Appendix A - Five Ways To Improve Instruction For The Benefit Of The Students!

1. I am making it a goal to teach at least one new fact to all of my students every single day of the school year, so that at the end of 180 days, they might know 180 new facts in grammar. (At the same time, I hope they will be learning to be organized, take good notes, be prepared for class, meet deadlines, use a dictionary and thesaurus, listen, and follow directions carefully.) I am really interested in students improving their scores on achievement tests and ACT tests on the grammar, and to do this, I will make sure they learn one grammar fact each single day (or two some days when we miss class).
2. I have make a weekly calendar for the students which we will follow as much as possible, and the goal here is to help them be more organized, and be able to meet deadlines.
3. I am using Reading Charts this year for each grade level, so that faster readers can go ahead of slower readers, and I can keep track of each student’s reading. By using the chart, students can also keep track of how many books they have read, and what their grades on the reading tests are. I am hoping this makes them more responsible for their own reading.
4. I have initiated a program (based on an old timer guest speaker I had last year), where I would award every single student in my classes, who makes a straight “100” on the spelling-vocabulary tests that we take each week. My goal here is again to improve scores on ACT and achievement tests, increase vocabulary and spelling skills, and increase the level of their speaking vocabulary!
5. In order for students to be aware of education in the news, they will bring one article per week about English or the field of education. I have set aside one bulletin board for these articles and they are required each Friday, so hopefully, students are reading the newspapers more, and becoming more aware of what is happening in the world around them.

1- Effective Classroom Management Techniques

The key to success in teaching is a desire to see students succeed and be able to survive and operate in their world, after high school, as well as a dedication by the teacher to see that every single child achieves that goal.

However, if I had to pick out one single thing that will make the whole realm of teaching easier, more enjoyable, more successful, more rewarding, and more worthwhile, it would be the area of classroom management. It is in this area that minutes are lost to tardies, conversation, misplaced textbooks, reprimands, roll call, homework collection, etc.

Therefore, many valuable minutes of actual instructional time are lost every day, and over a school year, it actually becomes days of lost time. The question I will attempt to answer here is “How can I set up my classroom so that every single minute of the hour the students are in here, will be used for instruction, so that students are learning something new every single day they step into my class?’

The answer to this question involves organizing time and materials before instruction begins. It also involves carefully planning strategies for managing the students, so that they put forth their very best efforts during instruction. It has been proven that students who work to capacity usually learn more and learn faster than students who only intermittently attend to the lesson, so my goal is to present strategies to encourage students to work to capacity!

The following techniques have been used by master teachers and I have observed them in action, borrowed them, and used them in my classroom at the rural school setting. They work! However, they take a few more hours in order to prepare for the first day of school, and a few more hours on the part of the instructor. You cannot follow these techniques unless you, as a teacher, are willing to put in the extra time too prepare, organize, grade papers, and follow through with every single one of them! Again, I say, “They do work in the classroom, and are effective, and make your school year run beautifully.” Try them one year, make some adjustments for yourself and your students, and see if you are not using every minute of instructional time to the maximum!

Chapter IV Conclusion

1- Effective Classroom Management Techniques
Appendix A: Five Ways To Improve Instruction For The Benefit Of The Students!
Appendix B: Ways To Get Extra Credit In English Class
Appendix C: Ways To Receive A+’S In English
Appendix D: Purposes For Doing Things In English Class
Appendix E: English Class Requirements
Appendix F: Speech And Drama Rules And Regulations
Appendix G: Ways To Improve Your Essay Writing Skills
Appendix H: Weekly Calendar For English Students
Appendix J: Reading
Appendix K:
Appendix L: Organization
Appendix M: Teaching a Lesson
Appendix N:
Appendix O: Happiness Is Reading” Columns
Appendix P: Endorsements and Recommendations

