text:
Yѡi Iжxhiѵuni Vuscovю
FlagTyvic OrionArms

Banner of Arms and Arms of Tyvic

Motto:Tyvic Is Not Yet Lost[1]
Anthem:Song of the Vuscovites
About this image

Map of Tyvic

Largest City:Nerushmy
Official languages:Vuscovi
Government:Absolute Monarchy

- Emperor:
Tsymѵoѵaк II Mrskpyca
- Head of the Council:
Count Mieczy Rosteк
- Chairman of the Court:
Count Gennady Zymoѡit

Legislature:- Upper House: Imperial Council

- Lower House: Imperial Court

State religion:Church of The Stallion
Formation:470 S.R.
Geography & Demographics
Population:7 million (95% Men)
Ethnic groups:Vuscovi (99%), Altane (0.6%), Tearvingaul (0.3%), Other (0.1%)
Currency:Zloty (ż)(?)
GNP:đ5,800,000 (9th)
GNP per capita:đ0.82 (23rd)
Core industries:Lumber, metal ores, coal, wool, textiles, rubber & cork, wrought iron
Primary imports:Arms & ammunition
Work In Progress
This article is still being written. Please consult the other authors working on this project before editing.

The Vuscovi Empire (Vuscovi: Yѡi Iжxhiѵuni Vuscovю tr: The Vuscovi Empire), referred to non-Vuscovites as Tyvic, is a large nation on the west coast of The Gloaming North. It is at the forefront of the struggle between the worshipers of The Stallion and The Wolf, and has chafed against a long decline and loss of relevance in the march of industrialization.

Founding (470 S.R.)Edit

The lands that became Tyvic were once an unaligned gathering of tribal, moons-worshiping Vuscovi principalities. They suffered depredations at the hands of powerful, Tearvingaul raiders, who stole already sparse crops and livestock. After his clan's steading was sacked and burned by the raiders, the now homeless Prince Yaroslav led his surviving Oath Brothers and set out to avenge his people. Future histories would argue the specifics of his campaign, with some claiming his actions to be justice proportionate to the wrongs committed by the raiders, while others claim that he perpetrated atrocities of incredible cruelty in the hopes of terrorizing the Tearvingauls into ceasing their rapine of Vuscovi lands. Whatever the truth, Yaroslav became known as "Yaroslav of the Red Spear," for his bloody victories. His quick response to Tearvingaul incursions inspired the other Princes to throw their support behind him, until he was able to lead an army of the united tribes to face a "Dark King," at the battle of Cold Streams Pass. The Vuscovi Druids, previously loyal to no Prince declared Yaroslav to be the appointed champion of Ollerus and Verthandi, the Red and White moons, and thus the only one fit to stand above all Princes.

The Ride to End Giant Aggression (1025 - 1041 S.R.)Edit

Weary of Giant raids from the far north, the Equinex Archelaus II calls for the “Ride to End Giant Aggression,” and grants all the nations of the north a joint Mandate of the Hassek Coast. Amongst the many nations of the North, Tyvic joins in confidence, crossing the North Sea to drive the Giants from the Hassek Coast.

Conversion to The Stallion (1055 S.R.)Edit

Concession of Vasque (1100 S.R.)Edit

After nearly fifty years of civil war, the latest Emperor of Tyvic treats with the rebels and cedes the north, which dubs itself Vasque.

The Ride of Southern Liberation (1731 - 1740 S.R.)Edit

Tired of the chaos to the markets caused by Southern instability and long desirous of bringing the heathen south into the Church of the Stallion, the Equinex convenes the College of Archbishops to gauge the peoples willingness to invade the south. It is determined that the Emperors of Gilderdammen and Tyvic could be easily persuaded to take up the cause. The Emperor of Gilderdammen is given the Mandate of Gozenram and the Emperor of Tyvic is given the Mandate of Quelosq, and the Church helps with fundraising to create the expeditionary forces necessary for an invasion.

Roster of RulersEdit

The rise of Yaroslav beckoned the end of the age of the Prince and the birth of the era of the Tsar (Shortened from the Vuscovi Tsaar`d`ѵda, meaning "Champion Prince"). The era of the Tsars was characterised as an era of constantly shifting leadership, as princes and warlords ceaselessly jostled for the position of ascended Prince. The age only came to an end with the reign of Kalabai the Unconquerable, and is said to have set the stage for the coming reign of Emperors in the wake of The Stallion's reckoning.

