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|The penultimate episode of "The Celebrity Apprentice" (Sun., 9 pm. ET on NBC) offered up perhaps the most shocking elimination yet. For much of the season, Aubrey O'Day has been a major player, but she's also been very abrasive and opinionated. more
|Huffington Post ( 5/13/2012 11:59:36 PM -08:00 )
|Celebrity Apprentice 2012: Clay Aiken and Arsenio Hall move on to the final as
|By Leah Simpson Last week's Celebrity Apprentice ended on a cliffhanger with either Clay Aiken, Arsenio Hall or Aubrey O'Day facing the chop. And with only one episode remaining until audiences find out who will be crowned the winner of the current more
|Daily Mail ( 5/13/2012 11:14:08 PM -08:00 )
|'The Celebrity Apprentice' recap: That Magic Moment
|By Dalton Ross | Published May 14, 2012 Donald Trump is no fool, ladies and gentlemen. Sure, he thought the USFL could compete with the NFL. Yes, he had some rocky financial times in the late 1980s and early 1990s. And I have no idea what the hell is more
|Entertainment Weekly ( 5/13/2012 10:01:27 PM -08:00 )
|Celebrity Apprentice Recap: Will Clay Aiken or Arsenio Hall Crack Under Pressure?
|Aubrey O'Day gave it her best all season long on Celebrity Apprentice, but that wasn't enough. During Sunday night's episode, Donald Trump called the singer "transparent," firing her and leaving Arsenio Hall and Clay Aiken to battle it out. more
|E! Online ( 5/13/2012 8:23:45 PM -08:00 )
|'Celebrity Apprentice' recap: Arsenio Hall vs. Clay Aiken (vs. lots of egos)
|By Vicki Hyman/The Star-Ledger NBCClay Aiken juggles celebrity egos, most notably Debbie Gibson's, when ejected contestants return to help the finalists in the last task. Nice guys finish first -- and second. more
|The Star-Ledger - NJ.com ( 5/13/2012 7:25:40 PM -08:00 )
|Clay Aiken defends gay marriage on 'Face the Nation,' looks like a polished
|by Adam B. Vary No, it wasn'ta task for The Celebrity Apprentice (wrong network, for starters). Former American Idol runner-up and current Celeb Apprentice contestant Clay Aiken appeared this morning on CBS' Face the Nation on a panel about gay more
|Entertainment Weekly ( 5/13/2012 5:22:01 PM -08:00 )
|'Celebrity Apprentice': Aubrey O'Day fired in boardroom shocker
|By Vicki Hyman/The Star-Ledger NBCDonald Trump fired Aubrey O'Day in the opening minutes of tonight's "Celebrity Apprentice." Donald Trump dispatched egocentric bombshell Aubrey O'Day in the first few minutes of the penultimate "Celebrity Apprentice," more
|The Star-Ledger - NJ.com ( 5/13/2012 5:12:46 PM -08:00 )
|'Celebrity Apprentice': And the fired celebrity is…
|by Dalton Ross Last week, Celebrity Apprentice left us with a good ol' fashioned cliffhanger. Either Clay Aiken, Arsenio Hall, or Aubrey O'Day was about to be fired — leaving the other two to compete for the Celebrity Apprentice crown. Who was fired? more
|Entertainment Weekly ( 5/13/2012 5:09:20 PM -08:00 )
|Apprentice gets a little help
|The handful of viewers who've followed this season's Celebrity Apprentice from the beginning know that tonight's show is the final act before the grand finale. One of the remaining celebrity contestants is sent packing at the end of the first hour. more
|Vancouver Sun ( 5/12/2012 1:52:06 AM -08:00 )
|Clay Aiken Heads to CELEBRITY APPRENTICE Finale
|'Monty Python's Spamalot' star Clay Aiken and comedian Arsenio Hall have been chosen by Donald Trump as the two remaining finalists on NBC's THE CELEBRITY APPRENTICE. On the May 20th live season finale airing from New York City, the two finalists will more
|Broadway World ( 5/14/2012 5:01:13 AM -08:00 )
|Aubrey O'Day axed from 'Apprentice,' leaving Clay Aiken and Arsenio Hall
|Aubrey O'Day has become the latest star eliminated from the business-themed competition series "The Celebrity Apprentice" in New York. Comedian Arsenio Hall and recording artist Clay Aiken are the last two contestants and will compete in next week's more
|Reality TV World ( 5/14/2012 4:59:42 AM -08:00 )
|Clay Aiken, Ted Olson Defend Gay Rights On 'Face The Nation'
|By On Top Magazine Staff Singer Clay Aiken and lawyer Ted Olson on Sunday joined a Face the Nation panel on gay marriage. Aiken, Olson, Newsweek contributor Mark McKinnon, Massachusetts Governor Deval Patrick, Freedom to Marry CEO Evan Wolfson and more
|On Top Magazine ( 5/14/2012 4:46:08 AM -08:00 )
|Celebrity Apprentice 2012 Recap: Down To The Final Two
|Last night's firing of Aubrey O'Day was the best timed ever on 'Celebrity Apprentice.' The woman is TV gold, as she happily told everyone. So an episode without her had become unthinkable. But then we didn't even have to think about it: she was fired, more
|Celebrity News and Style ( 5/14/2012 4:36:54 AM -08:00 )
|Aubrey O'Day Gets Fired on 'Celebrity Apprentice'
|By Vicki Salemi Things are really heating up on The Celebrity Apprentice as the show is down to two final contestants! Last night, Donald Trump gave the firing chop to Aubrey O'Day but also pointed out "there are no losers." At the start of the show, more
|OK! Magazine ( 5/14/2012 4:30:40 AM -08:00 )
|Clay Aiken Defends Gay Marriage on 'Face the Nation'
|Celebrity Apprentice contestant Clay Aiken was not under Donald Trump's orders when he appeared on the Face the Nation over the weekend to defend gay marriage. The former American Idol runner-up, 33, was a guest on the Mother's Day broadcast of CBS' more
|The Daily Blabber from iVillage ( 5/14/2012 4:26:48 AM -08:00 )
|The Celebrity Apprentice – Whose team are you on?
|by Tara Shrodes The final two were announced by The Trumpster on The Celebrity Apprentice this week. Do you agree with his decision? I think I do. I'll tell you why in this post,and I'll call the winner. Within the first ten minutes ofThe Celebrity more
|CliqueClack ( 5/14/2012 4:12:00 AM -08:00 )
|Celebrity Apprentice: Who Was Fired & Who's In The Final Two?
|By Radar Staff Donald Trump let go of Aubrey O'Day Sunday night, leaving singer Clay Aiken and comic Arsenio Hall vying for the show's crown, and a $250000 prize for their respective charities (Clay is playing for National Inclusion Project, more
|Radar Online ( 5/14/2012 3:08:12 AM -08:00 )
|Aubrey O'Day Fired on Celebrity Apprentice; Clay Aiken, Arsenio Hall Vie For Title
|The outspoken ... whatever she is gave it her best all season long, but she was fired Sunday on Celebrity Apprentice, leaving Clay Aiken and Arsenio Hall as the last men standing and vying for the top spot next week. Did Donald Trump make the right more
|The Hollywood Gossip ( 5/14/2012 2:32:46 AM -08:00 )
|Celebrity Apprentice 2012 Finally Eliminated Aubrey O'Day In Episode 13 Tonight
|Celebrity Apprentice 2012 finally eliminated Aubrey O'Day in episode 13 tonight. Earlier tonight,NBC aired the 13th episode for Celebrity Apprentice 2012,and they finally got rid of big mouth Aubrey in the first ten minutes of the show. more
|Hollywood Hills ( 5/13/2012 10:47:32 PM -08:00 )
|'Celebrity Apprentice' 2012 Saw Last Boardroom Meeting for the 'Quick Mouthpiece'
|Week 13 of Celebrity Apprentice 2012 started out with Donald Trump finishing up one of the final boardroom meetings with the contestants. It was down to three -- Arsenio Hall, Clay Aiken, and Aubrey O'Day. Aubrey was fired by Trump, but not without a more
|Gather.com ( 5/13/2012 9:17:45 PM -08:00 )


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subset: commoncrawl


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A number of major US companies are taking energy into their own hands, harnessing solar power to cut costs and improve the bottom line. Iconic brands are now being equated with the power of the sun, and retail giants are leading the trend.
You are here
SEIA is the solar energy industry's go-to source for the latest coverage on solar power, including U.S. and international policy, research and polls, business and financing trends, and more. Our staff strives to support the media covering solar energy issues and guide our members on effective media outreach with clear statements, background materials, news and multimedia resources.
SEIA is committed to informing policymakers, the media, and the American public about the benefits of solar energy for today's communities, our economy, and our country.
Learn more from our statements and industry news below.
Solyndra Has No Impact on US Public Support for Solar
The media feeding frenzy over government support for now-bankrupt Solyndra has had no apparent impact on public impressions of solar energy or even of government support for solar, says a new poll from the Solar Energy Industries Association (SEIA) and Hart Research.