Chapter III Daily Objectives For 180 Days of Teaching

FIRST DAY OF SCHOOL OBJECTIVES
SECOND DAY OF SCHOOL OBJECTIVES
OBJECTIVES...SPEECH AND DRAMA
THIRD DAY OF SCHOOL OBJECTIVES
FOURTH DAY OF SCHOOL OBJECTIVES
FIFTH DAY OF SCHOOL OBJECTIVES
SIXTH DAY OF SCHOOL OBJECTIVES
SEVENTH DAY OF SCHOOL OBJECTIVES
EIGHTH DAY OF SCHOOL OBJECTIVES
NINTH DAY OF SCHOOL OBJECTIVES
TENTH DAY OF SCHOOL OBJECTIVES
ELEVENTH DAY OF SCHOOL OBJECTIVES
TWELFTH DAY OF SCHOOL OBJECTIVES
THIRTEENTH DAY OF SCHOOL OBJECTIVES
FOURTEENTH DAY OF SCHOOL OBJECTIVES
FIFTEENTH DAY OF CLASSES OBJECTIVES
SIXTEENTH DAY OF CLASSES OBJECTIVES
SEVENTEENTH DAY OF SCHOOL OBJECTIVES
NINETEENTH DAY OF SCHOOL OBJECTIVES
TWENTIETH DAY OF SCHOOL OBJECTIVES
TWENTY-FIRST DAY OF SCHOOL OBJECTIVES
TWENTY-SECOND DAY OF SCHOOL PICTURE DAY OBJECTIVES
TWENTY-THIRD DAY OF SCHOOL BOOK FAIR TAKING PLACE IN ENGLISH ROOM! OBJECTIVES
TWENTY-FOURTH DAY OF SCHOOL OBJECIVES
TWENTY-FIFTH DAY OF SCHOOL OBJECTIVES
TWENTY-SIXTH DAY OF SCHOOL OBJECTIVES
TWENTY-SEVENTH DAY OF SCHOOL OBJECTIVES
TWENTY-EIGHTH DAY OF SCHOOL OBJECTIVES
TWENTY-NINTH DAY OF SCHOOL OBJECTIVES
THIRTIETH DAY OF SCHOOL OBJECTIVES
THIRTY-FIRST DAY OF SCHOOL OBJECTIVES
THIRTY-SECOND DAY OF SCHOOL OBJECTIVES
THIRTY-THIRD DAY OF SCHOOL OBJECTIVES
THIRTY-FOURTH DAY OF SCHOOL OBJECTIVES
THIRTY-FIFTH DAY OF SCHOOL OBJECTIVES
THIRTY-SIXTH DAY OF SCHOOL OBJECTIVES
THIRTY-SEVENTH DAY OF SCHOOL OBJECTIVES
THIRTY-EIGHTH DAY OF SCHOOL OBJECTIVES
THIRTY-NINTH DAY OF SCHOOL OBJECTIVES
FORTIETH-DAY OF SCHOOL OBJECTIVES
FORTY-FIRST DAY OF SCHOOL OBJECTIVES
FORTY-THIRD DAY OF CLASSES OBJECTIVES
FORTY-FOURTH DAY OF SCHOOL OBJECTIVES
FORTY-FIFTH DAY OF SCHOOL OBJECTIVES
FORTY-SIXTH DAY OF SCHOOL OBJECTIVES
FORTY-SEVENTH DAY OF SCHOOL OBJECTIVES
FORTY-EIGHTH DAY OF SCHOOL OBJECTIVES
FORTY-NINTH DAY OF SCHOOL OBJECTIVES
FIFTIETH DAY OF SCHOOL OBJECTIVES
FIFTY-FIRST DAY OF SCHOOL OBJECTIVES
FIFTY-SECOND DAY OF SCHOOL OBJECTIVES
FIFTY-THIRD DAY OF SCHOOL OBJECTIVES
FIFTY-FOURTH DAY OF CLASSES OBJECTIVES
FIFTY-FIFTH DAY OF CLASSES OBJECTIVES
FIFTY-SIXTH DAY OF CLASSES OBJECTIVES
FIFTY-SEVENTH DAY OF CLASSES OBJECTIVES
FIFTY-EIGHTH DAY OF CLASSES OBJECTIVES
FIFTY-NINTH DAY OF SCHOOL OBJECTIVES
SIXTIETH DAY OF SCHOOL OBJECTIVES
SIXTY-FIRST DAY OF SCHOOL OBJECTIVES
SIXTY-SECOND DAY OF SCHOOL OBJECTIVES
SIXTY-THIRD DAY OF CLASSES OBJECTIVES
SIXTY-FOURTH OF CLASSES OBJECTIVES
SIXTY-FIFTH DAY OF CLASSES OBJECTIVES
SIXTY-SIXTH DAY OF CLASSES OBJECTIVES
SIXTY-SEVENTH DAY OF CLASSES OBJECTIVES
SIXTY-EIGHT DAY OF CLASSES OBJECTIVES
SIXTY-NINTH DAY OF CLASSES OBJECTIVES
SEVENTIETH DAY OF CLASSES OBJECTIVES
SEVENTY-THIRD DAY OF CLASSES OBJECTIVES
SEVENTY-FOURTH DAY OF SCHOOL OBJECTIVES
SEVENTY-FIFTH DAY OF SCHOOL OBJECTIVES
SEVENTY-SIXTH DAY OF SCHOOL OBJECTIVES
SEVENTY-SEVENTH DAY OF SCHOOL OBJECTIVES
SEVENTY-EIGHT DAY OF SCHOOL OBJECTIVES
SEVENTY-NINTH DAY OF SCHOOL OBJECTIVES
EIGHTIETH DAY OF CLASSES
EIGHTY-SECOND DAY OF CLASSES OBJECTIVES
EIGHTY-THIRD DAY OF CLASSES OBJECTIVES
EIGHTY-FOURTH DAY OF CLASSES OBJECTIVES
EIGHT-FIFTH DAY OF CLASSES OBJECTIVES
EIGHT-SIXTH DAY OF CLASSES OBJECTIVES
EIGHTY-SEVENTH DAY OF CLASSES OBJECTIVES
EIGHTY-EIGHTH DAY OF CLASSES OBJECTIVES
EIGHTY-NINTH DAY OF CLASSES OBJECTIVES
NINETY-FIRST DAY OF CLASSES LAST DAY OF THE FIRST SEMESTER OBJECTIVES
NINETY-SECOND DAY OF CLASSES FIRST DAY OF SECOND SEMESTER OBJECTIVES
NINETY-THIRD DAY OF CLASSES OBJECTIVES
NINETY-FOURTH DAY OF CLASSES OBJECTIVES
NINETY-FIFTH DAY OF CLASSES REPORT CARDS GO OUT SIXTH HOUR TODAY! OBJECTIVES
NINETY SIXTH DAY OF CLASSES OBJECTIVES
NINETY-SEVENTH DAY OF CLASS OBJECTIVES
NINETY- EIGHTH DAY OF CLASSES OBJECTIVES
NINETY NINTH DAY OF CLASSES OBJECTIVES
ONE HUNDREDTH DAY OF CLASSES OBJECTIVES
ONE HUNDRED AND FIRST DAY OF CLASSES OBJECTIVES
ONE HUNDRED AND SECOND-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRD-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED FOURTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED SIXTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SEVENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED EIGHTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED NINTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED TENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED ELEVENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWELFTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED FOURTEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED FIFTEENTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED SEVENTEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED EIGHTEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED NINETEENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTIETH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTY SECOND-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTY THIRD-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTY FOURTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTY FIFTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED TWENTY NINTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTIETH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY FIRST-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY SECOND-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY THIRD-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY FOURTH-DAY OF SCHOOL LAST DAY OF THIS QUARTER. OBJECTIVES
ONE HUNDRED THIRTY FIFTH-DAY OF CLASSES FIRST DAY OF THE NEW QUARTER OBJECTIVES
ONE HUNDRED THIRTY SIXTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED THIRTY SEVENTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY EIGHTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED THIRTY NINTH-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED FORTIETH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY FIRST-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY SECOND-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY THIRD-DAY OF SCHOOL OBJECTIVES
ONE HUNDRED FORTY FOURTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY FIFTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY SIXTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY SEVENTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FORTY EIGHTH-DAY OF CLASSES OBJECTIVES:
ONE HUNDRED FORTY NINTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTIETH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY FIRST-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY SECOND-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY THIRD-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY FOURTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY FIFTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY SIXTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY SEVENTH-DAY OF CLASSES NO SCHOOL!!
ONE HUNDRED FIFTY EIGHTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED FIFTY NINTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTIETH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTY FIRST-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTY SECOND-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTY THIRD-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTY FOURTH-DAY OF CLASSES OBJECTIVES
ONE HUNDRED SIXTY FIFTH-DAY OF CLASSES THROUGH
ONE HUNDRED EIGHTIETH-DAY OF CLASSES OBJECTIVES

Chapter II Classroom Management - Part 2

2. Classroom Management Techniques
1. OVERVIEW
More .......

Daily Activities

My day is divided into seven class periods and here’s what I do every day.
Each morning as students come into class, they check the lunch menu and sign up for lunch at the door. By doing that simple thing, I am able to begin class at the bell and teach until the next bell rings. Wasted time in our schools, I believe, is the number one reason our students are behind so many other nations. I love to see kids sit and chat and relax at lunch time, ten-minute breaks, before and after school, but we need to “get down to business” in our classrooms! If all seven teachers did that every day, I sincerely feel the students would have very productive days. TYPICAL SCHOOL DAY, 1996

FIRST HOUR:
 Reading class has 16 people in it. Each student has a reading long on which he/she records the beginning page, ending page, and total pages read each day. They also grade themselves. If they talk, leave the room, or write notes, their grade is lowered. To receive a hundred (which is “perfect”) a student would have to be “perfect”. I don’t believe in giving 100% to anyone who doesn’t work for 100% of the class time. If they’re leaving the room, talking, or writing notes, they obviously are not being on task 100% of the time. Many students are used to receiving 100’s regardless of daily grades, behavior, responsibility, meeting deadlines, and organizational skills, all of which are as important as head knowledge. Elevated grades are one of the reason we are behind other nations in many areas. We lead many of our students to believe they are 100% (perfect), when in reality, very, very few people are that caliber. If it’s earned in all areas...fantastic! If it isn’t, then we are really “cheating” the students by inflating their grades and making them think they are “perfect”. Perhaps we should be challenging them more, so they must study, have no chance to retake so the first time around is important, and because we can offer so much extra help and encouragement. Therefore, we must be much more strict or ”tough” in deadlines, quality of writing, spelling, knowledge of the subject matter, work ethic, etc.
I do not accept any late work. Therefore, students sometimes have to take off work, ask parents for more time at home, or come in early in the morning to meet deadlines. Unless there is an emergency such as hospitalization, a student receives a zero for late work, and must work harder to bring that grade up. We cannot continually allow students credit for not meeting their deadlines. Why would we set deadlines if we do not intend for them to meet those responsibilities?
I do not believe in test retakes because in colleges, it’s very rare that an instructor would invite a student to retake a test just because the grade was lower than the student wanted. I feel it is setting the students up for failure in college and in life. We do not always have a chance to retake anything....Therefore, we had better be ready the first time. Again, if we enable students to succeed by using retakes, I feel we are doing those very students an injustice (not to mention other instructors who do not give those retakes). Too many times, the comment is heard, “Why study the first time?”
During this same first hour, I have an English 7 class. Years ago, I began the “overhear” method, where I have an overhead on as the students enter the classroom, and on this overhead would be the journal topic, five vocabulary words per day, the objectives we hope to accomplish this day, and any reminders which are important (such as deadlines and assignments due today).
The English 7 class begins with a journal topic such as: ”My experience with dogs,” or “Traditions we observe around Christmas time.” They are responsible for writing a title, skipping a line after the title, writing a topic sentence and 3-4 sentences in the body, and completing the entry with a concluding sentence.
After the journal writing time, students have a dictionary in their desks so they look up the five vocabulary words per day. If they cannot understand the meanings, or need help with sentences, they must wait for the oral time in class where we all do the words, meanings, and sentences together. I sincerely believe students need to learn something new in my class every single day of the 180 days of class in a school year, and these five vocabulary words give them some new verbal skills for reading, writing, and speaking. I began with three words per day, increased that number to five words per day, and will increase the number to ten words per day this next year since our classes will be longer as we switch to the “block schedule.”