  • Yaroslaѵ of the Red Spear (470 - 508 S.R.)
  • Ob`to`xh the Foresighted (508 - 509 S.R.)
  • Sk'aj'xh (508 - 510 S.R.)
  • Zhaa`qa (510 - 513 S.R.)
  • Cirkyt the Bold (513 - 522 S.R.)
  • Vintys (522 - 526 S.R.)
  • Mawys the Demented (526 - 530 S.R.)
  • Dabye (530 S.R.)
  • Maron the Unrelenting (531 - 539 S.R)
  • Yw`oqa (539 - 545 S.R.)
  • Rys`h`en (545 - 549 S.R.)
  • Lukya`wa (550 - 559 S.R.)
  • Uwol (559 - 566 S.R.)
  • Qaysalva (566 - 579 S.R.)
  • Garh`iin the Gilded (569 - 600 S.R.)
  • Wotende Bridge-builder (600 - 620 S.R.)
  • Antys`fe the Solace (620 - 661 S.R.)
  • Wolonwo the Terrible (661 - 662 S.R.)
  • Ara (664 - 670 S.R.)
  • Xhode (670 S.R.)
  • Ewyn (671 - 700 S.R.)
  • Q`khsn (700 - 713 S.R)
  • Mynke (713 - 744 S.R.)
  • Ob`te the Sharp (744 - 769 S.R.)
  • Xhk`ke` the Violent (769 - 801 S.R.)
  • Lowon (802 - 830 S.R.)
  • Kj`olo (831 - 845 S.R)
  • Andur the Strong (845 - 852 S.R)
  • Elkh`okysk`yn (852 - 861 S.R.)
  • Bredya (862 - 898 S.R.)
  • Kana (898 - 930 S.R.)
  • Ye`med (931 - 967 S.R.)
  • Arwas (967 - 988 S.R.)
  • Xho`bhe the Wise (988 - 999 S.R.)
  • Kalabai the Unconquerable (999 - 1055 S.R.) The last Tsar and the first Emperor, renamed Genkhita the First-blooded on his coronation. He is known as Kalabai the Traitor in Vasque.

The coming of the Stallion into the lands of the Vuscovites called for a shrugging off of the old ways of the druids to welcome the enlightenment of the Church and its values. No longer were rulers mere ascended princes of the old bloodline, but Emperors faithful to the teachings of The Stallion and the Equinexes.