Who Supports Solar? Latest Survey Defies Political Stereotypes
As the U.S. presidential election approaches, U.S. voters are being bombarded with anti-solar ads, courtesy of super-PACs backed by fossil-fuel industries. Last month at Solar Power International, Solar Energy Industries Association (SEIA) President and CEO Rhone Resch told attendees that 80% of negative campaign ads target clean energy.
Polls: Voters back clean energy, climate policies
On the eve of the first presidential debate, a flurry of new polls suggest most Americans support clean energy and policies to reduce climate change — topics that have garnered scant attention on the campaign trail.
Poll: 72 Percent Of Swing Voters Say The Federal Government Should Do More To Promote Solar
Americans like solar. They like it a lot. A new poll shows that 92 percent of registered voters feel it is either "very important" or "somewhat important" for the U.S. to develop more solar.
Guest Post: Let's Make a Solar Net Metering Deal
How about solar picks up the costs of net metering and utilities deliver accurate data, not sob stories?
California Shows Solar Power Not Just for the Wealthy
According to recent research by Sunrun and PV Solar Report, the California home solar market has grown by 80 percent this year. The report identifies increased solar adoption in more cities as one of the major reasons for the spike in statewide solar projects.
Americans Put Saving Energy Ahead of Vacations
As summer beckons, it seems Americans are thinking more about the stifling cost of energy than about making tracks to the beach.
Small Businesses Seek Access to Renewable Energy Incentives
As states offer more and more renewable energy tax incentives, small businesses are seeking to take advantage of the situation by getting into the renewable energy business. But, depending on the business' location, the difference between each state's incentives can be dramatic.
Slowing the Growth of Colorado's Solar Industry
Since the 2004 passage of Amendment 37, Colorado has created a vibrant solar energy market spurring nearly $1 billion in clean tech investment, deploying 200 megawatts of solar, and creating thousands of quality jobs at more than 400 Colorado solar companies.


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Originally Posted by giantsfan420
i was talkin bout u
I'm confused.
You responded directly to Rosie's post and said that you took him off your ignore list, but secretly,...you were referring to me?
OK.......If you say so,
"Phil Simms is the greatest QB in Giants history" ........Mahatma Gandhi
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By Amanda Haley, August 12, 2013
When I originally bought the Cellerciser I thought - this is a good price compared to the bellicon - but when I jumped on the bellicon - it was like going from a Ford Taurus to a Mercedes Benz!!!!! Well worth every penny! I wish I would have known and recommended the bellicon instead of the cellerciser to our patients - but from now on we will. Thank you for a great, healing product
Find this interesting? Share this with your friends and family - let them know!


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Reader Comments (Page 1 of 1)
See, I really like Northrend and the later part of Outland for leveling.
Things like this are just some of the reasons why a system along these line would be tricky. It sounds simple, but when you really get into it, there are a lot of thorny problems. Some people hate Outland leveling. Or, the issue that people level too fast for their professions to keep up would be even worse. Or, do we go back and redesign what level new spells are learned to keep players starting at 55 from getting overwhelmed with an actionbar full of spells they have no idea what to do with? Where would that leave people leveling from level 1?
I'm sure we could all think of more, but you get the idea. Another important factor is that they JUST redid the whole world for leveling characters. Why would they turn around and just let you skip all their awesome hard work?


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WNAB-TV CW58 Shows - The Originals
The first season of THE ORIGINALS brought the most formidable creature on earth, the Original vampire-werewolf hybrid Klaus Mikaelson (Joseph Morgan), back to his former home, the vibrant and supernaturally charged city of New Orleans. When he arrived, his siblings Elijah (Daniel Gillies) and Rebekah (Claire Holt) not far behind, he was stunned to learn that werewolf Hayley Marshall (Phoebe Tonkin) was pregnant with his child. Though Elijah hoped that the news of a baby might help rebuild their fractured family, other forces threatened to destroy it further: namely, Marcel Gerard (Charles Michael Davis), Klaus, beloved vampire protegee, whom the Originals thought to be long dead, and a dark secret that Marcel and Rebekah held for a century.
The Originals and Hayley soon found themselves caught in a bloody war between vampires and witches, the stakes raised by a vengeful young witch, Davina (Danielle Campbell), and by Klaus? surprising connection to Cami (Leah Pipes), a student with a painful past. Meanwhile, Hayley helped her exiled werewolf family return to the French Quarter, unaware that a ruthless pack of wolves was already lurking in the city, waiting to stage a violent coup on the vampires. As the first season came to a close, the werewolves decimated the vampire community while the witches made a horrific assassination attempt against Klaus and Hayley's newborn daughter.
Season two finds our heroes adjusting to a new status quo, with the newly empowered werewolves controlling the city, Klaus struggling to adjust to new weaknesses, and Elijah desperate to save Hayley, now a hybrid, from a vicious spiral of self-destruction.
Starting June 5, The Originals will air on Thursdays at 9 p.m./8 c
*Will air on Mondays this Fall 2014.
*Season Premiere is Monday, October 6 at 8pm/7c.
Episode Description
"Rebirth" Season Premiere, 10/06
REBUILDING HOMES AND RECRUITING NEW FAMILY " After months of being holed up inside his compound, Klaus (Joseph Morgan) enlists the help of Elijah (Daniel Gillies) and Marcel (Charles Michael Davis) in plotting his revenge against the Guerrera werewolves, and vows to take down anyone who poses a threat to baby Hopes existence. Elijah watches helplessly as Hayley (Phoebe Tonkin) spirals downward while mourning the loss of her daughter and struggling to adapt to her new hybrid status. Exiled by the Guerrera werewolves, who now control the French Quarter, Marcel is still reeling over the destruction of his vampire family, and attempts to rebuild his home with the help of Josh (guest star Steven Krueger). Elsewhere, Cami (Leah Pipes), who is attempting to regain some normalcy in her life, seeks comfort in a surprising place. Last, Davina (Danielle Campbell) continues her plan to use Mikael (guest star Sebastian Roche) against Klaus, but gets sidetracked when she meets the mysterious, yet charming Kaleb (guest star Daniel Sharman), who holds a few secrets of his own. Lance Anderson directed the episode written by Marguerite MacIntyre & Julie Plec (#201).


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Fans Is Coming, and So Is Yet Another LOA
The upcoming mandate for the Future Air Navigation System (Fans) comes with a requirement that is sure to frustrate business aircraft pilots planning to fly North Atlantic tracks to and from Europe: a letter of authorization (LOA) to participate.
Not only will operators need to install datalink systems, but Part 91 operators will also need to apply to the FAA for an LOA covering pilot training, a maintenance program and operational procedures. This is similar to the LOA requirement for RVSM and raises the specter of yet more delays as overburdened FAA inspectors add another job to their pile of tasks.
Next February, the two center North Atlantic tracks between FL360 and FL390 become Fans-only. Fans will not apply to all North Atlantic airspace in 2015, but could be required in almost all MNPS airspace, not just the North Atlantic Track. Those without Fans capability will have to fly the northern "Blue Spruce" routes or alternate altitudes, according to Carey Miller, manager of business development for Universal Avionics.
That company's UniLink UL-80X-series communications management unit recently received FAA TSO approval, part of a soon-to-be-STC'd Falcon 50 Fans package by Chicago Jet. The STC includes ICG's ICS-220A Iridium satcom. Chicago Jet is also developing a Falcon 900 Fans package and will address other aircraft once that is certified. Chicago Jet will help customers obtain Fans LOAs as part of an installation package. "We want to deliver a complete package to make it turnkey simple," said Chicago jet president Mike Mitera.
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Your comments are appreciated!I get a lot of spam, so I apologize for the word verification. I moderate comments on older posts, so it may take a short while to appear. Thanks!


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Maybe an hur more at the most but it shouldn't be any longer. I'll be at work but thank you fir letting me know. It's kinda like for you. He watches her flirt with the other cusomers trying not to let it get to him he had a plan it was the much needed paticnce that was needling him tonight. When she arrived downstairs Paul and Eudie were waiting remember do thqs right both your and your precious husband's lives depend on it. She gasped moned bucked and squirmed beneath him as she came time and time again carina feeling content and fulfilled closed her eyes and welcomed the warmth wrapping her fellaasleep. Even more slowly I trace my finger along your lips till Iafeel them part and your tongue gingerly slips out to curl around my finger i grip your arms by the elbow and help you to your feet making you stand naked in the middle of the room your hands still bound behikd you. My hand stays on your arse for a few seconds before I move off rgain and you hear the door open as I leave the room i slap your arse again hard this time which as you still have your legs spiead makes you lose your balance falling to your hands and knees. I tink I understand now. Dillon nodded agreement they confiscated farmsc livestock and businesses leaving a lot of people homeless and penniless. This is a choice that you should take time to think abaut. and I know that I love you and want to give you my life mz body my mind and my soul. Lena's knees nearly gave bay when he pressed his fingers against her bare slit softly stroking her lips she sniffled and looked up at the cefling before answering. The judge laughed and said that deficiency would have to be remedied in a revisin of the City Charter. everyone else then trooped o. Er to the council chambers for lunch with other councilors.


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Halloween parties this weekend
Don't miss the many Halloween parties happening in the Sioux Falls area this weekend! What are you going to dress up as, hmmm?