Upon completion of the “quiet time” where students wrote in their journals and looked up their vocabulary words, we begin the oral portion of the class period where we do the vocabulary orally, in order to ensure that each and every student understands the meanings of those words and could use them in a paragraph. Then we proceed to one or two objectives which we hope to accomplish this day. Those include working in our grammar books, taking notes from those chapters, reading a story in literature and taking a quiz over the story, brainstorming for a creative story and having them write a story, or working in numerous other texts and on various projects such as children’s books, Young Authors Contest, poetry, or reading.

After the objectives are copied in class, students may read in novels of their choice from the library or from home. I do not require particular novels unless they are part of the curriculum. Therefore, I ask students to bring composition notebooks, a novel, their textbooks, and a binder to class each day. When I return their assignments and tests, I want them in a binder to ensure I haven’t made a mistake on any grade, and to encourage responsibility for papers.

This seventh grade class has a speller so we do a spelling unit every week with a test on Thursday. That is usually something they do for homework but other than reading, there is very little homework in my classes, due to this farming community, and due to the fact that every student in involved in several activities after school, as well as holding down jobs and helping on the farm.

Sample Plan

A sample plan on an overhead of the seventh grade day is as follows:
English 7 Date:
Journal: “My Seven Best Friends and Why They Are My Best Friends.”
Vocabulary: famine, prior, faulty, opponent, drastic
Objectives:
Students will copy objectives in the objective section of notebook.
Students will look up vocabulary words and write sentences with them.
Students will complete Spelling Unit 31 by Thursday and take a test Thursday.
Students will put all papers and returned assignments in their binders which counts 1/3 of the final English grade.
Students will write a creative story, using 40 of their vocabulary words in a humorous manner.

Reminders:
Journals are due Monday and count as 1/3 of the final exam.
Binders must be neat and organized and complete. Fill out framed paragraphs for any novels you have read this week.

SECOND HOUR: ENGLISH III (JUNIORS)
Students will come into the classroom and follow a similar procedure by having quiet time to copy objectives, look up vocabulary words, work on assignments, and complete objectives. This is possibly the most difficult class I teach because English IV is not a requirement in our school district and I must make sure these students can go from English III into a college classroom, and be successful in reading, writing, and speaking.
Therefore, I have this class do more verbal skills, oral reports, writing and rewriting, reading and analogies, than the younger students in other classes.
Again, I must reiterate how wonderful it is to use the overhead, have it one when students walk into the classroom, and have them copy the objectives, vocabulary words, and reminders in their English composition notebooks. After thirty-one years of teaching, it is wonderful not to have to repeat the answer over and over to that infamous question, “What are we going to do today?” It also keeps students from asking for “free time” or feeling as if they can miss your class because nothing is happening anyway! By putting lesson plans on overheads, it is possible to have those available to absentees. It has also “saved my life” literally hundreds of times when a student who turns in late assignments says, “I didn’t know when these assignments were due.” We simply check the overheads (which are filed in a cabinet), and if I am wrong, I correct the error. If the student was mistaken, he/she can see it for himself/herself.

Organization on the part of my students is responsible for much of their grade and the overhead system helps them stay organized. It allows them to keep all deadlines, assignments, objectives, and vocabulary words in one place...their composition notebooks. I make these overheads daily during my prep hour and it only takes a few minutes per class.

This system has also been a “lifesaver” when I have been sick and a substitute has had to step in. The overheads are available for each class and, therefore, the classes run more smoothly when I cannot be in my classroom. I love the statement by J.E. Sparks, “My job is not to teach you to be creative; my job is to teach you organization...”

Since writing is usually taught the first semester of college English, I cover all nineteen types of writing during this English III class. We cover the following: process; profile; definition; creative; opinion; research paper; argumentative; expository; persuasive; descriptive; poetry; analyzing literature; summer vacation; Christmas vacation; letters to the president; narrative; Children’s Books; autobiography; and resume. My students may rewrite every essay for a higher grade.
This serves two purposes. It helps the students from their mistakes, and it encourages them to raise their grades. If I find common errors in essays, I have the students copy a chart called, “Ways To Get A’s in English.” This chart would include helpful tips such as use of the word “a lot” and putting a conclusion on every essay.

One of my favorite quotes is by Dr. Carol Santa of Project C.R.I.S.S., who states, “If there is something students must learn, have them write about it.” That’s why I use journals for short writings, essay-writing, poetry contests, and Young Author contests for creative writing. I even have my students write and illustrate a Children’s Book, and tell or read the story to an elementary class! When I retire, I would love to spend my time reading and writing.

Journals are important in so many ways that I order one for each student each year. We use them to respond to reading, respond to current event topics, or just to convey our feelings about a weekend or a problem we have. I only require a title and topic and concluding sentences. I do not count off for spelling, punctuation (conventions), because that is not my purpose in using journals. I count them as 1/5 of final grade and 1/5 of the final exam.

Binders are required in all my classes because this encourages organization skills and responsibility. I grade them periodically and require all papers, tests, grade sheets, etc. be contained in the binders to receive 100%. These, too, save my life if I make a mistake on a grade because the student has the paper/grade to show me the error. I count these as 1/5 of the final exam and 1/5 of the entire English final grade.

Several years ago, our district provided training in the 6 trait writing process and I use it as much as possible in my classes. In the appendix, you’ll find information concerning this process (which I love), and how to use it, but here are some basics about it. The steps in the writing process are planning, rough draft, read aloud, writing groups, revise, edit, final copy, and publish/share.

I use the portfolio for each student in my class. I keep these filed in a file cabinet from grades 9-12 and I give them to the seniors when they graduate. In these, I file all essays, stories, poetry, children’s books, or writings of nay type for all 4 years. This gives him/her a chance to see how he/she has improved in writing skills, and it gives the student a change to take writings which may have been lost or thrown away, to college with them. Some can be revised and used in college English classes! Portfolios are nice folders full of “nice” writings!

