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Decisive Turning Points During the Falklands War

admin — Tue, 30 Mar 2010 21:55:54 +0000

Sovereignty of the Falkland Islands had long been a point of dispute between Britain and Argentina. Events came to a head in 1982, when planned cut-backs to the British Royal Navy convinced Argentina’s ruling military junta that Britain no longer had the will or capability to defend the islands. The Falklands War, fought over these remote South Atlantic islands were the result.

Here are 13 decisive points in the conflict.

1. South Georgia (19th March 1982) – A group of Argentines, ostensibly on a scrap metal salvage mission, land on South Georgia and raise the Argentine flag.

2. Operacion Azul (2nd April 1982) – The Argentine navy lands a military force in the Falklands Islands proper, overwhelming the tiny British garrison of Royal Marines.

3. Dispatch of the Task Force (3rd April 1982) – First Sea Lord, Sir Henry Leach, convinces Prime Minister Margaret Thatcher to send a naval task force with the words, “because if we don’t do that, in a few months we will be living in a different country whose word will for little!”

4. South Georgia (25th April 1982) – British Special Forces and Royal Marines recapture South Georgia. The Argentine submarine Santa Fe is crippled during the fighting.

5. Operation Black Buck (1st May 1982) – A Royal Air Force Vulcan bombs the Port Stanley airfield runway, denying use of the airfield to Argentine fast jets.

6. General Belgrano (2nd May 1982) – The Argentine cruiser ARA General Belgrano is sank by the Royal Navy nuclear submarine, HMS Conqueror. The Argentine Navy withdraws to port and plays no further part in the war.

7. Sheffield (4th May 1982) – The Argentine airforce sinks the Royal Navy’s HMS Sheffield using an Exocet missile. It is the first of many British naval losses to Argentine air attack.

8. Pebble Island (14th to 15th May 1982) – British Special Forces raid the Argentine airbase at Pebble Island, destroying 11 Argentine aircraft.

9. San Carlos (23rd May 1982) – British troops land at San Carlos Water. Although, British ships come under severe Argentine air attack in “bomb alley”, the Argentine’s are unable to dislodge the British bridgehead.

10. Goose Green (27th to 28th May 1982) – British troops defeat Argentine forces defending the settlement at Goose Green in the first major land battle of the war.

11. Bluff Cove (8th June 1982) – British troops landing from the RFA Sir Galahad and Sir Tristram at Bluff Cove, come under Argentine air attack and suffer horrific casualties. However, even these losses are unable to stop the British advance on the ground.

12. Mount Longdown, Two Sisters and Mount Harriet (11th to 12th June 1982) – British troops capture these three peaks in bitter fighting with Argentine ground forces.

13. Mount Tumbledown and Wireless Ridge (13th to 14th June 1982) – British troops capture these peaks which overlook Port Stanley in the last major land battle of the war. Argentine forces in Port Stanley begin to raise white flags, and a surrender of all Argentine forces in the Falkland Islands is negotiated soon after.

By: Sunil Tanna

Types of Online Degree Programs You Can Avail of Anytime

admin — Mon, 22 Mar 2010 20:44:41 +0000

With the advent of the internet, there are so many types of online degree programs available that you have the option to choose which ones you would like to take. The technology of the internet provides you with the variety of online degree programs and the different institutions that offer them. For example, if you wish to take a foreign language degree program, you can enroll in an institution that enables you to speak and practice that language with someone whose first language is that. Learning French online, for example, you will practice such language with someone who speaks French as a first language. Learning the diction and way it is said will be easier and more native, so to speak.

Some of the other types of online degree programs include the following: Business Degrees-which include Accounting and Finance, E Business, Human Resources, IT Management, Business Administration, Criminal Justice- Computer Security, Crime Scene Investigation, Criminal Justice, Law Enforcement, Homeland Security, Education which includes General Teaching Courses, Special Education and other teaching certification, Culinary arts like Hotel and Restaurant Management and Kitchen Management and the like, Arts and Design like Animation, Graphic Design, Video Game Design and Fashion; Health care which encompasses Health care administration, Medical, Dental and Nursing degrees; Technology whose realm envelopes Computer Science, Database Technology, Software Engineering, Internet and Website Development. There are liberal arts programs that offer degrees in Psychology, Photography and Film and Visual Arts, Communications Technology and Journalism, Social Sciences like Sociology, Anthropology, Geology and Geography. There are schools that offer degrees in public work related programs like Parks, Recreation and Fitness Studies, Public Administration and Social Service, Security and Protective Services. These are but some of the online degrees offered in the web by different universities from all over the world. You can even get technical degrees online for the following courses: Commercial Truck Driving, Fire Sciences, Mortuary Science, Tourism, TV and Radio Broadcasting, Cosmetology, Gun Smithing and some others as well.