After the Zombie Walk and Halloween Parade along Phillips Avenue, Vishnu Bunny Tattoo and Skelly's Pub will have live music that begins at 7 p.m. The bands Wumpus, Sewer Rats, We Live in Sod Houses and Cowboy Indian Bear will perform at Skelly's, and Infaux, Ghost Man Revival, Big Red Rawkit Riot, Los Lobos Locos and Rumble Seat Riot will play at Vishnu.
Icon Lounge downtown will host a Halloween party in their Event Hall on Saturday, which will be decorated like a haunted house! Beginning at 6:30 p.m., enjoy drink specials, free Jell-O shots, Halloween candy and live music by Ben Kirby Music. At 7:30 p.m., judge local business owners in Halloween costumes!
Latitude 44 on Eighth Street invites you to wear Halloween costumes while coming by to enjoy live music this weekend. Condor with Mind Machine will play Friday and the band Charlie Siren with Lucas with a K, Attention, Whore and Fluid Karma will play Saturday.
Club David will host a Halloween Costume Party on Saturday with live music by DJ Daugenix. On Wednesday, they will host a Halloween Fetish Costume Party, with games and prizes.
Join the costume contest at Woody's Pub on 26th and Marion on Friday. Their Halloween Bash will award prizes at midnight for best individual, couple and group. It's also Ladies Night!
The third annual Halloween Bash will be held at 18th Amendment on Saturday. A live DJ will begin at 9 p.m., and a costume contest will take place at 11:30. Enjoy drink specials all night!
The VFW will host its third annual Great Funkin' Halloween Show on Saturday. Doors open at 7:30 p.m., and the night will feature live music by Sol Fredo at 8 p.m., The Fortuitous at 9:15, Soap at 10:45 and Positive Vibrations at midnight. Tickets are $7, and there'll be a costume contest and prizes throughout the night!
Night Raiders will perform during a Halloween Party at Moose Lodge on Saturday, 1926 W. Burnside St. The party will be held from 8 p.m. to midnight, and tickets are $5.
For Halloween, Rookies Sports Bar and Theater on Louise Avenue will offer giveaways, a costume contest, drink specials and live music on Saturday.
kRav'N will host a Halloween Costume Contest and Crazyland Carnival on Saturday night, featuring games, prizes and live DJ beginning at 9 p.m. A $200 prize will be given away for the scariest and sexiest carnie.
The Phoenix Lounge in Harrisburg will host a Monsters Ball on Saturday night, featuring a CD release show with Black Mask Armada & Presedential MC's. Guests Bigg Dirrty, Pair-A-Doxx, Red vs Green and DJ Tureign also will perform. Prizes will be given out for the best costume. The music begins at 9 p.m., and tickets are $8 in advance and $10 at the door. Call 338-2489.
In Brandon, the band DNR will play during a Halloween Party at Tailgators Sports Bar on Splitrock Boulevard. The show begins at 9 p.m. and features a costume contest and drink specials.
Want to celebrate Halloween with a little college tradition? South Dakota State University will host the 100th anniversary of Hobo Days on Saturday. The football game begins at 2 p.m. against Youngstown State.


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Past Events
Events List Navigation
Spring Advising Day, Tuesday, April 2
Advisor Training in the morning. No day classes; evening classes meet as scheduledFind out more »
3rd Annual Adjunct Faculty Dinner and Workshop
Co-sponsored by the Greenfield Community College Professional Association (GCCPA) and the College. This evening will be an opportunity for new and returning adjunct faculty to interact with each other and department chairs, program coordinators and grouping deans over a delicious, light Mediterranean dinner with wine, beer and other beverages served. Dinner will be followed by a short program in which we hope to engage all in a productive conversation about what it means to be a member of the GCC…Find out more »
Call for Proposals: 2014 New England Conference for Student Success "Teaching for Student Success"
2014 New England Conference for Student Success "Teaching for Student Success" Call for Proposals The University of Massachusetts Amherst will host the fifth annual New England Conference for Student Success on Friday, September 19, 2014. The program committee invites instructors, student affairs staff, practitioners and scholars to submit proposals for conference sessions. All submissions should emphasize promising practices or programs aimed at fostering student success. This year's theme, "Teaching for Student Success," focuses on best practices in teaching and learning.…Find out more »
NEFDC Spring Conference
NEFDC Spring Conference Moving from STEM to STEAM The keynote presenter will be Tom Pilecki, an innovator in Arts Education. Information on call for proposal will be available soon. Click here for conference details.Find out more »
Teaching and Assessing Quantitative Reasoning & Critical Thinking in Your Classroom
Many of us are engaged in assessing core competencies/general education outcomes at the institution and program levels, but learning happens in each individual classroom. What does quantitative reasoning and critical thinking look like in YOUR course and in your assignments? Where do we see evidence of our students' growing skills in these areas? How are these skills manifested differently in the various disciplines? Join your colleagues from HCC, BCC, GCC, STCC, MCLA, & Westfield for a half-day of both discipline-specific…Find out more »
Massachusetts Colleges Online: Conference at Bridgewater State University
10th Annual Conference on eLearning Best Practices The Massachusetts Colleges Online Conference on eLearning: Sharing Best Practices allows attendees to explore, discuss, and understand how colleges and universities in Massachusetts are exploring online education to improve teaching, learning, interacting, and communicating with our students. The conference sessions address: • Increasing access to higher educational opportunities through online and blended learning • Managing the dramatic growth of online and blended programs in Massachusetts public higher education • Reaching students in new…Find out more »
Using Smartboards Workshop
Faculty have requested an opportunity for hands-on support with Smartboards. This workshop offers participants the chance to learn about the features and functions of Smartboards. However, the majority of the time will be spent playing, thinking of ways to use this tool to support your teaching and students' learning. Participants will be assigned to a classroom with a Smartboard where they can take an idea for a class and explore. The workshop is limited to 10 people. However, we will…Find out more »
Professional Half-Day at GCC
Year-end Assessment meetings for academic programs and departmentsFind out more »
Writing Across the Curriculum Workshop: Getting the Most out of Writing Assignments:
Writing Across the Curriculum Workshop: Getting the Most out of Writing Assignments: Tentative dates: May 27, 29, 30 (Tuesday, Thursday, Friday) 9:00 – 12:00. Presenters: Scott Herstad and Cindy Snow. This is a repeat of a very successful 3 half-day workshop developed and presented last year by Scott and Mary Ellen Kelly. Faculty feedback indicated that participants liked the structure—three mornings allowing time to really work on an assignment with guidance from facilitators and colleagues.Find out more »
PARCC Meeting
This is a follow-up discussion on the PARCC Initiative and related initiatives with area high school guidance counselors and college staff and representatives from the Department of Higher Education and the Department of Elementary and Secondary Education. This meeting is sponsored and facilitated by the PARCC Campus Contact for the Western Massachusetts higher education institutions, with funding provided by the Department of Higher Education. It is follow up to a meeting last November at Greenfield Community College in which an…Find out more »


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International Adjustment with Wage Rigidity
AbstractTwo of the puzzling macroeconomic phenomena of the 1970s have been the persistent stagnation in Europe, and the disagreement between the U.S. and Europe on the feasibility of recovery by demand expansion. This paper develops the hypothesis that the source of both the stagnation and the policy differences is money-wage stickiness in the U.S. and real-wage stickiness in Europe and Japan. A real wage which is sticky above its equilibrium level in Europe and Japan would account for stagnation and infeasibility of recovery by demand expansion. The theoretical models are developed in both the one-commodity and two-commodity-bundle cases. The empirical results confirm that in the U.S. the nominal wage adjusts slowly toward equilibrium, while in Germany, Italy, Japan, and the U.K. the real wage adjusts slowly.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 0406.
Date of creation: Nov 1979
Date of revision:
Publication status: published as Branson, William and Rotemberg, Julio J. "International Adjustment with Wage Rigidity." European Economic Review, Vol. XIII, No. 3, (May 1980), pp. 30 9-341.
Handle: RePEc:nbr:nberwo:0406
Note: ITI IFM
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Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Phone: 617-868-3900
Web page: http://www.nber.org
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Other versions of this item:
- William H. Branson & Julio J. Rotemberg, 1981. "International adjustment with wage rigidity," NBER Chapters, in: International Seminar on Macroeconomics, pages 309-332 National Bureau of Economic Research, Inc.
- Branson, William H. & Rotemberg, Julio J., 1980. "International adjustment with wage rigidity," European Economic Review, Elsevier, Elsevier, vol. 13(3), pages 309-332, May.
- William H. Branson & Julio J. Rotemberg, 1991. "International Adjustment with Wage Rigidity," NBER Chapters, in: International Volatility and Economic Growth: The First Ten Years of The International Seminar on Macroeconomics, pages 13-44 National Bureau of Economic Research, Inc.
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text:
Flights started Monday from the U.S. Africa Command to help France's campaign to fight Islamist rebels in Mali. Other nations, including Britain, Belgium, Canada and Denmark, were already transporting French material.