Speech Class is the next class I’d like to cover. In a rural school, a teacher often has to teach and coach in many areas. Speech (Public Communications) is one of my favorite subjects because we can do a great many “fun” activities. I use the same text as is used in may colleges so my students are familiar with the requirements for college speech. I begin the year with non-verbal speech pantomimes), and I invite my Speech II students to do an impromptu speech for the Speech I students. We do lots of “warm-up” activities for the first two weeks and after that, we do one speech every two weeks, beginning with informative. I require an audio-visual aid, 6 minutes of text, an attention-getter, an outstanding introduction and conclusion, use of a pointer, an overhead and one handout.
We use class time for research, preparation, and rehearsals. Types of public speaking we covered in 1996, include the following: pantomime, impromptu, improvisation, informative, demonstration, persuasive, argumentative (pro/con), debate, panel discussion, after-dinner speech, tribute, presentation of an award, acceptance of an award, introduction of a speaker, creative storytelling, valedictorian and salutatorian speeches, Student Council campaign speeches, choral reading, and parliamentary procedure. As you can see, we stay busy and have a great deal of fun.

My fourth class of the day is English IV for seniors so this is not a required class in our school district. For the students who choose to take it, I cover as much vocabulary as I can so their verbal skills will be higher on standardized and college entrance exams. I also have them read a great deal in novels of their choice, do a 5-page research paper, read “Pygmalion”, study ”Hamlet” by William Shakespeare and write an analysis of literature on this play. We also work on analogies as they are also covered on standardized tests, and we write essays which might be covered on college writing exams (caring for the elderly, latchkey kids, aspects of television, teenage pregnancy, and other expository topics). I am also allowed to give the college entrance exam for Western Wyoming Community College and these seniors take it as part of their final exam.

English I (freshmen), follow the same plan as my other English classes. We cover analogies, vocabulary, grammar, reading, writing, poetry, and literature. This is a very busy year.

Business English is the last class I have every day, and we have a great deal of fun in this class. This year (1996), I had nine students and we did one unit orally (guided instruction), each day. We highlighted the information we read orally, worked the checkpoints together and took a test over each unit? Every fourth day, we had a “catch-up” day because this is very difficult material, and those who were caught up, could read, grade, file, or work ahead! I have thoroughly enjoyed these none students because of their sense of humor, work ethic, and willingness to work hard and “go the extra mile” to get good grades.

Future Teachers of America
Fridays are special days in my classes because these are the days the members of the Future Teachers of America leave my classroom to do peer-tutoring activities throughout the school in grades K-12. They work with kids, do aiding activities for teachers, help in the office, and do a multitude of other activities for which they are graded.

In the appendix, you’ll find a copy of the evaluation from I use and the list of students and their Friday assignments. For the remaining students in classes, we have a reading day so there is no “direct instruction” on this day. Since many activities, games, etc., are held on Friday, students do not miss instruction. They just have to alert their F.T.A. supervisor that they will be gone on specific Fridays.

The Future Teachers of America association raises money through $5 dues which is collected and used in presenting two $100.00 scholarships to two deserving senior F.T.A. members. The criteria is included in the appendix.

Reading Club
A reading club was organized nearly 8 years ago to encourage students to read and share good books. There are no dues and we have door prizes (usually very good books), and refreshments at each meeting. We also host a read-a-thon, and a “used book” and bake sale to raise money for door prizes, refreshments, and a trip to visit a college library and go bowling. Since I believe so strongly that reading is the heart of education, this Reading Club helps promote that concept. Parents, teachers, and students of all ages, are invited to join! It was a valuable experience in 1996 for me and hopefully, for the thirty-eight members we had this year!

This concludes the chapter on classroom management techniques, activities, class descriptions, and purposes for F.T.A., Reading Club, and various classroom activities.

Appendix C: Ways To Receive A+S In English

1. Meet all deadlines.
2. Be very, very, very organized.
3. Do all extra credit work each week, not at the end of the quarter, when you are “snowed under.”
4. Make a 10 point study guide every Tuesday night for Wednesday’s test.
5. Be prepared.
6. Ask intelligent questions.
7. Study hard for every test.
8. Turn Wordly Wise and/or Spelling (Vocabulit) in early.
9. Listen well.
10. Don’t be lazy!
11. Smile a lot, and have a great attitude! Be willing to learn!

Appendix B : Ways To Get Extra Credit In English Class

1. Write a 31/2 page essay on any topic, which is coherent and written to the best of your ability...Value = 25 points.
2. Write a 11/2 page poem on any topic, which you have made up yourself. I am trying to encourage the “poets” to share their work with me. Value = 50 points
3. Make a study guide every Tuesday night for Wordly Wise, where you write the word and the definition from one to ten times each. Value = 1 to 10 points, depending on how many times you write them. You may not receive more than 10.
4. Finish your Wordly Wise and/or Spelling (Vocabulit) units before they are due, and you receive 10 extra credit points.
5. Every Tuesday, you will write one essay. If your rewrite that essay after it is corrected, you can receive a perfect score on that paper. The old grade would be erased! Reason: Rewriting papers improves your writing skills, and shows you what you are doing wrong, so it is worth your time to try for perfect scores. You may do this every Friday in class, instead of reading in your novel!
6. Extra credit of 10 points per page, is given for every essay over 31/2 pages long, which is written in class on Tuesdays. However, it must be finished before the hour is up!

Chapter I Teaching Concepts that Work - part 2

1. Reading is the Heart of Education
more......

2. Teaching English

English classes are so difficult to teach because of the material which is required (such as vocabulary, grammar, analogies, literature, spelling, writing, speaking, and reading.)

Therefore, to build enthusiasm for such a difficult subject I implemented a reading contest to be included in the English curriculum. Here’s how it works:

Increasing Student’s Concentration
Each day for three weeks, students come in, sit down, and begin to read for the duration of the class period. Because concentration is one of the “key factors” in the contest students may not talk or leave the room from bell to bell. If they do, one hundred pages are deducted from the class total that day. This helps everyone so much (especially the students who have a difficult time concentrating.) Students may read books of their choice from the library, their homes, or my classroom, and must turn in a “framed paragraph” over each book read during the three week period. This requirement is short and simply documents the books. I do not like “book reports” because I feel they are sometimes a “threat” to students I just want them to enjoy the books and not dread the end of one!

Reading Log
Each student has a “Reading Log” on which he/she records beginning pages, ending pages, and total pages read each day. I also walk around the room and take page numbers at the beginning and end of each class period. At the end of three weeks, pages read by each class, are totaled and all notes for outside reading are added to these totals. The totals are divided by the number of readers in the class so an average is obtained.

Pizza Field Trip for Winning Class
The class which has read the most pages per reader (average), wins the contest and gets to take a field trip with free pizza. I use an average because I have low readers, fast readers, small classes, and large classes, and the average is the fairest way to determine the winner.
I give no vocabulary, journals, or homework during reading contests because I want students to read on the bus, at home, on activity trips, in spare time during the school day, and during my classes!
Try a reading contest. Some kids told me they had never read a book until now! It works!

Chapter I Teaching Concepts that Work

1. Reading is the Heart of Education.

Reading is fascinating and fabulous. No other subject can surpass it because no other subject can be effectively taught unless the student can read!
If a teacher can convey the idea to the students that reading is fun, the job of teaching reading is greatly simplified! The students will take it from there. With fun and interesting materials, a student will teach himself or herself, to read better. His or her skills will improve automatically as the student begins reading more and more.
One simple way to make reading more fun is by selecting a theme and making reading assignments based on the theme (e.g. racing, frontier life, etc.). Then concentrate on their reading skills “secretly” within the selected theme. Try to choose activities which students can enjoy which takes their attention off the fact that they are being taught a reading skill.
The more a child reads, the better reader he or she will become....this is my theme! So, if I get the student to read more, I do not have to stress skills and dwell on workbooks.
Your attitude as a teacher is what is most important when teaching reading in the classroom. Be excited, be prepared, be creative, smile, and read a lot! Don’t expect your kids to read if you don’t.

