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The adults involved must ensure that the policies they put in place reinforce their goals for students, reflect their beliefs about Floral coors banquet beer summer vacation hawaiian shirt students and their learning, and are supported by research findings. There are good reasons why some people feel the need to make significant

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recommenders know what you’re saying about yourself, they can help tell the same story about you but from a different perspective. This is crucial because your application is a chance to offer not only the facts about you but also a narrative of you a sense of who you are, how you move through the world, and what you hope to become. That means that each component of your application your Common App personal statement, your supplemental college essays, your teacher recommendations, and the classes you’ve taken is like an episode in your story. When you begin to draft your paragraphs, you should follow your outline fairly closely. After all, you spent valuable time developing those ideas. However, as you begin to express your ideas in complete Floral coors banquet beer summer vacation hawaiian shirt sentences, it might strike you that the topic sentence might work better at the end of the paragraph or in the middle. Try it. Writing a draft, by its nature, is a good time for experimentation. After you choose a topi critical reading is essential to the development of a topic. While reading almost any document, you evaluate the author’s point of view by thinking about his main idea and his support. When you judge the author’s argument, you discover more about not only the author’s opinion but also your own. If this step already seems daunting, remember that even the best writers need to use prewriting strategies to generate ideas. Yes, your instructor or TA is probably the actual audience for your paper. Your instructors read and grade your essays, and you want to keep their needs and perspectives in mind when you write. However, when you write an essay with only your instructor in mind, you might not say as much as you should or say it as clearly as you should, because you assume that the person grading it knows more than you do and will fill in the gaps. This leaves it up to the instructor to decide what you are really saying, and she might decide differently than you expect. For example, she might decide that those gaps show that you don’t know and understand the material. Remember that time when you said to yourself, “I don’t have to explain communism; my instructor knows more about that than I do” and got back a paper that said something like “Shows no understanding of communism”? That’s an example of what can go awry when you think of your instructor as your only audience. Well-designed classrooms display high levels of student cooperation, academic success, and task involvement. Teachers work to develop intrinsic motivation in students, which is essential to creating lifelong learners. Thus effective classroom environments create multiple learning situations capable of addressing students’ diverse characteristics to enhance their satisfaction and academic performance.

Such classes are child centered; they meet young people’s instructional needs by exposing them to a variety of highly motivating, stimulating, multilevel instructional activities. Constructivist teaching is best facilitated though the use of varied learning conurations. Providing students with opportunities to work in collaborative or small-group learning activities helps them to construct their own knowledge. Students have the opportunity to listen to other points of view, debate, discuss, and form insights into new ideas while working collaboratively with their peers. Such activities must also activate students’ prior knowledge to help them develop questioning skills. Reality-based learning counters the common notion that many students suffer from “cultural deprivation” and bring no educationally worthwhile experiences to school. “A more worthwhile approach … might be to examine the relationship between what particular groups of children know or how they learn and pedagogical practices,” suggests Etta Ruth Hollins , p. “An improvement in teachers’ understanding of how to build on and extend the knowledge and skills these children bring to school, rather than attempting to force the children to fit existing school practices, might get better results.” The nature of students’ experience in school is influenced not only by the quality of instruction, but also by the school’s policies and practices. Students of all ages approach school with a positive spirit, and they expect to find success and fulfillment there, so the policies and practices affecting them must be clear, fair, and likely to contribute to student learning. Such policies can be firm, but they should also be just, and should respect student interests and motivations. Policies and practices affecting students are powerful levers that help set the tone and direct behavior in a school.

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