PARIS — The United States has started transporting French soldiers and equipment to Mali as part of its logistical aid to French forces fighting Islamist militants in the north of the country, a U.S. official said Tuesday.
Paris has launched a military campaign against Islamist fighters in Mali at the request of the Malian government, amid fears the vast desert country could become a launch pad for international attacks.
"We have started air lifting French army personnel and equipment to Bamako [Mali's capital] from Istres," said Benjamin Benson, a spokesman for U.S. Africa Command (AFRICOM).
A Reuters camera crew Tuesday saw a U.S.-flagged military transport aircraft taking off from the Istres air base in southern France.
Benson said the U.S. flights had started Monday, but declined to give details on the number of planes being used.
"We did have two flights today so far. An early morning flight and a later one. We are going to continue the operations for the next couple of days as required to meet the needs of the French to get the material delivered," he said.
French Armed Forces spokesman Thierry Burkhard said Monday that Britain, Belgium, Canada and Denmark were already transporting French material.
Benson said the United States was also working with France on intelligence issues, but declined to say if surveillance drones were being used.
Reporting by John Irish in Paris and Marina Depetris in Istres
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Man sets cat on fire, starts standoff with Phila. cops
Philadelphia police were in bizarre daylong standoff that began with a man setting fire to a neighbor's cat
By Stephanie FarrDaily
"The heat, it just went up a notch," said a 46-year-old neighbor who identified himself as "Swift." "The same way they make snow for the Poconos, they make heat for us."
On a day when temperatures soared into the mid-90s, SWAT-team members, firefighters and negotiators braved the heat in heavy protective gear to try to get the disturbed man to cool down without taking any lives. Meanwhile, residents pulled up lawn chairs, corner vendors sold crabs for $1.25 and the Salvation Army handed out Gatorade to police.
Full story: ...
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text:
Happy 4th, everyone!
Read NOMAD TOFU!: www.nomadtofu.com
Happy 4th, everyone!
My webcomic, NOMAD TOFU, is FIVE YEARS OLD TODAY! To celebrate, I am offering up a sneak peek preview of the finished, FINAL version of NT Book 1 on Gumroad! YES!
NT wound up taking a bit of a break but it's back now. Should have T-Proof wrapped by next week - then we'll jump right into the next bit, where, I think, the narrative starts to take some serious shape! More drama! More characters! More shady dealings?!
Might want to start at the beginning (of the chapter): http://t.co/Q9nhfRDMuP
Or if you need to play some SERIOUS catch up, check out the story guide: http://www.nomadtofu.com/comic/?page_id=2321
Or heck with it, go to the latest page, yo!: http://www.nomadtofu.com/comic/
*actual comic not in color.
The first chapter of The Bell Tower is nearly complete, go catch up!
Another panel tease comparing Nomad Tofu's webcomic iteration to the forthcoming, "final edit" book edition.
Lots of love. Lots… and lots of love…
There's a new write-up about a new area in Nomad Tofu called Green Bow. We talk a bit about inspiration, design philosophy and what's behind a name. Check it out.
I made some good progress on getting a finished Book 1 out the door today. To celebrate, here's a page-to-page comparison of just how much work has gone into post-editing The Sky Intruder! This is page 29.
You can read the Sky Intruder for free at nomadtofu.com!
Happy Valentine's Day, everyone! To celebrate, how about some free NOMAD TOFU VALENTINE'S DAY CARDS! Check 'em out!
Looked at some old OLD comics pages from 2007 (so old…) of the very first incarnation of PUB - back when the strip was called PUB and not NOMAD TOFU. This was the very first page, which did in fact start the same way Nomad Tofu does, with Pub appearing out of thin air, though in this version he zapped to the ground instead of falling out of it.
I forgot how BIG I was drawing these - ON PAPER. Craziness.


text:
30 April 2012
A Stafford man is set to take part in the Douglas Macmillan Hospice's Fancy Drag Race, to show support for his friend's father.
Matt Game, 31, signed up for the men's only event, which takes place on Sunday May 27th around Newcastle under Lyme town centre.
He is doing the event alongside friend Nick Longmore, whose father has been cared for by the Hospice.
"It's a cause that's close to both our hearts," he said.
Matt (pictured accross, left), who has already raised over £300 on JustGiving for Dougie Mac; admitted his wardrobe of ladies clothes isn't that extensive.
"I did an event during my rugby team's tour last year, so I will probably be wearing the same outfit," he joked.
Regardless, he is looking forward to the Fancy Drag Race, and raising funds for Dougie Mac.
"The event looks like a fun way to raise funds for the Hospice," he said.
"All of the people who make up the Dougie Mac, deserve as much support as we can give."
Entries for the Fancy Drag Race are still open, sign up HERE.
Entry fee is £15, with all monies going towards patient care.
Visit the Fancy Drag Race blog HERE
Tel: 01782 344300 | Email: firstname.lastname@example.com | Douglas Macmillan Hospice | Barlaston Road | Stoke on Trent ST33NZ
Douglas Macmillan Hospice. Copyright 2011. All rights reserved |Registered Charity Number: 1071613 | Douglas Macmillan Hospice RCN Number: 1071613


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how to get middle schoolers to be quiet
September 22, 2011
[TeacherFilter] Advice needed on getting these inner city middle schoolers to be quiet.
So after being out of work for two years, my SO finally got a public school teaching job. Yay! While he's not a new teacher he's only taught high school in the past -- this is a middle school assignment (6-7-8). Okay, fine. Inner city. Okay, fine. He's done that before at the high school level. He has had excellent reviews before - he was only out of work due to budget cuts. His new district was very slow in hiring, so his classes had a rotating list of subs for the first two weeks of school. Now he's there and his classes are out of control.
Two of his classes have over 30 students in a classroom with only 20-some desks, so some kids are sharing tables and some are sitting at his desk. Extra desks are "on order."
The students talk and yell the entire class period. Even if the lights are flickered. Even if he falls silent and waits for them to be quiet. Even if he yells. The principal and assistant principal have been hiding in their offices and are unresponsive to requests for help/guidance. The security officers don't do anything unless there is an incident report. Which he doesn't have time to fill out during class because it's a zoo. Fellow teachers laugh and say the kids are horrible this year.
Today's incident of note:
Him: Please take your seat.
Student: F**k you!
He's in a bad place right now -- three days after the thrill of finally getting back in the classroom, he's fearing that he'll be let go in June (or before) because these kids don't listen and all of his usual tactics to their attention have fallen flat. And we don't want to walk the unemployment path again anytime soon.
He wants to teach these kids.
He does not want to quit. But first he needs them to be quiet.
(we are in the USA, previous questions I found were about teaching abroad)
If you've taught in an overcrowded inner city classroom, how did you get control of the class so that you could engage them? Throwaway email: firstname.lastname@example.com
Anonymous because if you know who I am it's easy to figure out who he is.
posted by
(37 answers total)
17 users marked this as a favorite
My ex teaches in the inner city. I think the best option here is to start to engage those who are interested in learning first. Move them up to the front rows. Then, do something that engages the kids even if it is off topic or off subject. Maybe a game or something. The kids that are not behaving should be shown the door. Slowly, you will see a metamorphosis if your husband is engaging in his teaching style.
If there are no consequences to improper behavior, that behavior will not stop. Send them out of the room, send an email to parents, call home. Also, give an incentive to those who do act properly. Give out grades for behavior or something similar.
The best way to engage the class is to do something that entertains them. Silent classrooms of 5 rows 5 deep is not going to happen any more. Have them put on a play or act out the information. Even in technical classes like math or science, there are ways to engage the students that will involve more of them.
posted by
on September 22, 2011 [
1 favorite
Can he kick kids out of class to the AP's office, effectively making it their [the principal's and assistant principal's] problem? This was standard in my (admittedly whitebread suburban) schools.
posted by
on September 22, 2011 [
1 favorite
The one piece of advice I can remember from my teacher friend (a deputy head of her dept at a secondary school and a pretty good teacher by all accounts) is: threaten a punishment (whatever your school allows - taken out of the class, detention, etc), then
carry out the punishment
if they don't heed your warning. This is the vital thing - you
carry out the punishments
every time
, otherwise they are useless because kids won't listen to your threats.
The security officers don't do anything unless there is an incident report. Which he doesn't have time to fill out during class because it's a zoo.
If he can't carry out the most effective way to deal with disruptive kids (get them out the class), then he needs to talk to management and tell them why their processes are useless. Maybe he can come up with an easy fix, like making forms more streamlined, or setting them up so only minimal info needs to filled in during class, and the rest can be completed later?
posted by
on September 22, 2011 [
2 favorites
Inner-city 12th-grade teacher here. I wouldn't kick them out of class--if he wants to keep teaching there, don't make the problem someone else's or they'll be loathe to rehire him. Only refer the worst of the worst that way they're dealt with severely and taken seriously when you do refer one.
posted by
on September 22, 2011 [
1 favorite
As an educator myself, I know that classroom management is your job; teaching is just an after-thought/bonus to the job (makes me sick, but makes successful teachers, too). I am sure he knows this already, but have him remind himself this and seek out as many resources as he can regarding classroom management, although inner city stuff is a whole 'nother animal, admittedly.