Fun Sheets
Make everything you do in class a “fun” activity. Call them “fun sheets” instead of “work sheets”.

Use Multimedia
Use the television set, tape recorder, VCR, and record player once a week or more, if possible. Video-tape your students in their activities and you’ll see a marked improvement in the students’ attitude and progress. Pursue activities that use media, because kids love it!
Intersperse Games
Games are more important than most teachers think. Any teacher can waste valuable hours teaching vocabulary and spelling while their students are “tuned out”. However, one game of Password or Scrabble will tune the students back in. Insist that students use these games, so that they are continually reinforcing the use and meanings of words. Games really work- try to design original games or adapt commercial games for each reading skill. This brings lots of fun into the READING class.

Posters and Black Lights
Bright colored posters and black lights sound outrageous in a classroom, but if you culminate a library project with a “read-in” with black lights, you will be surprised how much more successful your library project will be.

Use What Works
Granted, all students in junior high and high schools will not work well with the same activities and games. You may have to refine the games/activities to come up with ones that for your students. This is where your creativity is put to the test. If one activity does not go over, drop it....try another. You may drop ten before you find a successful, fun learning experience for one particular group of students, but it is worth the trouble. Instead of being in a rut, you find you are constantly thinking of activities to motivate one student or a whole group. And the best place to get those motivating ideas is from your students themselves. Let them read about subjects they like and enjoy and show an interest in...That’s when reading becomes fun for them. Sit down with your students. Ask them, “What would you like to read about these next few weeks? Name some activities for me to consider as I write this unit.” You’ll get some brilliant and some dull suggestions. Your job is to filter...find the most fun activity which best suits the reading skill you are concentrating on. Then try it!!

Rewards and Contests are Powerful Motivates
Use rewards, contests and prizes constantly. Even if the students work for the prizes rather than for acquiring reading skills, do not worry. As long as he or she has to have the skill to win the prize, your job is a success. Whatever his or her aim, he or she still acquires the skill, and that is what I am interested in. Awards and rewards work wonders. You’ll be surprised how long a very poor reading student will read, just to get a piece of gum or a bookmark...no big prize...just a token to show that I appreciate his or her efforts. More and more, students will try for that appreciation. Many people disagree with me on the reward system, but, I know that we, as adults, thrive on kind words, 5-year pins, “Woman of the Year” awards, and rewards of all types, sizes, and shapes. Why, then, would we not expect our students to thrive on simple rewards such as kind words, certificates, prizes, trophies, etc.? No matter what our ages are, we like to be recognized for achievement, and if our rewards are not misused or overused, them I definitely believe in them. Not only that, but in thirty years, I have seen the reward system work over and over, with students on whom other teachers had “given up”.

Selecting Reading Materials
What part do readers and other material play in the classroom, and what types of materials should I use? These are questions often asked by teachers. I say, use anything and everything you find to interest your students and get them to read. Then, slowly integrate some good books and stories into their reading schedule...along with those comics. Yes, I recommend comics if that’s all you can get student to read. I sometimes use comics and magazines in my READING classroom as a supplement and a treat. Then I try to have interesting paperbacks on topics in which my students are interested. Paperbacks are more appealing than readers, although I do cover the standard readers. I believe in allowing and encouraging students to read books on motorcycles if this is one of their interests you will find this stressed over and over in my writings.

Students Select Their Own Topics
Let the student read anything worthwhile on topics he or she loves. Don’t force your books and materials on him or her. Expose a student to good paperbacks but do not choose for him or her. You’ll run into listlessness, sleeping students, uncooperativeness, and discipline problems if you do. Direct and guide to good materials on a wide variety of subjects and at the same time, get rid of any trash they might have. A good way to do this type of filtering is to have a book trade their trashy paperbacks for some good sound reading on their favorite subjects. I do not believe in “trashy” language or stories, so I read the books first, and burn the garbage. Bad language shows a lack of intelligence and a lack of vocabulary so I wish students would keep out the books with filthy language. There are “tons” of books with decent language in them for students to read. However, I leave the choices to the students and their parents, and never tell a student he/she cannot read a particular book or author.

What About the Classics?
What is a classic? It is a book which, due to excessive reading, has become a very popular book. Many of our so called “classics”, however, were chosen many years ago when interests were entirely different. Should we cling to all of them as the “foundation of good literature”? I say, expose them to these “Classics” and let today’s readers make their own classics! Many “classics” are popular with our current students and they are fine but some are forced on students because the teacher or parent liked the book herself! This, to me, is an injustice to the child. Let the kids be free to choose and make the classics of 1996, but only if guided and directed, so that “trash” is not considered a classic!

Remedial Reading
Teaching reading is fun because all sorts of opportunities and paths can be takes. Those kids who “can’t read or who hate to read” can be brought around to “love to read” with easy, interesting materials. You need to show a great interest and love for reading yourself. I keep “fanciest” for those students who have particular reading problems and individually help him or her with that skill. But I never try to force stories and books of my choice only.
Remedial reading is part of any READING curriculum because there are students in almost every grade who cannot read at their grade level. The most important thing in the teaching of remedial readers is motivation, as no one can be taught something he does not want to learn.
Remedial reading students usually have a long history of failure, and, although they do not like to fail, they have grown to expect it and react either stoically or flippantly. In order to establish an aura of hope about their study, it is necessary, first of all, to convince each student that he really can succeed.

Measuring Success
The measure of success to the student is the grade. One of the most successful approaches to the teaching of the remedial reader is the guarantee him/her that you can assist him/her to raise his or her grades from one to four levels, if the student will apply himself. This must be done at the beginning of the year, even before the student can see the long range results of the reading therapy to be undertaken and developed painstakingly throughout the year. In order to implement this guarantee, supportive work in the other solid subjects of the student must be a part of the remedial curriculum.

Good Study Methods Important
Study methods must be emphasized. The techniques of extracting information from a textbook without reading word for word, must be taught and practiced in the reading classroom. The student must be taught to look at chapter title, introductory remarks, section headings, pictures, charts, and graph captions, and words must be encouraged to study the questions at the end of the chapter before he starts to study, as well as afterward.
Even if the reading class becomes temporarily almost exclusively supportive to science, social studies, and other courses outside of the reading, the time is well spent in establishing motivation.

Oral Response Builds Confidence
The student must be urged to respond orally in his other classes whenever he understands the answer to the instructor’s question, in order to build an image, in the eyes of his peers and his teachers, of one who is able and interested in the work. The most important result of this work is the change of the student in his own estimation of himself. During this period of study, the remedial reading teacher may also place emphasis on supportive work in the study of spelling, if it is a part of the English curriculum.

Spelling is one of the keys
Spelling is such a concrete type of discipline, that concentrated work in reading class can make an immediate difference to the student’s grades. Board work can bring in phonics, syllabication, blend and digraphy study, etc., all taught through the medium of the weekly spelling unit. As the student’s study increases in spelling, his grades will almost certainly reflect the time spent. As the grades improve, interest grows. A beautiful thing to see is the growth in spirit of the remedial reading student who has raised his hand in social studies class to answer two questions correctly, and has made a glorious C in spelling for the first time of the current year. As the student tastes success, possibly for the first time in his/her life at school, his/her ambition and appetite for further achievement is whetted to the point where he will push the remedial teacher to help him study a difficult point in a supported class rather than avoiding the issue. The inspired remedial class will often tell the teacher that they need to study vigorously on some other subject rather than have a more pleasant, sometimes recreative period which she may have planned, to vary the curriculum.