Online degree programs are for those people who may have busy schedules or are already in the workforce but would like to have an undergraduate or post graduate degree. An online degree program can be flexible enough for them to continue with their work alongside getting their degree by doing the course requirements at their spare time. Not all online degree programs offer this so it is best to check what the requirements are. The different types of online degree programs enable everyone to finish with a degree. Technology has made the world a better place in this manner

By: Steven Magill

Ways to Build Students’ Self-Esteem

admin — Sun, 21 Mar 2010 10:16:06 +0000

One of the most difficult tasks for any teacher, whether beginner or experienced, is building self-esteem in students who clearly show a low level of confidence. The older the student, the more we struggle to build up his/her self-esteem, since we have to overcome several years of low personal opinion. The factors which cause low self-esteem are numerous and probably known to all of us: negative family atmosphere, absence of role models, taunting by peers, and lack of opportunities to demonstrate one’s real skills.

The components of self-esteem are four: what he/she thinks of their personal value, the kind of work they do and its consequences, personal achievements or lack thereof, and, most importantly, what they believe other people think of them. Simply talking to the students with positive words will never be sufficient; the task requires the following from all teachers:

Observe and Evaluate

Pay attention to each child’s demeanor. Their non-verbal language almost always reveals their attitude towards themselves. Are they slouching, keeping their head down, not looking at you in the eye, isolated, very few or no friends, or are they defiant, strutting with an apparently superior attitude?

The defiant child has not learned to trust adults, sometimes with good reasons. The isolated (from all other students) child may have been abused, or severely taunted as inferior, as dumb, as unskilled, by previous teachers (it happens, unfortunately) and by peers.

Regaining Trust

Your task as a teacher is to gain their trust, an arduous task indeed. Allow me the recent example of a diffident student who finally granted me his trust. I met Javier (not his name) approximately 2 years ago in my high school where he arrived as a shy, timorous freshman. After observing him for 3 months, I noticed that he occasionally wore the shirt of a famous Mexican soccer team. Since I am a former player, I thought I had found the key to his mental door of trust.

I started making conversation with him, after helping him out with his English essay, and discovered that the team he really admired was the Spanish Barcelona. I began mentioning some of the key players and how well the team had played that Sunday. Little by little, he opened up to me, until I discovered that he felt neglected in his family because he was the “sandwich” brother. He now confides in me by retelling almost every incident about his personal life. His grades are going up at the same time he accepts who he is and what he can and cannot do.

Successful Tasks, The Key To Self-Esteem

Any student can experience success in school, even when their low level of intelligence presents serious obstacles. Some of the disabled children (Learning Disabled, Health Impairments, Physical Disabilities, etc.) are especially susceptible to low self-esteem. They even believe that they incapable of learning. “I am dumb,” is an expression that I have heard too often.

We, the teachers, have the mission to devise tasks that less gifted children can perform successfully. If these accomplishments are followed by congratulations (sincere and genuine), the student’s self-esteem will shoot up immediately. Too often, schools and teachers devise lesson plans that expect the same from every child. That is a very serious mistake. We must differentiate not only in the way we present the material, but also adapt it to the time some students take to finish.

See Them Outside Of School

All children love physical and/or artistic activity and schools provide them with multiple opportunities. Take the time to go to their games or activities after school. You have no idea how happy they are to see their teacher on the sideline or in the audience. Talk to the parents and tell them how much progress Adrian has made in the last few weeks. They in turn will mention this to the student who will feel elated that his/her teacher talked to their parents in such a positive manner.

Patience and Time, Time and Patience

Yes, the task is arduous; do not expect immediate results. Do not even expect positive results in every case. Some children may have been damaged too much and need expert help (psychological). For every student for whom you have made a difference, there are many others who need your attention, your patience, and your time. Isn’t teaching wonderful?