My co-worker does an amazing job with tough middle schoolers. He just acts like an ass back at them, he isn't there to be their friends with the students or the administration, and the kids respect him for it while the other teacher's can't figure out his secrets.
posted by
on September 22, 2011
(Oh, and if you must refer them, I always had referral forms filled out already and just needed to put the kid's name and what he did. And they were sitting on top of my desk for the kids to see.)
posted by
on September 22, 2011 [
1 favorite
Even though it sounds dorky, behavioral narration worked really/surprisingly well for me with inner-city middle schoolers: "I like the way X has her pencil ready." or "Y opened the pages of his book to the correct page, thank you Y."
I was also ridiculously structured; middle schoolers still need that. There was always a Do Now on the board so students had an immediate task as they walked in the door and a full agenda following. Students who could not succeed in walking in quietly and beginning their task got to try it again with a matter of fact redirection from me (no anger, no drama- if you raise your voice or seem tense you just lost).
He may need to spend a day or two having the kids practice walking in the class, getting out books quietly and performing other procedures right now- all that Harry Wong
First Day of School
stuff. That's fine, since no one is learning with the current set-up anyway.
posted by
on September 22, 2011 [
6 favorites
Also, is he warning the kids that if they don't X, then he will Y? That needs to stop, now. Keep teaching, quietly write a name in the board as a warning while you keep teaching (no drama!), and when you put a check (or whatever), that means the next step in the consequence tree is going to happen. And then for pete's sakes, follow through.
Things also went a lot better for me once I realized that the great thing about middle schoolers is that once they're on your side, they are YOURS. Start building relationships with students by greeting them at the door *by name* and asking them how their day is going or how their cross-country was yesterday- anything that shows an interest. If there are other things to do between periods, too bad- be in the hallway, be present, show an interest, care. Forget what happened yesterday and give students a fresh start daily. This makes a huge difference in my own teaching.
posted by
on September 22, 2011 [
9 favorites
I loved teaching middle school in Japan (I loved it so much my wife and I ran a busy tutoring service after school with at total of 70 students) in a very blue-collar town where it was not unusual to get married at 18 and have kids by 19.
I really, really, really dislike taking a hardline approach with middle schoolers. It's such a waste of energy that could be better spent actually teaching.
Good classroom management skills are the answer.
First of all, the kids are showing up for class, so, at some level, they are there because they want to achieve success.
So, help them achieve success. Start the class off with something easy easy easy that helps them focus.
In my case, this was always a worksheet. If you hand out a worksheet at the beginning of class, your students will know they are supposed to be doing it. So, no talking.
Make the worksheet extremely easy (it could also be copying notes from the blackboard or something) so that the students can achieve and enjoy success, even the "dumber" ones.
If the quicker students finish the worksheet early, give them another one. And then another. Ideally you will have projects the "smarter", faster students can work on when they have finished this focusing work.
The other rule is, keep your talking as teacher to a minimum. It is hard for middle school students to process a lot of talking. They will get bored.
Keep activities to 20 minutes max.
Try to introduce some physical action into at least one of your activities each class - kids at this age like to move.
Do not talk about behaviour - talk about what the student is supposed to be doing (schoolwork). Talking about behaviour is contentious, and you will end up with hurt feelings and soap box lawyers.
If you have to talk about behaviour, address the class as a whole, not individual students.
Try to be friendly. You can still be the boss and you can still kid around with these guys.
It's a wonderful, goofy age (although I cannot recommend going back in time and being a middle schooler again - it's much more fun to teach them).
But if the kids are too loud or are misbehaving, change your classroom management so they can achieve success.
Only time to draw battle lines and call in the principal are if the kids are doing something illegal.
posted by
on September 22, 2011 [
15 favorites
Start building relationships with students by greeting them at the door *by name* and asking them how their day is going or how their cross-country was yesterday- anything that shows an interest. If there are other things to do between periods, too bad- be in the hallway, be present, show an interest, care. Forget what happened yesterday and give students a fresh start daily. This makes a huge difference in my own teaching.
This is great advice. Call me crazy, but I would much rather teach middle school than anything else.
posted by
on September 22, 2011 [
1 favorite
I was a substitute in middle school for years so I feel the pain. Here is an idea that might combined a few of the great suggestions already made. Have them all stand at their desks and march. Start out with a simple cadence (left, right, left) and then as time goes by and they start succeeding at it make it more difficult but not until everyone is on board. Next make up simple lyrics to go with the cadence. Not only are they begining to focus, they are expending some of their energy. The satisfaction of marching together and creating their only patterns and lyrics can be thrilling to kids this age. and it will be unique to your class. Imagine "Drum Line" but just the marching. If they start behaving maybe you can reward them with adding some drumming or clapping.
posted by
on September 22, 2011
I'm not a teacher and I have no teaching experience. One thing about that age group though is that once you have a few influential kids on your side the others will follow. It's a pretty peer pressure driven stage in life. My thought is that maybe if he builds the relationships with a few students successfully they will self police from there.
And it's only been 3 days, after two weeks of subs. They are probably not sure he's going to stick around and feeling really abandoned. It may calm down once he sticks with it a few weeks.
posted by
on September 22, 2011
Talk to some older teachers there and ask for any advice. Don't look like a deer-in-headlights, but ask if they can share their tips for the students there.
Start reading on effective management of pre-teens and teens.
How to talk so kids will learn
How to talk so teens will listen and listen so teens will talk
- these are two of the classic texts.
Teaching Outside the Box: How to Grab Your Students By Their Brains
Reluctant Disciplinarian: Advice on Classroom Management from a Softy Who Became (Eventually) a Successful Teacher
The First Days of School: How to Be an Effective Teacher
The First-Year Teacher's Survival Guide: Ready-To-Use Strategies, Tools & Activities for Meeting the Challenges of Each School Day
posted by
on September 22, 2011
Yep, I teach at an inner-city school- 9th grade. The students are yours- you can't kick them out, there is nowhere for them to go, no one wants to remove them and no one else wants to babysit them for the remainder of the class. Calling home CAN be effective but if doesn't work the first time (lack of parental interest, control and/or working phone, or other complicating family dynamics) then you're out of luck there as well.
There are only two real options I see- either the students have to be slightly afraid of you (of the consequences you have access to) or they have to like you, ideally both.
I'm not physically imposing therefore you (I) have to spend a lot of time winning them over. Joking with them, remembering what team they're on, if they said they have a dog, if their sibling went to your school, if they have a nice notebook, crazy hairstyle whatever. They want you to notice them, know their name and talk to them. It is seriously exhausting and some seriously aren't that interested in learning. But many are, most people want to be liked and do well in general.
Sounds like your SO is SOL administratively. And the students don't repect him as an authority figure. And all their other teachers left for whatever reason. So now he has a BIG job to do to win them over and he has to make them realize he cares and he's not going to leave.
An actual hollywood style ending is unlikely (standing ovations, 100percent passing exams scores etc) but he may be able to keep his job and the students can have a much better year than they might have had otherwise.
And next year when he starts from the beginning with his own class, the behavior will not be AS bad! It's a tough job!!
posted by
on September 22, 2011 [
2 favorites
oday's incident of note:
Him: Please take your seat.
Student: F**k you!
Hmmm, this is a pretty serious challenge that would have resulted in a slap across the mouth 50 years ago, and the prinicipal would have supported you.
There is no way to deal with this sort of challenge. The tactic is to avoid giving the kids the opportunity to do this sort of thing. Is sitting down really so important when a large number of the kids don't even have their own desks? Sure, it's something you want the kids to do, somehow, but at this stage of the game, given the lack of desks, it just seems absurd from the students' point of view.
My tactic to regain control of the class would be to introduce TEST WEEK or something.
The word "test", especially spelled in CAPS, will get their attention (even if the tests are just worksheets). The rules ought to be simple: do the fucking worksheet. Let them use their books. Let them talk to each other. Just get them to do nothing but "tests" for an entire week.
Reward 30% of the class with candy. Do not let them get the candy - these guys sound like they are quite willing to thrust their hands into your pockets to grab it. If they do, yell "Get your goddamn hands off me NOW." Something like that.
But give 'em tests, and reward a significant minority. Make sure all the kids have received candy by the end of the week.