  • Genkhita the First-blooded (1055 S.R.) Whilst having enjoyed a long reign as Tsar, Genkhita's life as emperor was pitifully short-lived, seeing his end spelled out by means of assassination at the hands of by wolf zealots who successfully stormed the Summer Palace in Voskrensenka, officially marking the start of the Vuscovi Civil War. His title is a reference to both his position as first Emperor and to his untimely death, and is a translation of the more inherently double-intentioned Vuscovi Anng`к`ѧ`, a word string comprised of "first" and "blood".
  • Yury I (1056 - 1111 S.R.) Genkhita's firstborn son. Oversaw the concession of Vasque.
  • Elpfexh (1112 - 1153 S.R.)
  • Eonl I (1153 - 1200 S.R.)
  • Miкhyla I the Martyr (1200 - 1219 S.R.) Assassinated by wolf zealots whilst attending a diplomatic meeting and festival between Tyvic and Vasque, sparking a corrosively potent wave of anti-wolf hatred throughout Tyvic.
  • Miкhyla II the Blessed (1219 S.R. - 1257 S.R.) An Emperor characterised by a reign of absolute hostility to wolf terrorism and the Tsar of Vasque. His name and bloodline have forever since been known as that of warmongering and fundamental adherence to the ways of The Stallion.
  • Yury II (1257 - 1292 S.R.) Fought in many battles against the armies of Vasque.
  • Iyzhba I (1293 - 1355 S.R.)
  • Petro (1356 - 1406 S.R.)
  • Tsymѵoѵaк I (1406 - 1471 S.R.) An Emperor defined as a master craftsman and architect, having constructed some of the most beautiful Churches dedicated to The Stallion. His final church is said to be his greatest, on his deathbed wishing away a vast sum of his personal wealth to be dedicated to the construction his magnum opus. The church that would be built is today known as the Cathedral of Tsymѵoѵaк, and is located in southern Voskrensenka.
  • Yury III (1471 - 1540 S.R.)
  • Iyzhba II (1541 - 1612 S.R.)
  • Eonl II (1612 - 1674 S.R.)
  • Neѵкsy the Unknown Martyr (1674 - 1699 S.R.) Assassinated by the rebel terrorist group Q`wolya, by means of a surprise attack within the halls of the Winter Palace in L'orlan, making him the first Emperor to be assassinated by a force of Wilushan origin. This event marked the official recognition of Wilushan Lunar Terrorism as a threat secondary to that of the ceaseless destruction of the Wolf's followers.
  • Miкhyla III the Fool (1700 - 1728 S.R.) A complacent ruler despised for his indifference to the atrocities of Vasque and Wilusha. His reign ended suddenly with a coup d'etat by the guardsmen of the soon to be named Yury IV and his respective dynasty.
  • Yury IV (1729 - 1745 S.R.) Oversaw the declaration of the Ride of Southern Liberation, and successfully lived to see it through, failure and all. Surviving two unsuccessful coups d'etat, Yury IV abdicated his throne in response to a widespread peasant's revolt, unsatisfied by the aftermath showing only the stealing away of their sons to fight a failed war in an unknown continent, the crumbling of the improperly managed national economy, and the unprecedented, opportunistic Vasqui conquests in the north by the Tsars Zarinsk and Tahkwo.
  • Odoa the Liberator (1745 - 1809 S.R.) Saw through a rule of brutal crackdowns upon the peasantry and an unrelenting strengthening of the policing powers of the state, successfully silencing the worst of peasant dissent. In the mid and latter years of his reign, Odoa championed the Qwym`ln Campaign against the raiding armies of Vasque, and was successful in reversing many the Vasqui conquests in the northeast of Tyvic. As for the conquered regions north of Voskrensenka, they proved far too risky to contest, chiefly in order to preserve the city's local lands from potential devastation, and to not detract any supplies, men and tactical efforts in the southeastern battlefields.
  • Baslye the Peacekeeper (1809 - 1829 S.R.) Held the regained territory in Qwym`ln in defiance of Voovian reaction. Baslye additionally pressured the then reigning Tsar Ananar into signing a treaty that demilitarised the lands between Zarinsk and Voskrensenka, declaring that if one side were to send troops into the lands, the other side was within its right to honourably invade them and their capital. In exchange for the treaty, Baslye allowed the lands to remain under Tsarist control. Since the treaty, the region has commonly become known as the Wunwoellands (Vuscovi: Ae Ѡun`woel`felкe, roughly meaning "The terror-peace Lands"). Baslye has since been hailed, especially in modern times, as the iconic peaceful and diplomatic Emperor.
  • Yury V (1829 - 1877 S.R.)
  • Mixhelho the Great (1878 S.R. - 1959 S.R.) the longest reigning Emperor of Tyvic, remaining enthroned for a long eighty-one years before a natural death. His rule saw the adoption of many eastern attitudes in an attempt to further stimulate a modernisation and industrialisation of the Empyrian economy, including the freeing of peasantry from official serfdom and a recognition and legislative management of the newly born working class.
  • Le`on (1959 S.R.) Due to the long reign of his older brother, Le`on saw only less than a single year of absolute rulership before dying of kidney stones at the age of sixty.
  • Tsymѵoѵaк II (1959 S.R. - present) Current reigning Emperor of Tyvic, his reign has been characterised by a new era of attitudes regarding Tyvic's enemy in the north and the Vuscovi religious wars as a whole, with his influence and ideas being greatly fostered by the now departed Equinex Orchomenus II.

Tyvic is handicapped by an unindustrialised, largely feudal economy. Of its population, over eighty percent is peasantry, living for the most part in scattered villages isolated by an ubiquitous lack of communication save the speed of horseback messengers. To the Empyrian peasant, the village is for all purposes their entire world. In 1914 S.R., the peasants had been freed from serfdom in an attempt to modernise national industry, but in practice legislation efforts have changed little.

Industry is concentrated in a select few areas, with the greatest industrial centres, in order of developed infrastructure, being Nerushmy, L`orlan, and Voskrensenka, aptly named the "The Rich Triplets of Empyria", and are amongst the Emperor's most prized assets. In spite of this, a large proportion of industry is largely owned by foreign capital, especially in the eastern L'orlan, owing to its ties to Morbihannan in the east. The capitalist class is both minuscule and divided, and is almost entirely dependant of the state to remain competitive. The middle classes are entirely marginalised, almost non-existent, comprised mostly of factory floor managers, professors and economic intelligentsia, and government bureaucrats. Practically all members of this demographic shade more into lower middle class than upper, especially due to their greater dependence on the capitalist class and the state to remain afloat. As for the working class, it too is minuscule, although they are drastically relevant to the Empyrian industrial economy. The working class comprises approximately 15% of the population, and are completely concentrated in the three industrial centres.

