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	<title>Teaching The Outsiders (and more) &#187; Student Aides</title>
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	<description>Middle school teaching: Five shows a day, 180 days a year.</description>
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		<title>Hank vs. Prince. (Also: &#8220;Lean meat?&#8221;)</title>
		<link>http://teachingtheoutsiders.com/hank-vs-prince-also-lean-meat/</link>
		<comments>http://teachingtheoutsiders.com/hank-vs-prince-also-lean-meat/#comments</comments>
		<pubDate>Fri, 02 Oct 2009 04:26:52 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Hank Williams]]></category>
		<category><![CDATA[Presenting the Book]]></category>
		<category><![CDATA[Prince]]></category>
		<category><![CDATA[Student Aides]]></category>
		<category><![CDATA[The Outsiders]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=1445</guid>
		<description><![CDATA[Most of the classes finished the pivotal chapter 4 today. We listened to Hank Williams sing &#8220;Why Don&#8217;t You Love Me Like You Used to Do?&#8221; My Hank bobblehead rocked, even headbangin&#8217; a little. Most of the kids squirmed and looked at each other nervously. &#8220;Pony feels the same way.&#8221; I did have a few cowgirls confess to me on the way out the door that they liked it. Why Don&#8217;t You Love Me Like You Used to Do? Hank gets mentioned three times in chapter 4. In Pony&#8217;s description of Buck Merrill, he says that Buck is &#8220;out of it&#8230;He dug Hank Williams. How gross can you get?&#8221; Then Dally adds a few choice adjectives after &#8220;Hank Williams.&#8221; That always draws a laugh, now that most of them know what an adjective is. And then Pony says that the farmer he asks for directions from sounds &#8220;as corn-poney as Hank Williams.&#8221; One of the questions on tomorrow&#8217;s test is: The early death of Hank Williams was a great loss to the music world.  a) True  b) False They had better get it right. We also rocked out to some Prince. One of this week&#8217;s vocabulary words is delirious. Prince- [...]]]></description>
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		<title>&#8220;&#8230;more than I can chew.&#8221;</title>
		<link>http://teachingtheoutsiders.com/more-than-i-can-chew/</link>
		<comments>http://teachingtheoutsiders.com/more-than-i-can-chew/#comments</comments>
		<pubDate>Fri, 25 Sep 2009 05:17:29 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Stories of Seventh Grade]]></category>
		<category><![CDATA[Student Aides]]></category>

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		<description><![CDATA[I&#8217;ve already said something about how silent my two student assistants are. But a couple of days ago&#8230; Interruption: I&#8217;ve had a few people contact me, very surprised and dare I say, jealous, that I have any student aide at all, let alone two, in these troubled times. Let me just say again that my hand-picked student aides are my ace in the hole, as they say. And I&#8217;m sorry you can&#8217;t have one. Back to the story. This year I have a mixed pair of aides, boy and girl. Since they&#8217;ll probably turn up in future posts, let&#8217;s give them pseudonyms right now. How about Chris and Tracy, after the two Partridge Family members who never got any lines. Anyway, during my prep period, once they get their instructions and start working, if I don&#8217;t initiate a conversation, we could almost go the whole 54 minutes without a word being said except, &#8220;I&#8217;m done.&#8221; This is a new thing for me. Usually I have the opposite problem. I once even had to &#8220;fire&#8221; an aide for jabbering too much; (s)he wasn&#8217;t getting anything done. Not to mention the fact that I couldn&#8217;t get anything done either. Last year, my [...]]]></description>
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		<title>Make the Kids do the Work. (Tips III)</title>
		<link>http://teachingtheoutsiders.com/make-the-kids-do-the-work-tips-iii/</link>
		<comments>http://teachingtheoutsiders.com/make-the-kids-do-the-work-tips-iii/#comments</comments>
		<pubDate>Tue, 12 May 2009 05:05:37 +0000</pubDate>
		<dc:creator>mrC</dc:creator>
				<category><![CDATA[Student Aides]]></category>
		<category><![CDATA[Tips]]></category>

		<guid isPermaLink="false">http://teachingtheoutsiders.com/?p=1136</guid>
		<description><![CDATA[We&#8217;re in the library now, just starting the actual looking-for-sources-this-library-doesn&#8217;t-have-anything-on-my-topic-now-the-librarian-has-an-agenda-too-with-a-bunch-of-lessons-and-what?-homework-and-no-you-can&#8217;t-search-Google-here-you-can-do-that-at-home-I don&#8217;t-know-what-notes-to-take-I-left-all-my-sources-at-home-did-the-librarian-just-have-to-give-one-of-my-&#8221;children&#8221;-a-timeout?-OMG-I&#8217;d-rather-be-teaching-than-this-whole-&#8221;coaching&#8221; process. Well. I think you get the idea; it&#8217;s a little draining. So I&#8217;m going with another installment of the (not so) regular feature, Tips for New Middle School Teachers. (Here&#8217;s round 1, and here&#8217;s round 2; wow, it&#8217;s been since November since I ran this &#8220;feature&#8221;?) 1. Vocabulary is EVERYTHING. I tell the kids all the time, &#8220;If you don&#8217;t know the words, you can&#8217;t think the thoughts.&#8221; We do a vocabulary list every week, that comes from whatever we are reading at the time, but we also have a lot of vocabulary in disguise. Academic words, spelling and roots, slang and dialect. Grammar. It&#8217;s all about the vocabulary. They can&#8217;t write if they don&#8217;t know the words. They can&#8217;t understand what they&#8217;re reading if they don&#8217;t know the words. They can&#8217;t do the job (any job) if they don&#8217;t know the words.  The comma fanatics and don&#8217;t-begin-a-sentence-with-a-coordinating-conjunction people can take a hike, so to speak. It&#8217;s all about the vocabulary. 2. Make the kids do the work. I swear, next to the phrase, &#8220;as lazy as the day is long,&#8221; my second most used comment at Open [...]]]></description>
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