By: J.C. Sprenger

Causes for the Lack of Concentration in Children

admin — Sat, 20 Mar 2010 13:07:44 +0000

However, lack of concentration is said to be one of the major causes of failure in studies these days. There are many factors which may distract concentration in teenagers; some of them are discussed below:

1. Fatigue: Today’s teenagers opt for a different kind of lifestyle which includes partying with friends and involving in other activities which hampers adequate sleep. Sleep deprivation is probably the most common cause for an inability to concentrate on one topic for very long. Many studies have shown that students are not getting enough sleep, and sleep deprivation has serious physical, emotional, and cognitive effects.

2. Diet: Improper intake of food can also cause a major health issue in teenagers. Also, they show their carelessness in consuming meals on time. They need to understand that body is just like a machine in some ways. To get rid of this problem, parents must make out a routine which includes all the healthy food items that too at the proper time.

3. Anxiety: It is considered as another cause for the inability to concentrate. Though, high school is an exciting time, but it brings lots of stress for teenagers as well. Try to find reasons for your worries and solve them to get a clear state.

4. Boredom: Students usually get bored with anything very easily. They need to focus on the concepts so that they can later develop some interests in that particular area of learning. Boredom stems from doing something that lacks meaning and motivation.

After following these points, parents can help their kids to boost the concentration level of their kids easily.

By: Anirban Bhattacharya

Sensory Integration Dysfunction – What Is It, Diagnosis, And Treatment

admin — Sat, 20 Mar 2010 09:40:55 +0000

Is your child with autism over responsive to sensation which shows by withdrawing from touch, or getting upset by loud noises? Or is your child under responsive to sensations which shows by hyperactivity, unawareness of touch or pain, and likes loud sounds? Your child may have sensory integration dysfunction, which could be affecting their education and life. This article will discuss what sensory integration disorder is, and also about diagnosis.

Sensory integration refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), interpret that information, and respond to it. Sensory Integration Dysfunction (SID) is the inability of the brain, to correctly process information brought in by the senses. People with SID may misinterpret everyday sensory information such as touch, sound and movement.

Below are a few symptoms of SID:

1. Loves to spin, swing, jump-this may calm them down,

2.Complains that some clothing feels scratchy, or doesn’t like tags,

3. Picky eaters-doesn’t like how some foods feel in their mouth,

4.Over sensitive to smells or sounds-may sniff people or food-will frequently cover ears to sounds,

5. May have high pain tolerance,

6. Can be impulsive or distractible.

The Star Center puts out a checklist for Sensory Integration Dysfunction. The Star Center calls it Sensory Processing Disorder (SPD). Below are a few items on the checklist:

1. Difficulty eating,

2.Resists cuddling or holding,

3.Easily startled,

4.Over sensitive to stimulation,

5.Difficulty learning new motor tasks,

6.Constant movement,

7.Overreacts to touch noise or smell,

8.Appears clumsy and stumbles a lot, and

9.Avoids visually stimulating environments.

SID could be affecting your child in many different ways. There are two separate types of SID: Sensory Avoiding and Sensory Seeking. Children with sensory avoiding do not like to be touched or cuddled, they are fearful of fast movement, are cautious and unwilling to take risks or try new things, are very pick eaters and do not like to be in loud or busy environments. Children with sensory seeking can have hyperactivity, unawareness of touch or pain, take part in unsafe activities, enjoy sounds that are too loud.

Children with Sensory Integration Dysfunction may also have motor skill problems. These children may have: 1.Poor fine motor skills, 2.Poor gross motor skills, 3.Difficulty imitating movements, 4.Trouble with balance, and 5.A preference for seating activities, such as video games.

To determine if your child has SID, they should be evaluation by a SIPT qualified occupational therapist (OT). Many school districts hire occupational therapists, but may not be SIPT qualified, and therefore not qualified to test in this area. You may need to advocate for your child to have them tested by a SIPT qualified OT.

Treatment for SID is occupational therapy, by a qualified therapist. Check with your school district to see if there OT has experience with Sensory Integration Disorder. If they do not, consider getting an Independent Educational Evaluation (IEE) with a SIPT qualified OT. Make sure that the evaluator makes specific recommendations on amount of therapy needed, goals and objectives.

By understanding what Sensory Integration Dysfunction is, how it is diagnosed and treated you may help your child. SID can negatively affect your child’s life, but with proper treatment you child can reach their potential.