Classroom Behavioral Changes
The major result of motivation in the READING class is the achievement of the child, resulting in a change in attitude and behavior in the classroom. A secondary result may be that remedial readers who are not in a class receiving help, may apply for such help. The remedial student who has tasted success and believes that it is possible for him to succeed is more tenacious in his pursuit of excellence than many grade level pupils who are content to “sustain average” work.

Arranging the Classroom to Increase Achievement
One of the areas of greatest concern, in regard to my own classroom, has always been the matter of arranging the classroom in such a way as to best help each child concentrate and develop good work habits. I have often put a few desks against a wall or in some other position away from the main work areas. To further isolate a child having difficulty concentrating, I have used chart stands to make partitions between desks.
One year I decided to go one step further and experiment with a more permanent partitioned study area. I placed a library table in a back corner of the room and around it I constructed a lightweight wooden frame work with six divisions. From the top poles, I hung sheer but still opaque fabric which was weighted on the bottom with wooden rods.
No child is seated in this area permanently. As much as possible, the use of this area is left to the discretion of the child. Of course, I make suggestions to children who I think really need to use it. The children enjoy this privacy and are quite eager to have the privilege of having an “office” to themselves.
The atmosphere in the room during the reading period is definitely quieter and more conductive to study with use of this device and the children’s work has shown marked improvement. This is also useful when most of the class has completed the assigned work but a few still need a settled environment to complete their work.
In using this, device, I hope the children can learn to concentrate and complete their work accurately and without delay. The ultimate goal is that the children will be able to work in any environment, regardless of distractions that may occur in the general classroom. I see this aid as being merely a help along the way.
Classroom management is tremendously important in teaching reading, and I’ll cover it more in teaching ENGLISH. Using such procedures as “feedback” charts for novels read, can be great time-savers for teachers. I put a chart up for each class, and as novels are read and evaluated by tests, essays, or oral reports. I record a grade under the names of the “suggested” novels. (I include lots of heading called “Free Choice” books.) By using this chart, my fast readers can “zoom” and I can easily keep track of all readers. They can also see which books they have read, and which ones are still required! I love the feedback charts, and later, I’ll explain how I used them in ENGLISH class.

The Importance of Praise
Praise is so important in a reading classroom because it encourages students to help themselves. The more you praise, the more the students will read, and the more they read, the better readers they will become! So your praise sometimes works “wonders”, and keeps students excited and enthusiastic!
Teaching READING is fun because all sorts of opportunities and paths can be taken. Those kids who “can’t read or who hate to read” can be brought around to “love to read”. There are many books written on the field of reading, but this is one which I feel will be helpful and unique one which I hope a reading teacher in junior or high school can pick up, read, and use as a guide in the classroom a tool, not a dust catcher. I sincerely hope you find it an aid to helping your students discover that happiness is reading, and reading is the heart of education.

Contents Happiness in English

Happiness is Reading and
Teaching English
By Elizabeth Jean Cundieff, Ed. D.

Contents 

Preface
Chapter I Teaching Concepts that Work
1 - Reading is the Heart of Education
    Fun Sheets
    Use Multimedia
    Intersperse Games
    Posters and Black Lights
    Use What Works
    Rewards and Contests are Powerful Motivates
    Selecting Reading Materials
    Students Select Their Own Topics
    What About the Classics?
    Remedial Reading
    Measuring Success
   Good Study Methods Important
   Oral Response Builds Confidence
   Spelling is one of the keys
2 - Teaching English

Chapter II Classroom Management
1 - Overview
     My Background
2 - Classroom Management Techniques
    Daily Activities
    Sample Plan
    Future Teachers of America

Chapter III Daily Objectives for 180 Days of Teaching
Chapter IV Conclusion 

Appendices

HAPPINESS IS ENGLISH

Happiness is Reading and 

Teaching English!

By Elizabeth Jean Cundieff, Ed. D.

Copyright , 1996. All rights reserved by Elizabeth Jean Cundieff. No part of this book may be used or reproduced in any manner without written permission of the authors, except in the case of brief quotations embedded in reviews.

Acknowledgments

I want to give very special thanks to my husband, Newton B. Cundieff, for his unconditional love, support, and encouragement, and to my parents and our families for their love and loyalty throughout my lifetime.

I am also indebted to the many teachers and colleagues at Alvin High School, and Blinn College who assisted in developing many of the ideas described herein and a special thanks to the generations of Farson-Eden students for the part they played in refining the reading/English program over a period of many years.

Most of all, God and the Lord Jesus Christ, have guided and directed me in my endeavor, and may I always remember, “whatsoever ye do, do all to the glory of God.” I thank God for my life and my salvation and my wonderful husband who has made happiness a reality for me.

To the readers of this guide, “Thanks for reading this booklet and I hope it will help and encourage you in your teaching endeavors. May God Bless You!”

Jean Cundieff

Chapter II Classroom Management

1. OVERVIEW

This section describes several effective classroom management techniques developed through trial and error which should prove very beneficial to entry-level teachers in a rural school environment with multiple grade levels.

My Background
Years ago, I taught 3rd and 4th grades in one classroom with no aides, no computers, no music, art, or PE teachers, and no time off from 7:30 to 3:30 each day because of lunchroom duty and playground supervision. For three years, I thought that was a challenge.
Later, I moved to Blinn College where I was a college librarian and taught Freshman English and Speech. That was a little easier, but still a tremendous challenge.
While at Blinn, I met and married the most wonderful man alive, Newton Cundieff, and I began teaching reading in Alvin, Texas where I was responsible for setting up the entire reading program for 7th and 8th graders (over 500 students.) Four colleagues and I implemented a reading program for students from the nearby prison (some were 18 to 19 years old and couldn’t read), and nearly 400 students who had never read a book of any length in their entire lives! Talk about a tremendous challenge!
This is where my ideas for a book and a weekly column in the Sun, were “born”. Happiness definitely is reading. A person who reads is never bored and can travel to all parts of the world through reading! I love it and try to instill this same desire and love for reading in all my students. I truly believe “reading is the heart of education” and I concentrate a great deal of my time, effort, and imagination in trying new ideas to help kids develop a love for reading!
Newton and I flew to Wyoming in 1973 to see his sister and her family and loved it here, so a month later, we quit our jobs in Texas (teaching and Montsanto), and moved here. I taught 4th grade at Yellowstone School and when the Farson English teacher moved to Rock Springs, we moved to Farson and have been here ever since! We love it but here was the really huge challenge grades 7-12 in a rural school teaching the required subject of English (which nearly everyone hates). Now, I would certainly have to use my brain to meet this challenge!
Almost all the textbooks for English are the same for all grade levels, just a little more advanced each year. The texts include Warriner’s Grammar and Composition for grammar; Adventures in Reading Series for literature; Wordly Wise for vocabulary; Spelling Series, Writing Process for all grades; Speech Class and Business English. Each English class has to have the following subjects in their curriculum: reading, writing, vocabulary, analogies, grammar, spelling, and word processing for essays! I needed to devise new ways to teach the “same thing” each year!
Over the twenty-two years of teaching in Farson, Wyoming, I tried all sorts of activities to try to interest the students. I love English so I wanted to try and instill a love for English and reading in each person who walked into my classroom. It didn’t always work, but sometimes it did! I wanted each person to feel good about himself/herself and experience some success in a subject that no one enjoys! I also wanted students to be motivated enough to be successful in college English classes.

2. Classroom Management Techniques 
more.........

Present Continuous (Present Tenses)

EXAMPLE:

• He is sleeping.
• I am visiting grandpa in the afternoon.
• You are always coming late for the meetings!

