Kathie Nunley's Educator's Newsletter
---Mid - August 2004 Edition--- (current subscribers: 12,792)++++++++++++++++++++++++++++++++++++++++++++++++++++++++
New and updates to http://brains.org/ and Kathie Nunley's
Layered Curriculum (tm) Site for Educators: http://help4teachers.com/
Newsletter subscription available at: http://help4teachers.com/newsletter.htm
UNSUBSCRIBE information/link at the bottom of this newsletter
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SECTION ONE: Teaching Tips
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Teaching Tip #1: Regarding the suggestion in the last newsletter of putting rulersinside
of paper towel holders for storage, - how about a Pringles carton. It even has a lid.
Liz Sorrentino, Montauk Intermediate School, Brooklyn, New York.

Teaching Tip #2: I have my students grade their own papers so they have immediate
feedback on their answers. They can ask questions and correct misinformation
right then. - no name, Texas.

Teaching Tip #3: Use inexpensive photo albums (from Walmart, Eckerd) to make
classroom books. Lisa McBride, Jim Ned Lawn Elementary, Texas.
Send your favorite teaching tip to: kathie@brains.org

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SECTION TWO: Hot Topics
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HOT TOPIC #1. Teen pregnancy is an issue of concern to most people in education.
But what effect does teen pregnancy have on the younger siblings of the teen
mothers? Researchers tracked the younger brothers and sisters of teen mothers
and found that younger sisters in particular are at a very high risk for early
pregnancy themselves. On average, siblings of teen parents spent 10 hours a week
caring for their sister's child and again in girls this was associated with a sharp
increase in drug and alcohol use as well. East, P. et al. (2001). Developmental
Psychology. Vol 37(2), 254-264.

HOT TOPIC #2. Researchers are looking for clues that may predict smoking and
alcohol risk in early adolescents. It appears that the clues vary by gender. Girls
who show negative moods such as anger and anxiety or reported (through electronic
diaries) feelings of being hassled or sad are at a greater risk for smoking and using
alcohol. For boys, depression and sadness tended to lessen the likelihoodof smoking.
Whalen, C. et al. (2001). Health Psychology. Vol 20(2), 99-111.

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SECTION THREE: Website Updates
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**** DEADLINE NEXT WEEK FOR TRAINER'S WEEK-END: Anyone interested
in the September Layered Curriculum train-the trainer week-end needs to have
their application in next week at the latest. The week-end will train experienced
educators in giving Layered Curriculum workshops, support and follow-up either at
your local level or nationally. It is open to ANY experienced Layered Curriculum teacher
(experienced means you've attended a workshop and have designed and used the method
in your classroom). Come join us for a beautiful New England September week-end.
Information and an application are at: http://help4teachers.com/certifiedtrainer.htm

**** Books: THE NEW EDITION IS NOW AVAILABLE~~The 2nd edition of Layered Curriculum
is finally here!!! Three years in the making, this new edition includes detailed modification
suggestions for a variety of issues including traditional vs. block schedule, Math, Kindergarten, homeschooling, adult education, honors and AP classesand more. It also includes elaboration
on the new "diamond" shaped modification for those of you needing "B" layer emphasis. You can
read the table of contents and order a copy at:
http://help4teachers.com/books.htm

****New on the website: There is a new discussion board. If you'd like to visit with other
educators on the topic of Layered Curriculum, post your ideas, questions and comments at: http://bbs.cartserver.com/bbs/s/1538/index.cgi or link to it from any page at the website.

**** Newsletter now posted on-line too.Due to the increased use of email filters, many of you
have asked for an alternate way to view this newsletter. I now post every issue of the
newsletter the day it goes out, on-line at:http://www.nunley.blogspot.com/
Bookmark the page so that if you ever have problems receiving the newsletter via email,
you can read it online.

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SECTION FOUR: Kathie's Email
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Dear Dr. Nunley:
First, I would like to thank you. Last year was my first year teaching. I was hired at a
school that, for various reasons, had lost its entirescience staff. Every single science
teacher was a first year teacher, and none of our administrators had any science background.
I started off teaching just as I had been taught; lecture and notes, with a worksheetor some
other activity at the end. It was horrible. I spent half my time maintaining discipline, and
the other half keeping them awake. Grades were abysmal, and I was barely staying ahead of
the students.Then, about halfway through the year, my curriculum director introduced me
to your system. It was an absolute lifesaver. This way, I had all the advantages. The responsibility
was back on the students, where it belonged. I couldn't get behind on grading, because everything
was graded as it was handed in. The extra credit they loved to ask for was worked in, and geared
toward the students that actually needed it: the ones performing at or below C level. If a student
was refusing to work, I had all the proof in the world to show his/her parents. Best of all, I got
to spend my time as a facilitator and a motivator, rather than a dictator. This is the way
teaching is supposed to be. - Michael B., Madison County, MS

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Micheal,
What a great note. You made my day! Thank you so much for sharing your experience.
I never tire of hearing from enthusiastic teachers. I hope you'll consider sharing some of your
units with us as well.
Keep us posted! - Kathie

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Hi

Kathie:
I'm a high school teacher in Ontario Canada who is a big fan of your ideas and applications
in education. Like you, I believe that the time to act on the recent brain research is NOW, as far
as classroom applications are concerned. I've searched for a topic that interests me but have
never been successful finding much discussed in the internet files. Do you know if anyone has
ever researched what I call 'mental stamina' - the ability to sustain mental activities over a
period of time? My less academic students are especially prone to daily 'burn-out' if I get them
after lunch and even those that occasionally can be counted on for quite brilliant thinking and
reasoning skills can also be expected to fizzle out at least as frequently. Some days it is clearly
a losing venture to even get them to participate in the learning of the day, no matter how exciting
others seem to find it. Your feedback will be enthusiastically received. Sincerely, Ian S.

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Hello Ian,
I think much of what you describe is just the result of a lot of sleep deprivation on the
part of adolescents. However the research you are looking for is research on "motivation
and emotion" which would probably fit your term of "mental stamina."Edward Deci is the
leading researcher and writer in this field. He has many cohorts who also research the topic.
The research is robust, you should have no trouble finding plenty. Good luck. -- Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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The summer is drawing to a close. The hot August nights remaining are numbered and
fall will be here before you know it. August is a special time for us in education. A chance
for a new beginning and renewed enthusiasm make this a profession unlike any other.
This middle of the month issue is coming out a bit early as I will be on the road for the
last half of August sharing opening days with many of you around the country and I didn't
want to miss letting you know about the new book and the deadline for our fall trainer's
week-end. The spring 2005 workshop calendar is filling fast. New workshops are in the
making for Delevan, Wisconsin; Whitby, Ontario; Miami, Florida; San Angelo, Texas; and
Remer, Minnesota. My workshop calendar is available at: http://help4teachers.com/calendar.htm
Keep in touch.
As usual, my best to you and yours.
Kathie
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Dr. Kathie F. Nunleyhttp://help4teachers.com/http://brains.org/
Layered Curriculum (tm) - because every student deserves a special education (tm)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Workshop information is available at the website
http://help4teachers.com/workshops.htm
orcall: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah RoadAmherst, NH 03031
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- posted by Kathie @ 9:49 AM