By: JoAnn Collins

Parenting Tips – 5 Skills That NCLB State Are Critical to Early Reading Success

admin — Fri, 19 Mar 2010 09:06:37 +0000

Are you the parent of a young child, who is receiving special education services, that is concerned about whether your child has the needed skills, to learn how to read? Are you a parent of an older child with autism or a learning disability, that is concerned about your child’s reading success. This article will discuss 5 skills that No Child Left Behind (NCLB) states, are identified by research as critical to early reading success. These skills were found in the No Child Left Behind parent Guide.

Skill 1: Phonemic Awareness: Is the ability to hear and identify sounds in spoken words.

Skill 2: Phonics: Is the relationship between the letters of written language and the sounds of spoken language.

Skill 3: Fluency: Is the capacity to read text accurately and quickly.

Skill 4: Vocabulary: Is the words students must know to communicate effectively.

Skill 5: Comprehension: Is the ability to understand and gain meaning from what has been read.

You should make sure, that any reading program that is used for your child with a disability, to teach them how to read, contain these 5 skills. No Child Left Behind requires that any educational program used should be scientifically research based. What this means is that the education program (reading program), must have research to show that the program is effective to teach children to read.

In 2000 the Report of the National Reading Program identified these 5 skills as critical to children learning to read early. In April 2000 these research findings were reported in the National Reading Panel, they have now been written into the NCLB law. Reading first is the program that was started under No Child Left Behind, to help school districts to improve reading achievement.

By making sure that your child’s reading program contains these five skills, you will be increasing your child’s chances of learning to read. You must be involved with your child’s education to ensure that the child continues to make academic progress, and learns to read. Reading gives children a chance at a fulfilled life!

By: JoAnn Collins

Baking Cookies While Attending Online Schools at Home

admin — Tue, 16 Mar 2010 19:42:36 +0000

Online schools could provide the solution to many of the problems faced by mature students. With more and more people finding that they need extra qualifications to advance in the employment market, mature students are often faced with a dilemma; how to obtain those coveted higher educational qualifications whilst juggling work, family and financial commitments. The ability to study online gives a prospective mature student the opportunity to study for a degree and other courses through their online education programs.

By studying through online schools, students are able to maintain their current standard of living, while working towards a better lifestyle. As such, there are many online schools offer a multitude of degree programs. But for those looking to pick up a new skill, better their performance at work, meet people, or just have fun, online classes are also a great idea. I also believe that attending online schools are perfect for people who are working full time because of the flexibility it allows. Since there is often no set class time, you can study and do the course work at your own pace, and whenever it is convenient for you!

ARE ONLINE SCHOOLS CONVENIENT FOR SPECIAL NEEDS STUDENTS?

Online schools have revolutionized the workplace for skilled teachers and administrators. The result of this union is the ability to create a tailored classroom for gifted, struggling and needs-based students that, until the advent of online learning, were often segregated to specialty teaching groups to meet their potential. As such, online schools can be of great help to students with disabilities allowing them to access materials in a digital format from home. However, if the material is not accessible, it can isolate students and lower their standard of education. But overall, online schools offer advantages over their campus-based counterparts. If you are looking for convenience, program choice, and a more satisfying classroom experience, you may find that online schools are superior to traditional college campuses. These type internet schools can obviously market almost anywhere in the world – they don’t care whether students come from Bar Harbor, ME or Chula Vista, CA. Last month alone, it was reported that there were over 4.5 million searches for ‘online college’. That’s a lot of searches! That this tells me is that there are a lot of people looking to expand on a particular skill set and/or better their existing knowledge. It may also mean that more and more students with special needs find it more convenient to learn from the privacy of their home in their own environment.

IS ATTENDING ONLINE SCHOOLS RIGHT FOR YOU?

Don’t get me wrong here, yes it is true, online schools are held to the same strict standards of quality, learning effectiveness, accessibility, and affordability by which traditional learning institutions abide. It has even been noted that man online schools have some of the best faculty in the country. There are hundreds of Accredited online schools that recruit only the best professors in their fields, most of whom are currently working in the their respective field. Another great reason why you should attend an online school is that they have limited overheads; they do not have to heat or cool classrooms for students, or repair buildings. Which brings me to my main point here that online schools will often cost less and take less time to complete making it easier for some to get the education that has been only dreamed of!