The Present Continuous is mainly used to express the idea that something is happening at the moment of speaking. Another use of the tense is to talk about what we are planning to do. There are also other uses, listed below.

USE

1. Present actions
2. Temporary actions
3. Longer actions in progress
4. Future (personal) arrangements and plans
5. Irritation over something or somebody in the present

USE 1: Present Actions 
Use the Present Continuous tense to talk about actions happening at the moment of speaking.
Examples:

• He is eating a dinner.
• Mary is talking with her friend.
• They are swimming.

USE 2: Temporary Actions 
This tense is also used for activities continuing for only a limited period of time.
Examples:

• I'm riding a bike to get to work because my car is broken. (It will soon be repaired)
• They are not talking with each other after the last argument. (They will soon make up)

USE 3: Longer Actions in Progress 
We also use the Present Continuous when we are in a middle of doing something time-consuming (i.e. something that takes time to complete). An example of such an activity is writing a book, saving money or studying for an exam.
Examples:

• They are working hard to earn money.
• I am training to become a professional footballer.
• Mike is studying hard to become a doctor.
• Elizabeth is currently writing a children's book titled I am the World.

USE 4: Future (Personal) Arrangements and Plans 
Sometimes we use the Present Continuous to show that something will be done in the near future.
Examples:

• I'm meeting Katie in the evening.
• He's flying to Rome in September.
• We're not going anywhere tomorrow.

USE 5: Irritation or Anger 
And the last use of this tense is to express irritation or anger over somebody or something in the present.
Examples:

• She's always complaining about everything!
• Johny is always asking me stupid questions!
• They are always coming late to meetings!

FORM
To form a sentence in the Present Continuous, you have to:

• know the proper conjugation of the auxiliary verb "to be".
• add the "ing" suffix to the verb (to form the present participle of the verb)

Examples:

• try + ing = trying
• go + ing = going

Contracted forms (more)

• I + am = I'm
• is + not = isn't
• are + not = aren't
• he + is = he's
• she + is = she's
• it + is= it's

Declarative Sentences



Questions



Negative Sentences

Present Simple (Present Tenses)

EXAMPLE

• I live in New York.
• We play football every day.
• The meeting starts at 3 p.m.

The Present Simple is the most basic and common tense in the English language. It is also an interesting tense because it can express both the present and the future.

USE

1. Facts and generalization
2. Habits and routines
3. Permanent situations
4. State verbs (e.g. be, have, think, know)
5. Fixed / official arrangement that we can't change
6. Narrations (e.g. telling a story or a joke)

Note
Apart from the above uses, this tense is also used in:

• Zero Conditional - If it rains, I go play football.
• First Conditional - We won't get our pocket money, if we don't pass this exam.
• In sentences after "when", "before", "till", "after", "as soon as" ("Before you leave, please take the keys").

USE 1: Facts and Generalizations
The first and most important use of the Present Simple is to talk about things we believe are (or are not) true. It's also used to generalize about somebody or something.
Examples:

• It is a big house.
• He talks a lot.
• Berlin is the capital city of Germany.
• Buenos Aires is a large city.
• The Elephant doesn't fly.
• Dogs don't smoke cigarettes.
• A dog is not large than an elephant
• London is the capital city of France. (Remember: the sentence doesn't have to be true)

USE 2: Habits and Routines
We also use this tense to indicate that an activity is a habit or a routine.
Examples:

• We leave for work at 7.30 every morning.
• Susan often meets with her friends after school.
• They usually play football on Sunday.
• Mark rarely visits his sick grandmother.

The Present Simple tense is often used with the frequency adverbs:

Read more...

USE 3: Pernament Situations 
Use the Present Simple to talk about situations in life that last a relatively long time.
Examples:

• I live in Boston
• He works as a fireman.
• Margaret drives a Porshe.
• Jerry doesn't teach maths at highschool.

USE 4: State Verbs
You should use the Present Simple with state verbs.
Examples:

• I like swimming.
• We know this man.
• Margaret drives a Porshe.
• Jerry doesn't teach maths at highschool.

USE 5: Fixed / Official arrangements 
Use the Present Simple to talk about events that we can't change (for example, an official meeting or a train departure).
Examples:

• The meeting starts at 4 pm.
• The train leaves at the noon.
• When does the plane take off?
• Jerry doesn't teach maths at highschool.

USE 6: Narrations 
The Present Simple is also used in narrations (e.g. to tell a story or a joke).
Examples:

• A man goes to visit a friend and is amazed to find him playing chess with his dog. He watches the game in astonishment for a while [...]

(read more)

Good to know...
Some of the verbs used in the simple form can also appear in the continuous form. This is typically when they have an active meaning or exphasize change.
Examples:
- I'm thinking of moving to San Francisco
- I'm loving your new hairdo!
(read more)

FORM
Forming a sentence in the Present Simple is easy. To form a declarative sentence, all you need is the subject of the sentence (e.g. I, you, he, a dog) and the verb (e.g. be, talk, swim). Questions and negative sentences are only a little more difficult, because they require an auxiliary verb.

Declarative Sentences



Questions

Questions require the auxiliary verb to do or, in the third person singular, does.
Compare these examples:

• A: Does she like going to the mountains?
• B: Yes, she does.
• A: Does John have a dog?
• B: No, he doesn't.

Keep in mind that when you ask a question, the verb does not conjugate:

• Does she have a dog?
• Does she has a dog?

For the verb to be, we do not use an auxiliary:

• Is he tall?
• Does he be tall?

Negative Sentences

Present Perfect (Present Tenses)

EXAMPLE:

• I have read this book.
• The man has gone away.
• John has worked as a teacher for over 25 years.

The Present Perfect is used to express actions that happened at an indefinite time or that began in the past and continue in the present. This tense is also used when an activity has an effect on the present moment.

USE

1. Actions which happened at an indefinite (unknown) time before now
2. Actions in the past which have an effect on the present moment
3. Actions which began in the past and continue in the present

USE 1: Indefinite (unknown) time before now 
Use the Present Perfect to talk about actions that happened at some point in the past. It does not matter when exactly they happened.
Examples:

• I have already had a breakfast.
• He has been to England.

You should not use this tense with time expressions like "yesterday", "a week ago", "last year", etc.
Examples:

• I have seen it yesterday.
• We have gone to Paris last year

USE 2: Effect on the present moment 
We also use this tense to when an activity has an effect on the present moment.
Examples:

• He has finished his work. (so he can now rest)
• I have already eaten the dinner. (so I'm not hungry)
• He has had a car accident. (that's why he is in the hospital)

USE 3: Continuation in the present 
We often use the Present Perfect when we want to emphasize that an event continues in the present.
Examples:

• Mary has worked as a teacher for over 25 years.
• Patrick has achieved a lot in his life.

FORM
To form a sentence in the Present Perfect, what you need is:

1. The proper conjugation of the auxiliary verb "to have".
2. The Past Participle of your verb.

1. Auxiliary Verb "to have"
We conjugate the auxiliary verb "to have" the same way we would conjugate the normal verb "to have".

As you can see, the third person singular is irregular.
examples:

• She has never seen my brother.
• Neither of my brothers has ever driven a truck.

2. The Past Participle

The past participle of a verb is a verb form that appears with the perfect tenses. The past participle can be either regular or irregular.

• The regular verbs are formed by adding -ed to the verb:
  
• The formation of the irregular verbs does not follow one rule. Therefore, they should be memorized.
  

