
I think once we’re committed to beating it, then we’re going to start thinking about, “What are those strategies? Can I incorporate simulations? Can I involve my students in discussions? Should I give them real world problems to solve? Can I give them tasks that are going to be really meaningful — like getting involved in a political issue, going to a protest, writing a letter?”
I think getting yourself pumped up about figuring out ways you can engage students and make what you’re doing really meaningful and relevant — I think that’s where you start.
Vicki: Teachers, I want to leave you with this. I was listening to a John Maxwell video the other day, and he said something interesting. He said, “Experience isn’t a teacher. Reflective experience is.”
Some people just have twenty years in a job, and they have one year of true reflective experience where they learned. We don’t want to be that.
As Martha has talked about, we want to reflect on how we’re doing.
When something’s not reaching a class, we want to figure out, “What are their interests? How can I get excited? What are they excited about? What can we do?” because we do want to have an excited, engaged classroom.
And remember, I love the point Martha made earlier. We don’t have to be entertaining to be engaging. I think that’s an important difference there, so get out there and reach those kids and get them engaged!
Contact us about the show: http://www.coolcatteacher.com/contact/
Transcribed by Kymberli Mulford [email protected]
Bio as submitted
Martha is a nationally recognized high school economics and social studies teacher and active teaching advocate. She is the author of Beat Boredom: Engaging Tuned-Out Teenagers, (Stenhouse, 2018). She is also Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive.
With 20+ years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Having led multiple student teams to championships and finalist positions at various Economics, Personal Finance and Entrepreneurship competitions, Martha is an authority in methods that actualize the potential in students to achieve and reach beyond average.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
https://www.linkedin.com/in/martharush/
Blog: www.MarthaRush.org
Twitter: @MarthaSRush
Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.
The post Beat Boredom: Engaging Tired-Out Teenagers in Critical Thinking appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
0 notes