I believe that online schools are definitely the schools of the future although the heart of the battle in recognizing it full stop is really all about the personal contact between a student and teacher. Now, if you can push all the distraction aside since you have complete control of your environment, studying from home online can provide an education at a much lower cost than a brick and mortar school. Any online school merits exploration and asking the correct questions may assist students in selecting a suitable program. And certain online schools may also provide the opportunity to interact with students and teachers through message boards, email addresses, and live chat. Besides, is the half hour lunch break at traditional brick and mortar schools really enough time to socialize anyway? It is important to start today and research the possibilities of a new promotion at an existing company or even a new career of your dreams.

By: D. Grace

Autistic Residential Schools vs Day Schools

admin — Tue, 16 Mar 2010 07:41:38 +0000

It’s difficult for any parent to get used to the idea of sending their children away to school, and perhaps even harder for parents of special needs children, such as those who suffer from autism, to do so. Is your child getting a good education? Are other children treating him or her fairly? Will your child enjoy this new situation? Many schools are now set in place to put these fears to rest by solely devoting their attention towards special needs children, and the concept of sending an autistic child to residential school for autistic children instead of a day school program is becoming more popular among parents. Although it may be difficult to adjust to your child living away from home, this may be where the best care and education is available for you child, so carefully consider the advantages before dismissing the idea of residential school for your autistic child.

Residential school programs are often no different than day school programs, but here the student has the opportunity to interact with others outside of a classroom setting. This is sometimes exactly what an autistic child needs to learn socialization skills with people outside of the family.

These schools are also very safe and organized in a way that is conducive to learning. For example, Franklin Academy in Connecticut, which specializes in teaching non-verbal students, has a three to one student to teacher ratio and an average class size of six students. They also plan small-group field trips to public places, so your child has an opportunity to interact in public places.

This is as opposed to day schools, which typically have larger class sizes and therefore cannot handle public outings. Even if the day school specializes in teaching autistic children, they simply may not have the resources and time during the school day for field trips.

Another advantage over day schools, whether public of private, is the living aspect. Although the students who attend these schools are greatly supervised, they learn living skills that they will need in an adult world. Whereas you may feel obligated or want to do things for your child at home, at a residential school, your child will be encouraged to live more independently. At Brehm Preparatory School in Illinois, students learn time and money management and are in charge of simple home maintenance (chores), study time, and recreational activities. Here also, the emphasis is on family.

Family is an important thing to consider with any type of residential school. While your child is learning valuable social skills, he or she may become more distant from his or her immediate family. At schools like Brehm, including Hampshire Country School in New Hampshire, have parents’ weekend often to so parents can visit their children. Consider also the stress this may relieve for you and your family. Since you will need to spend less time helping your autistic child with learning everyday life skills, you can devote more time to enjoying their company when you see them. Spend time on your marriage and with your other children, activities that would normally be hard to achieve or ignored with an autistic child at home.

However, it is important to note that residential schooling is not for everyone. Typically, your child needs to be high functioning to handle this school atmosphere. You will need to consider cost, since tuition , room, and board for residential schools can be quite expensive. Remember, residential school is not for everyone, but you should definitely consider the option. Research this type of program so that you can make the best decisions possible for your child’s education.

By: Rachel Evans

The Moral Education of Children

admin — Mon, 15 Mar 2010 05:23:34 +0000

Many parents are concerned about laying a good foundation for their children that they might grow to become moral, responsible adults. In part, parents often rely on Sunday school or other types of religious education to help convey the message of morality. In raising moral children, there are a few points that bear remembering.

First, child rearing is a developmental endeavor. That implies that children progress through moral stages and understandings at a certain (variable) pace. There is little evidence that children can be hurried along the developmental journey. There is a developmental track for moral development, social development, and cognitive development. All areas of development come into play in our efforts to raise moral children. Jean Piaget, the famous developmentalist, reminds us that young children have not yet arrived at the stage of formal, symbolic thought.

Many parents will attempt to moralize with children in abstract, moral discussions-suitably “watered-down,” or so they think, to meet their kids where they are. However, if research on cognitive development is at all correct, it is unlikely that children are being “converted” to a moral or religious stance. They may say “yes” and seem to get the point, but it is unlikely that they do.