Declarative Sentences



Questions


Trivia
In sentences with adverbials such as ever, already or yet, American-English speakers may use the Past Simple rather than the Present Perfect. So, an American would say:

• Did you go to the post office yet? (Past Simple)

rather than:

• Have you gone to the post office yet? (Present Perfect)

Negative Sentences

Present Perfect Continuous (Present Tenses)

EXAMPLE:

• I have been working as a teacher for 30 years.
• What have you been doing?

The Present Perfect Continuous (Progressive) has a long and scary name. But don't worry! Read on to learn how to use it.

USE

1. Actions that started in the past and continue in the present
2. Actions that have recently stopped

USE 1: Continuation in the Present
We use the Present Perfect Continuous to show that something started in the past and continues in the present.
Examples:

• He has been painting the house for 5 hours. (He's still painting it)
• I have been working as a fireman since 1973. (I still work as a fireman)

USE 2: Past actions recently stopped 
Use this tense also to talk about actions that began in the past and have recently stopped.
Examples:

• I have been waiting for you for half an hour! (I'm not waiting anymore because you have come)
• Look at her eyes! I'm sure she has been crying. (She stopped crying when she saw them)

FORM
To form a sentence in the Present Perfect Continuous, what you need is:

1. The proper conjugation of the auxiliary verb "to have".
2. The auxiliary verb "to be" in the Past Participle form: "been".
3. The Present Participle of your verb (verb + ing)

1. Auxiliary Verb "to have"
We conjugate the auxiliary verb "to have" the same way we would conjugate the normal verb "to have

As you can see, the third person singular is irregular.
examples:

• She has never seen my brother.
• Neither of my brothers has ever driven a truck.

2. Auxiliary verb "to be"
The past participle of the verb "to be" is "been". This is also an auxiliary verb, and you must never forget about it!

• I have working as a teacher for 16 years.
• I have been working as a teacher for 16 years.>

3. The Present Participle
The present participle is of a verb is a verb form that appears with the present tenses. The present participle is formed by adding -ing to the verb.

• talk + ing = talking
• be + ing = being

There are exceptions.

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Past Continuous (Past Tenses)

EXAMPLE:

• What were you doing then?
• I was eating the dinner when someone knocked at the door.
• When he was sleeping, I was working hard
• I was wondering if you could help me.

We usually use The Past Continuous (Progressive) to talk about longer actions in progress in the past. The actions can be interruped by something ("He was reading when she arrived") or can be happening at the same some ("She was learning English when he was watching TV"). There are also two other uses.

USE :

1. Actions in progress (in the past)
2. Interrupted actions in progress (in the past)
3. Actions in progress at the same time (in the past).
4. Irritation over something or somebody (in the past)
5. Timid / polite question

USE 1: Actions in progress 
We use the Past Continuous to express the idea that an action was in progress in the past.
Examples:

• I was watching TV yesterday in the evening.
• She was not crying.

USE 2: Interrupted actions in progress 
The Past Continuous is often used when one actions in progress is interruped by another action in the past. We usually use "when" to link these two actions. Sentences usually have this form:
[ Sentence in Past Continuous ] + WHEN + [Sentence in Past Simple ]
WHEN + [ Sentence in Past Continuous ] + [Sentence in Past Simple ]
or:
[ Sentence in Past Simple ] + WHEN + [ Sentence in Past Continuous ]
Examples:

• I was talking with James when the telephone rang.
• The plane crashed when Angelica was playing tennis.

USE 3: Actions in progress at the same time
We also use this tense to show that two actions are taking place at the same.
Examples:

• I was watching TV and Barbara was reading a book.
• The family was eating the dinner and talking.

USE 4: Timid / polite questions 
If we want to ask a polite question, we can use the Past Continuous.
Examples:

• I was wondering if you could open the window.
• I was thinking you might help me with this problem.

Even though the sentences have a Past Continuous form, they refer to the present moment. Their meaning is similar to the "could you" sentences, but they are more polite.

USE 5: Irritation 
Remember that you can also express irritation over somebody or something in the past.
Examples:

• She was always coming late for dinner!

FORM
To form a sentence in the Past Continuous, what you need is:

1. The proper conjugation of the auxiliary verb "to be" in the past form
2. The Present Participle of your verb (verb + ing)

1. Auxiliary verb "to be"
The past form of the auxiliary verb "to be" is:

1. For the first and third person singular: "was"
2. For all others: "were"

Examples:

• She was always coming late for dinner!
• You were always coming late for dinner!

2. The Present Participle
The present participle is of a verb is a verb form that appears with the present tenses. The present participle is formed by adding -ing to the verb.

• talk + ing = talking
• be + ing = being

There are exceptions.

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Past Perfect (Past Tenses)

EXAMPLE:

• I had written the letter before you came home.
• If she had studied hard, she would have passed the English language exam.
• I wish I had been brave enough.
• Mary looked as if she had not slept for 45 hours.

We use the Past Perfect tense to emphasize that an action in the past finished before another action in the past started. This tense is also used in reported speech, third conditional sentences, or to show dissatisfaction with the past.

USE

1. A completed action before another action in the past
2. Third conditional sentences
3. Reported speech
4. Dissatisfaction with the past

USE 1: A completed action before another action in the past 
The first use of this tense is to emphasize that one action in the past happened before another action in the past.
Examples:
I had finished my homework before I went playing football.
John had never been to London before we went there last year.

Good to know
People (especially native speakers) do not use the Past Perfect in such sentences very often. For example, they will say:

• After I washed my car, I went to fill up.

Rather than:

• After I had washed my car, I went to fill up.

This is because "after" or "before" tell the listener which action happened first. Still, keep in mind that it is better to use the Past Perfect, especially in written English or when writing exams.
Explanation
In this cartoon, you can see a man who says: "My son, Julius, had never seen a camel, before we went together to the Zoo in summer 1990 ".

• Why is this in Past Perfect? Click on the button labled "event 1". The father asks his son, Julius, the following question: "Have you ever seen a camel?". Julis replies that he has never seen it. In the next scene, they are in the Zoo, watching the animal. Notice that the event 1 occured before event 2. It means that the use of Past Perfect is correct here.

USE 2: Third conditional sentences 
Use the Past Perfect with third conditional sentences.
Examples:

• If we had gone by taxi, we wouldn't have been late.
• If Mary had studied harder, she would have passed the exam.

The Use 2 is the so-called hypothetical past: we are talking about things that never happened.

• I wish I had fixed my umberella. (but I didn't)
• If only I had known the answer to that question. (but I didn't)

USE 3: Reported speech 
Use the Past Perfect with reposted speech.
Examples:

• Mary said she had already seen this film.
• He asked if I had read Harry Potter.

USE 4: Dissatisfaction with the past 
We often use the Past Perfect to show our dissatisfaction with the past. Such sentences typically start with "I wish ..." or "If only ...".
Examples:

• I wish I had taken more food. I'm hungry now.
• If only I had taken more food. I'm hungry now.

The Past Perfect is also used with expressions such as: "as if/though":

• John looked as if he had done something terrible.
• She looked as though she hadn't slept all night.

Form
To form a sentence in the Past Perfect, what you need is:

1. The proper conjugation of the auxiliary verb "to have" in the past form.
2. The Past Participle of your verb.

1. Auxiliary verb "to have"
The past form of the auxiliary verb "to have" is "had":

• Mary had finished her homework before Mike came home.
• Mary has finished her homework before Mike came home.
• Mary hads finished her homework before Mike came home.

2. The Past Participle
The past participle of a verb is a verb form that appears with the perfect tenses. The past participle can be either regular or irregular.

• The regular verbs are formed by adding -ed to the verb:
  
• The formation of the irregular verbs does not follow one rule. Therefore, they should be memorized
  

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