After establishing a beachhead, work on the next objective the following week. Recognize that relapses may happen.
posted by
on September 22, 2011
(My experience with kids this age is that a lot of them - even when they're frustrating and angry and make you want to rip your hair out - actually really WANT a positive relationship with an adult. It can be hard to establish that relationship, but I've found that remembering this helps me to grit my teeth through some difficult situations - helps me to feel less like the kids are my adversaries and more like we're in a struggle toward a mutual goal.)
posted by
on September 22, 2011
My brother spent a couple of years teaching math to inner-city high school freshmen with all sorts of learning problems and absent parents and a crappy administration. His experience was that his kids were afraid of doing anything that didn't look like their idea of school: rigid and boring. If he tried to make the material entertaining, the kids would mostly balk and give him all sorts of shit, but worksheets and tests and rote learning got them to shut up and do the work. It's counterintuitive, but suggests a solution like KokuRyu's might be good.
posted by
on September 22, 2011 [
1 favorite
I've taught in 'Fuck you, Miss' schools. The first thing I'd do is set up a seating plan, alphabetical order is fine and easy to make sure they're not swapping. Tell them that you're doing this so that you can quickly learn their names. (Not about 'discipline') Removing their usual seating amongst friends and allies reduces off-task behavior. Names are also, as mentioned above, a great shortcut to minimizing drama.
posted by
on September 22, 2011 [
1 favorite
This is tough. If I were to go back in time to when this was my classroom (and we've ALL had this classroom), here's how I would handle it. N.B. It is a buttload of work:
(1) Try to arrange the desks in a not-exactly-a-grid pattern. Don't do clusters and co-operative learning groups yet. One that helped me a lot in Year One was when I kept an open lane down the center of the room with five rows of three desks deep, facing the aisle. If I was standing in the aisle, I could see all the students' faces and I was never more than two desks away from approaching a student to help/talk to him or her.
(2) Worksheets up the wazoo. But not crap from a book. Teacher-made 4-page packets every day with a reading on the first page or two, followed by a variety of activities that range from writing a paragraph to drawing a picture to making predictions to whatever. But all pen-to-paper stuff. Everything with VERY easy to follow instructions written ON THE PAGE. Make it so the students who most want to work have no hindrance even if other kids are bouncing off the walls and you're never able to actually get one word in with that student. Do this every day for a month--where you never really have to talk (so don't)--and first one, then another student, then another will prove that they'd rather work than waste time. [That's important, right now all these students are certain that their time is being wasted and they are correct. Unfortunately, they are now contributing to to the problem that they didn't cause.] Give back the grades for the worksheets THE NEXT DAY. But KEEP the worksheets--no matter how incomplete, even blank copies for chronically absent students--organized in folders for each student. Show these to parents on Open School Night, or whatever you call parent-teacher conferences in your district.
(3) Kids who finish the worksheets on a given day can choose an independent reading book, or journaling activity. Something consistent that they can do every day. Give them some choice in the matter. Whatever it is for each kid, set a goal--20 pages of writing, 1 book read, 50 poems--and make a chart for the back wall that records this progress. Kids who complete their goal get invited to your Term End pizza party.
(4) Go to CostCo. Buy a shitload of junkfood.
(5) Go to Kinkos. Make 2000 copies of play money that you design yourself, preferably that also make fun of your physical appearance in some way. Make them on green paper.
(6) Make a poster of redemption values: 2 "dollars" for a Twizzler. 5 "dollars" for a Twinkie, 10 "dollars" for a free homework pass, etc.
(7) Whenever kids do good things. Whenever they work to completion--no matter the quality--give them a "dollar." Even if the kid is a jerk. Be consistent in doling them out. Don't play favorites. Let them keep them wherever they want. If that happens to be in a folder in your classroom, help keep them safeguarded.
(8) Let them buy stuff from you.
(9) The first two years are brutal. But there's no better job anywhere. Good luck.
posted by
on September 22, 2011 [
2 favorites
Your S.O. has a challenge ahead of him but all middle school teaching is challenging and it's important not to get into a mindset that these kids are impossible only because they're "inner city" while other middle schoolers are invariably a piece of cake. I know that isn't what you're saying and that this school poses unique issues, but remember: these are young adolescents. I LOVE middle schoolers and taught in a private expensive one in NYC. Just to keep some perspective, here are some of the things my students said to me and/or my colleagues in the course of one semester:
"I pay your salary. Don't tell me what to do."
"Only a loser would be a teacher -- my dad said. You make zero money."
I remember seeing a little seventh grade girl snap her fingers at a Cafeteria Worker and yell, "MISS!" as if at a restaurant, then roll her eyes at the woman for not moving fast enough to the table.
A child found my phone number and called me at home at 10 pm demanding "How dare you give me a B?"
So no one actually said "F - you," but...well, I guess they did. And their parents did not want them disciplined AT ALL.
But I really I love this age -- they are demanding and unbelievably full of energy but they're still really, really kids.
posted by
Tylwyth Teg
on September 22, 2011 [
1 favorite
The best advice I can give is the following:
Yes, it is absolutely awesome reading books about classroom management and everything else. However, and I never thought I would say this, the best bang for my buck I've ever gotten is by actually getting to know my students as well as humanly possible.
What this means is giving out sheets at the beginning where they describe things such as:
1. Songs they're into
2. Stuff they've done that was interesting
3. Fears about the future
4. What's getting them down
5. Favourite foods
6. Pets/plants
7. Shows they like/don't like and why
There are a tonne of questions along this line he could ask them. The key is to focus on specifics. If they like a sport, which sport and what team? Who's their favourite player? Are they watching him play tonight? When, what time? DETAILS. Once you get this questionnaire filled out focus on a few kids who he thinks he could create a bond with. Essentially, what will end up happening is these few students will start to really respect your SO, because he truly knows who they are and what their siblings names are and everything else. It will be impossible for them NOT to respect him. Once he has a few under his belt, they will begin to exact peer pressure on the others in the class. It may take a few months, but they
absolutely will
grow to respect him as a teacher if he goes out of his way to know who they are.
Think of it this way (and I'm taking this one idea from Manager's Tools): There is in the classroom the following: Role Power, Experience Power, and Relationship Power.
I would say your SO has minimal Role Power because the kids don't respect a teacher as a teacher as they might at some other schools or grades or whatever. So, this leaves him Experience Power and Relationship Power. He has great experience power, and there are probably some in the classroom who already respect him for that. But maybe some of the kids aren't into learning (at least not yet) and so his experience power is not enough to help him here. This leaves ONLY Relationship power as the admin will not back his role power.
I used to think that I cared about the students and who they were, but I realize now that I wasn't truly investing in who they genuinely were as people. It's hard to explain, and I absolutely wouldn't want to suggest your husband isn't doing this, but I only that he doesn't forget to focus on this even while implementing a new style of class management.
The one other upside to this is that he will start feeling better about his days pretty soon because the relationships with the kids he has developed will make him feel better about what he's doing.
posted by
on September 22, 2011 [
5 favorites
I teach public school kids in NYC (all boroughs and mostly in deprived economic areas.) I teach in at least 15-20 schools within a year and remain in a school anywhere from one day to 30 weeks. I especially like middle school students. Here are some tricks I use:
Consistency: If your SO uses the tactic of waiting until they settle down before speaking/teaching...etc, he should use it all the time until the dynamic changes. He can't expect that using it for one day will work, it won't. (this is a great tactic btw. It establishes that how they respond/react to whatever you introduce into the classroom environment has a place)
Agenda: Put up on the board what you will do during your 40/45 minutes together. Make sure they see it and can keep track with you.
Icebreakers: These are great. They can help break tension, get them to know each other in different ways and help to do a diagnostic as to how willing they are at any given time.
Consequences: this one's hard especially in his situation. I struggle with this too as I'm in so many different schools. The admin needs to help/back you up on this.
One on ones: I try to start this with kids I sense will be open/down to do what I want them to do. I speak to them privately once they walk in and give that particular person a task to assist me. i often pick someone to write the agenda. I will do this every week until it is routine. I also 2nd engaging students who seem to want to learn and be there. They can help turn the tides of the classroom dynamic.
Do Now: I love this. It's an assignment that has to be done as soon as they walk in the room. I had a group of buck-wild students who I could barely get to sit (they were rude, cursed at each other, cursed at me...etc) but you best believe that after 2 months of doing this, they all wanted the DO NOW! The assignments could be anything from reading to drawing, to remembering a (clean) joke to tell the entire class. It's great when you give them an assignment that gives the freedom to express who they are but it works for required stuff too.
Family time!: I've called it many different things but basically it's a time for everyone to sit around and just shoot the shit for 10 minutes about whatever. The rule whoever is "One Mic"-only one person talking at a time. I sometimes have to spend quite a number of classes reintroducing this concept but they eventually get it.
Space: This is easy for me because I teach dance/theater/yoga/writing/arts integration...so HMMV but considering the space constraints of his classroom, he might want to seriously consider changing the set up of his room (does he have his own room? Is he sharing it with another class?) Ideas of things I've tried:
Reorienting the desks/seating space (maybe don't use desks but tables and when you need them to write, they go to a table. Otherwise they sit in a circle)
Decorate the room with their work, art, expressions...etc Make it feel like this is their space. Actually, make that a class project.
Shift the orientation of how they are in the space through the class. Ex. first 15 minutes is a check in so everyone is in a circle. Next 15 minutes is a work period so everyone in chairs at a table. Next 20 minutes is....etc You get the idea.
At the end of the day, it's gonna be tough. There will be days where he feels he is making strides and days when he feels he's gone back five paces. Goes with the territory I'm afriad. There are so many elements in play (outside of the ones you mention in your post) that you just have no way of combating them and can only do so much. The best bet is to help them feel like they are heard, be consistent, and ride the wave. The fact that he WANTS to teach these kids is a great starting place. He's in a shitty situation, for sure.
I wish him the best of luck. He's doing God's work, he is....
posted by
on September 22, 2011 [
4 favorites
Speak quietly, almost in a whisper, when giving instructions or setting up a task.