A much better approach is to work on actions involving simple reciprocity, things like sharing of toys and friends. Young children are naturally egocentric. By involving them in such simple understandings as “you scratch my back, I’ll scratch yours,” children come to see simple morality as pragmatic, paving the way for the later stages when formal reasoning makes children receptive to more abstract appeals.

In terms of social development, Erik Erikson would no doubt point us to those natural conflicts that occur at each advancing stage of development. In the early stages when a child struggles between trust and mistrust, and shame and guilt vs. autonomy, children need reassurance. If they are subjected to constant moralizing and put-downs, they will likely adopt an outlook of inferiority. In addition, they will become increasing likely to look to an outside locus of control. The best way to raise autonomous, responsible adults is by acceptance as opposed to constant correction. Erikson’s theory predicts that someone might “get stuck” at an early stage if that stage is not successfully navigated.

Furthermore, problems may appear during the adolescent identity crisis of even later in adulthood. Lawrence Kohlberg was a theorist of moral development. His theory reminds us that young children do not see the world in such philosophical categories as moral or immoral. Here the focus is on reward and punishment. What is good is what brings a reward. They also develop a sense of parity; one hand washes the other. “If you are nice to me, I’ll be nice to you,” is one of the earliest orientations. In late childhood, children reach a stage of wanting things to be fair and law-driven. Here they are concerned about following the rules. It is not until adolescence or later that kids begin to see right and wrong in truly moral terms. From this perspective, the best we can do is “play along” with development. We must never expect young children to have a truly moral view of things. This is something they are “nurtured into.”

If caregivers follow the rule of gentle persuasion and fairness, children will naturally move into an understanding of morality. What about religious instruction? James Fowler has spoken to this at length. Combining theories of earlier theorists, he has noted that the earliest claim to faith is affiliative. Children make “professions of faith” to please their parents and feel a sense of unity with them. It is very doubtful that children really understand the notion of freely chosen conversion before early adolescence. How do we put all of this together to get some direction?

Follow the developmental curve. Meet children where they are. Do not moralize with them, and do not expect more than they are able to deliver. Keep discipline mild, and aim it towards learning such socialization skills as sharing in a polite and caring way. Do not expect little ones to be too selfless. Remember that childhood is not a race; the stages cannot be bypassed. Accept children where they are developmentally, and provide a warm nurturing environment. If we “teach from behind,” letting the child’s natural developmental stages take the lead, we will be doing the best we can to raise moral, responsible children who grow into moral, responsible adults.

By: James Alexander

How To Get Certified As A Substitute Teacher

admin — Sun, 14 Mar 2010 05:42:37 +0000

If you are looking to make a career switch to substitute teaching, there are several steps you will need to take to make that dream a reality. Certification is one important step in reaching the goal of becoming a substitute teacher.

You will need to first decide what age range of student you wish to teach. Knowing this information will help you select the correct college classes that will give you the preparation you need to teach the age level you wish. If you are not sure, you will be given opportunities in the college class setting to gain a bit of experience teaching different age levels, and this will help clarify which you prefer.

You will also need to think about what you wish to teach. Some teachers are generalists while others are specialists. You can specialize in special education, physical education, driver’s education, the arts or music. Typically, elementary teachers are generalists, because they teach every subject to their young students. The more areas in which you receive enough education means a greater number of endorsed areas on your certificate, which will be a boon to the substitute teacher, who can be asked to teach any subject as needed by a school district.

All teachers must have at minimum a four-year college degree in some subject. In addition, you will receive specialized training in education to learn how to teach. You will spend time observing certified teachers in the classroom. This also includes a certain amount of time spent as a student teacher. Your master teacher will help you gain experience in the classroom actually teaching students. You’ll start by observing the teacher at work, and discussing the procedures and topics. Over time you will get worked into the teacher’s schedule, until eventually you will fully take over one or more of the teacher’s regular classes.

Your master teacher will observe you and give you valuable feedback so that you will improve your skills. You will also be able to ask questions and get any clarification you need. You might also be asked to attend usual meetings that the teacher attends, to get a feel for what happens behind the scenes after the students are gone. You might also get asked to help out with after-school activities, practices or rehearsals, especially if your teacher’s teaching area is performance related, such as a PE teacher or a drama or choir teacher. All of these experiences will help give you the training you need to step into an educational setting successfully.

By: Susan Slobac