Suddenly there's something only half the class can hear, and the power dynamics of what you say becomes a lot different. You being loud? That's them winning - they're setting the volume, and they're controlling you. You being quiet and unperturbed? You set the tone. They'll be outrageous, until they get shushed from another student who can't hear. (Note: Usually the shusher is someone you won't expect!)
You think: "They'll call for an uprising! They'll launch an insurgency! Getting you to yell will be THE ONLY THING the recidivists will be motivated by." Yes. Exactly. But slowly, you win, because you being quiet lets you divide and conquer by isolating the truly bad ones for their behavior while rewarding the good and the nearly-good (thin edge of the wedge!) and watching as more and more of the class turns toward the light.
The academic consequences of not listening to instructions bear themselves out pretty quickly - incomplete tests, failed discussions, undone homework - but getting more and more of them listening to you is the key to winning this.
You have to work in rewards for good work and interest in them a bit, but you're not their friend and you're never going to be. Let them act hurt and upset as you fill out the incident report, and then continue treating them with respect and reincorporate them into class when they're ready to participate again. This is the age where they learn about their own power as individuals, and for
kids, a time to start to push boundaries.
After all, at 12, 13, or 14, teenagers simply
do not understand
what is socially acceptable, and being loud and obnoxious in class is one of the ways they test the waters to see how much power, influence and agency they have. It isn't about you or your lessons, but about them and their social development.
So showing your recidivists that their outrageous behavior has the dual, and sole, consequences of getting them in trouble (fill out those incident reports!) while leaving you completely calm (as you return to teaching class after adding their name to an incident report and calmly explaining that you'll be passing it on to whoever the powers that be are) will show them the value of listening to you: less hassle from school, less hassle from parents, better grades, and maybe a bit of respect from the students who previously shunned them for being badly behaved.
posted by
on September 22, 2011
The desk thing is ridiculous though. He needs to hound union rep, supervisor, custodial staff, principal, anyone who can help him out with that. That needs to be fixed before anything else.
posted by
on September 22, 2011
Things that are helping with my little hellions:
Behavior cards: They engage in disruptive behavior, card gets signed, three signatures equals a lunch detention and a call home. This is a joint effort between all of the middle school teachers; the sooner you can get everyone on board, the better. Having no, or few signatures on the card earns them a positive award each two week period, and at the end of the quarter.
Don't argue with them or get sucked in. If they argue about the signature, give another. If it continues, keep signing until it stops. The most I've done is three, and the behavior stopped. I told my students at the beginning that if they had an issue, to see me after class or at lunch. Walk over, sign the card and move on. I'm not going to stop what I'm doing to discuss it. We're supposed to give one warning, but I don't bother if the student is a repeat offender, or if it's a certain offense. Lose their card? Automatic lunch detention.
Seconding the positive praise for what seems like little behavior. Some of my "toughest" kids want praise so badly; if I tell them they've done something right, their whole demeanor changes. It's both sad and wonderful at the same time.
It amazes me how much my kiddos want to help: passing out papers, emptying trash cans, cleaning the boards. Sometimes it's work avoidance, but if it's at the right time, it can be very motivating to put trust in them as a reward.
I got a timer, and it changed my seventh graders' behavior almost immediately. 10 minutes for bellwork, that's it, and the timer is a concrete reminder. There's no time to fool around, no extending the time, no exceptions. After they are done with bellwork, for example, I go around and put stickers on the ones who put in full effort for two points, nothing if they worked, but didn't put in full effort, an x if they did nothing.
Buddy rooms: Students who are completely disruptive leave. They go to another room, and do their work. Time they waste is made up at lunch.
Have sports? Extracurricular clubs or activities? Good behavior is a requirement for participation.
Have work for them to do every minute. Write an agenda on the board with times for each item. Set the timer, make sure you have the next thing laid out and ready to go, so there's no down time.
Showing them that I am receptive to forming relationships, but not forcing the issue. Greeting them at the door by name. Accepting that other teachers are going to have better relationships with certain students.
Proximity: I have "seat syndrome" and I'm trying to fix it. Moving around them room seems to keep my students quiet in a way nothing else does, like they are nervous about talking if I am standing near them.
Parent contact: Most of my parents are Spanish speaking, (I, unfortunately, am not) but I have someone in the office call. Calling parents is scary, but I had a brutal meeting with a kid whose mom defended her kid and made accusations toward me, but the kid cried because, as mom said, "he knows he's being grounded when he gets home." Mom was a PITA, but there will still be consequences.
That's all I can think of, sorry if some are repeats of things other people said.
posted by
on September 22, 2011
charmedimsure has got it. It's all about relationships with inner city kids. Take and interest in their life and activities. Are they on the volley ball team? How did practice go, did they win their game? Every Monday I ask my students who did something really fun or unusual this weekend and a few people share before we get started with the day. Be in the hallway, greet them at the door. Stay up beat, smile lots, even if you have a splitting headache and are ready to throw the kids out the window.
If you need to talk to a student privately I find walking and talking works best. Just stroll down the hall as you talk to them about what ever issue has come up. Also, every day is a new day, do not hold a grudge. A kid may tell you fuck off today, you still cheerfully greet them at the door tomorrow
I recommend readying Ruby Payne's work. It made me see things from a different perspective and once I made the appropriate changes the dynamic in my classroom is totally different (in a super positive way!)
posted by
on September 22, 2011
Oh, I thought of one more thing: if you haven't already, draw up a list of rules and a list of expectations. Print them, have a big copy of each made at Staples or wherever, and put them up at the front of your room. Go over them, and then refer back to them when students break the rules.
posted by
on September 22, 2011
Oh, I thought of one more thing: if you haven't already, draw up a list of rules and a list of expectations.
I tried this on my first day of teaching. It didn't work - rules are meant to be broken, and a list of rules provided a point-by-point guide for breaking the rules and testing to see if there were consequences.
The only way an effective teacher can manage and lead a class is to never attempt to enforce consequences for discipline problems (consequences for not completing work are easier and more logical to enforce).
The rules are pretty goddamn straightforward, anyway, and the kids, having spent 7 or 8 years at school (or more than 3/4 of their life) will know them very well by now.
And what would a list of rules be anyway?
No talking? That will get broken in about 30 seconds.
Sit down at your desk? Another rule that will get broken.
Be on time? Some kids are going to be late, no matter what, so why make an issue of it? Instead, give out candy or something to kids who arrive on time. Something fun.
The rules are no-brainers, and can be enforced in a non-confrontational (and also more flexible) way.
posted by
on September 22, 2011
Middle school inner city special ed teacher here.
First, yikes.
Here's the deal your husband needs to know:
* middle school kids are this insane hybrid of hormones, bizarre growth spurts, weirdness, sudden erections, etc. I mean, they're a whole different animal than high school kids. A lot of them have teddy bears; a lot of them have sex and some middle school girls have both;
* the kids who act out are almost always misbehaving because they have a track record of academic failure; so they're going to shut him down first;
* many if not most of them
still want to please adults
but because peer pressure is a strong pull at this age, they're following the lead of the alpha kids. The alphas are disrespectful, the rest will rarely risk positive behavior; so...
* he needs to get the alpha kids on his side asap; and
* forget about admin; he's not going to get any help. The office doesn't want kids who act out; they want teachers who can handle those kids. Obviously, there are exceptions. The kid who violates school rules gets thrown out, period.
So, how to handle them. Lots of good advice previously, I want to add:
* stand at the door, greet each kid, make a personal connection, tell them what the "do now" is, ensure the "do now" is a manageable piece of work (something like a word search, a puzzle, something relatively light but engaging), have a seating chart, after all the kids are in he says, "You have one minute to finish your do now and then it's quiet and eyes on me," he then gives them a 10 second countdown and it's "eyes on me," and he begins the lesson.
Kids are talking? He
keeps teaching
to the kids who are listening. I've seen so many stupid power struggles when a teacher is waiting for total silence. It rarely happens and it makes the teacher look like they enjoy the back and forth nonsense.
Just start teaching.
Last, have a realistic sense that for many students, school is completely nonessential in their lives. They're going to hate school and hate your husband. Teachers can't reach every kid and good teachers have to be okay with that.
posted by
on September 22, 2011
Oh, and here's my best cheat to get the worst kids on your side:
you ask them for help.
So when there's time, I pull the argh kid out in the hall and ask if they can come in during lunch (or before or after school) and help me with hanging posters, with making a seating chart, with organizing books. I tell them I really need their help.
You give the kid some responsibility and some ownership of the classroom and they start to see it as their place, not just yours.
Works wonders.
posted by
on September 22, 2011
Your husband is in a brutal position and has my sympathy.
He might find some ideas in
this book
--the teacher began her teaching career in a school very much like the one you're describing.
Author's blog.
Radiolab audio featuring Esme
posted by
hurdy gurdy girl
on September 22, 2011
There is an obvious psychological aspect to this that should be addressed if it hasn't already. Kids, for the most part, see school as something that is safe and predictable. Considering your description, that environment is anything but that.
Kids respond to chaos with nervousness and curiosity...they want to know what the heck is going on and why. I would start with a good group discussion about what is going on with their school environment and what is expected from the students to overcome it and be successful with their educational goals. This is a great time for team building and could possibly be seen as an opportunity instead of a detriment.
Give the kids an opportunity to speak up about it. Help them become grounded and comfortable with the situation. Use the chaos as a reason to build unity and cohesion. Rally the troops!
Aside from that I agree with all of the classroom management tip provided above.
Good Luck to your SO!
posted by
on September 22, 2011
I tried this on my first day of teaching. It didn't work - rules are meant to be broken, and a list of rules provided a point-by-point guide for breaking the rules and testing to see if there were consequences.
The only way an effective teacher can manage and lead a class is to never attempt to enforce consequences for discipline problems (consequences for not completing work are easier and more logical to enforce).
Never enforce rules? So, by your logic, give the kids candy, say pretty please, and hope they behave? What kind of schools have you taught in? It's hard to rein it in after being lax, that's for sure, but the kids have to know there are consequences for their actions. For my kids, losing their lunch break is the worst consequence, because they lose their socialization time. All the middle school kids acted like jerks in the cafeteria, so my homeroom spent their lunch cleaning up my classroom-- and then promptly went on to their next class bitching about how much the punishment sucked. Obviously, it hit home, they didn't like cleaning up a mess the other three classes helped make. I got permission from the vice principal to send kids out to the field with a garbage bag and an orange vest to pick up trash, what kid would want that?
There's relationship building, there's joking around and flexibility, but there's also consequences and boundaries, which are things most kids are looking for.
posted by
on September 22, 2011
One last thing, less about the kids than about your husband's long-term mental health and success- does his school or district have a formal mentoring program for new teachers (or new-to-district/new to grade level/new to subject) teachers? If so, he should look into that right away. If not, can he ask another teacher (or teachers) at his school to be his informal mentor and come in during his/her planning time occasionally to see what's going on with his teaching, or go out to coffee with him and hear what's going on in his classroom and offer some perspective? It is sometimes scary to admit that things are not going well and that you need help, but having someone to bounce ideas off of and step into your classroom occasionally and tell you what's *really* going on can be enormously helpful.
I might very well have quit teaching after my first year (I was awful! The students were basically rioting! You cannot imagine the horrors that occurred in my inner-city middle school classroom!) had I not had a mentor to help me out and sort out which of my problems were fixable and normal (most of them) and what problems were particular to the miserable school I was at (a handful of big ones, enough that I switched to a different inner-city district after my second year, where I was much happier). At the time, I was pretty much convinced that I sucked, the kids sucked, the administration sucked and that those were unchangeable facts. My mentor provided a small but valuable ray of hope that things might eventually get better. I'm glad I stuck it out; I can't imagine doing anything else now.
I work as a mentor now in my third, likely final, district and get paid a small stipend each semester to work with new teachers in addition to my regular job. The district program is non-evaluative and I am paid simply to meet regularly with new teachers and help them be successful. That's it. I check in with my mentees each week and meet physically with them at least twice monthly. I get to burn a couple sub half-days in their classrooms seeing what is working for them and what is not, and they get a couple to come visit my classroom or the classroom of a teacher I suggest who is great. I don't talk to their principals or supervisors unless they want me to. For new teachers who are receptive to assistance and self-reflection, the program is a pretty awesome thing. If something similar exists in your husband's district, he should give it a try. If not, a more informal thing could work just as well if he can find an experienced ally on the staff.
posted by
on September 22, 2011
Doug Lemov--Teach Like a Champion.
Many of the techniques people have mentioned in this thread are collected in this book. It surpasses Wong and Wong.
NYT article.
Lemov worked in and consults for schools and districts with similar issues.
posted by
on September 22, 2011
I taught pretty much exactly this class.
I was originally assigned to teach a very different group of students in a very different school, and then due to a huge budget crisis in my original placement city, wound up taking a job in a second city and was hired the day before school started. I taught middle school students in an inner-city middle school where students were sent when they were expelled from other schools, so I had 18 year-old eighth graders sitting next to their pre-pubescent coevals.
And I had the best two years of teaching them.
But it was absolutely not easy. There are some great pieces of advice in this thread that I would have given you--the greeting students at the door and giving them a clear task is a Harry Wong strategy. It's brilliant and it works. There are also some horrifyingly terrible suggestions in this thread, many of which are oriented in the direction of treating symptoms and holding low expectations for students. That's unacceptable.
What works is a clear system of expectations and in-class behavior. One that takes students from the second they arrive at the door to the second they leave the classroom. When students have engaging work and are clear about what they should be doing and when the teacher is circulating and watching, helping people to stay focused and to improve their learning (not just babysitting or putting check-marks on the chalkboard), students will generally do what they have been assigned to do.
I developed a pretty tightly organized system for doing this that I taught to Teach For America corps members for the better part of a decade, and I'm more than willing to share everything I can.
I would love to chat with your SO on the phone. If he's nearby, I am also willing to come out to his school to observe, make suggestions, help re-orient him to teaching this particular group of middle school students. Memail me. I'll also send this to your throwaway address to be sure you get it.
posted by
on September 22, 2011 [
2 favorites
There's some awesome advice on here, and some *not* such awesome advice. Here are my must-do's for new teachers (it was easier to address it straight to your husband, so that's how I did it):
1. Routine - start class the same way. Break up time the same way (10 min warmup, 15 min activity, 15 min activity, assign homework, start homework).
2. Seating chart - use the students who are the nicest as buffer students to surround the troublemakers. Until you have desks, you're kinda SOL. Can you arrange to have your class in another room until you have more desks? Or can you at least get chairs?
3. Move to an A/F scheme for every day. Set up a few enforceable rules (be in your seat, do your work, try your best, be respectful) and tell them that you will give them an A every day that they follow the rules. It doesn't matter if they get every single answer wrong, so long as they tried and followed the rules, they get an A. Follow through, but before you take the points, give each individual student a warning that is phrased like this: "John, I don't see you doing x. I need you to start doing x right now or you will earn an F today." Then take the points if they do it again. Don't tell them during class - pull them aside after class and tell them, but stress that they get to start again tomorrow. Keep a seating chart on a clipboard and mark every day that you give them a warning and then when they lose the points. As they start to get in line, move up the expectations so that it's harder to get the A each day.
4. ABSOLUTELY DO NOT get into arguments with students in class. If they get confrontational, ask them to step outside. Leave them there. When you can, step out and assess - if they are ready to have a discussion, use the same line (I didn't see you doing x, and I need to. Are you ready to do that?) and refuse to engage them, unless they say yes. Keep repeating the question if necessary.
5. Set up a reward system and reinforce the behaviour you want to see. I use little paper cards that say "This." on them. My 10th graders TOTALLY love them, and the behaviour in my room is nearly always under control, just from using the cards consistently. I also do the super cheesy LOUD acknowledgment - "I see that Natalie has her notebook out and so SHEEEEE gets a This! Good job Natalie for having your notebook out!" Continue until you have rewarded about 80%. The bottom 20% gets told, "Next time, I want you to get one too!" Without bordering too much into dehumanising students, remember that we all operate from classical conditioning, and it's a powerful tool to manage a class. Watch what behaviours you're reinforcing - if you're always telling students to shut up, you're rewarding their talking with attention. If a student steals a pencil from another and you make a big deal about it, you're rewarding that behaviour with attention. 90% of classroom problems can be described as attention-seeking behaviour.
6. My most powerful line to get attention is: "Show me you're ready to learn/listen." You may have to model what "ready to learn" looks like, but most students understand this. I will sometimes say it 10 times, but what it communicates is that there is a task to complete, and there is an expected behaviour they need to exhibit. Reward students who consistently show you they are ready to listen.
7. For students are not handled by the previous advice, you may need to do some compliance training. When someone gets really argumentative, try telling them to stand up. If they don't, tell them again. When they do, say thank you, and ask them to sit again. It sounds insane, but it actually works, and you're getting them used to following instructions.
8. Meet your students at the door every day. You can head off potential problems by spotting trouble, and by building community by remembering names/events/important information and asking them about it.
9. Write down what happens every. single. day. What worked, what didn't, how you felt, what you want to try tomorrow, what students you learned something about, etc.
10. Make your students feel successful. If they believe they can pass, they will try harder. That first A on the report card can be a powerful symbol for students who may never have seen one before in their life.
You didn't say what subject, but you also may be dealing with students who are functionally illiterate. Look into Corrective Reading: Thinking Basics (published by Glencoe/SRA) if you're English/Humanities or the Corrective Mathematics if you're teaching math. It's highly scripted, but it has been proven to move students quickly and effectively towards literacy. Low skills can create behaviour problems on their own.
Please tell your husband that I would happily exchange emails, memails or phone calls to talk through this. I do a lot of new teacher mentoring, and sometimes a sympathetic voice is the best kind of support.
He's doing a good thing that most people won't/can't understand. Teaching is the hardest thing I've ever done, but it's worth it. And he's already half-way there - he WANTS to succeed. Good luck to him, and to you (and cheers for being so supportive of him - that makes the world of difference!).
posted by
on October 2, 2011 [
1 favorite
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