Although its economy is stunted, Tyvic boasts vast natural resources. Untapped reserves of coal and metal ores, lumber, and rich farmland are amongst the most valued of resources, all of which is currently worked by the peasantry, and forms the backbone of the Empyrian economy. Collectivising peasant labour and hopefully birthing a new working class in the country to more efficiently harvest raw materials are the two most pressing goals on the minds of the Empyrian economic elite. A third, absolute long-term investment, is the construction of a railway, connecting Salaluce in Morbihannan to Nerushmy, then running north through the forested countryside, weaving through the central Nakonnan mountains before finally reaching Voskrensenka.

Feudal System & ChurchEdit

Outside of the classes necessitated by capitalism, the feudal system is alive and well. The Emperor still resides as the absolute ruler of not only workers and capitalists, but of nobility and ecclesiastical officials, the latter two of which make up perhaps four percent of the population (not counting of the many thousands of peasant priests and other clergy that run village churches).

The Church retains significant power within the nation, thriving off the fruits of nation-wide tithes collected from all not associated with the inner workings of the Church. Like many state-official Churches throughout the continent, the Empyrian Church is free from tax, and is utterly autonomous in its ability to request necessary money from the greater Church network that ties all Stallion-adherent nations, funding religious programs, charities, hospice and research. The Church is additionally regarded as the core of Tyvic's musical and artistic lifeblood, actively funding the production of symphonies and hymns, as well as statues, paintings, mosaics, and intricate textiles, so long as they are of a religious nature. In Vuscovi, the Church is known as Yѡi Slaѵol`xho`schtal.

Nobility, as it has for centuries, still governs the multiple counties, shires, parishes and boroughs of Tyvic, dividing Tyvic into 62 such regions. The modern era has seen a radical change for Empyrian nobility, not only threatening their relevance to the state, but also giving rise to a powerful incentive to all noblemen and women to invest in wealth-producing estates - such as factories, docks, lumber camps or mines - and in the exchanging of stock on the national and international market, not just the nobles who own them, but as fully-fledged businesspeople.

Civil RightsEdit

Naturally, the obscene factory conditions in the three industrial centres has led to civil unrest and strikes by militant layers of the working class. Workers have had, for the entirety of their infantile history, practically no real rights outside of conditions granted to them by their employers, and coupled with similarly treated people of Morbihannan, ranks as perhaps the worst conditions for workers throughout the continent.

Average working days for Empyrian workers span from 10-12 hours a day. There is no minimum wage, no sick leave, no penalty rates. Minimal rights exist for women and children, allowing both groups of this demographic to stay at home so that children can be adequately raised. Whilst born from a rather unprofitable and macabre high death rate of working class women and children in factories and mines, threatening the sustainability of the population, problematically, this places more pressure on male workers to work longer hours so that they can feed their families. Unions, when they are not rooted out and crushed by the state, exist only as government-fed bodies intent on placating the working class as much as possible in favour of one-on-one negotiation with bosses. Additionally, health and safety is abysmal. Empyrian urban workplaces are typically large factories, mines or construction sites, where there is a constant threat of falling debris such as girders, bricks or even tools, or even workers falling. Training is often rushed and insufficient, with the weight of most instructional procedures simply being the act of telling workers to get on with their job and not to be killed, lest they lose it to somebody more deserving. This not only results in possible dangerous usage of machinery, but also collapsing construction frameworks, burns, and even electrocution in the most modernised of workplaces. Because of their material interests, including slightly higher wages and job security, factory floor managers are also more inclined to be an additional health and safety threat, in terms of verbal and sometimes even physical abuse carried out on workers not meeting workplace production quotas.

However, civil rights have been won through what some call as a "two-pronged effort". Firstly, strike action by thousands of workers in the three key industrial capitals, freezing profits until demands are granted, has succeeded in winning nine or eight hour days in the city of L`orlan. A minimum wage has also been a major campaigning goal, however it is stiffly opposed by capitalists, wielding the rhetoric of international competitiveness like a rapier. Worker's councils are also on the slow rise, focussed strongly on collectivising and standardising workplace knowledge and construction procedures to better improve training procedures, as well as to pinpoint potential safety threats for the betterment of all workers on a particular site. Militancy is rather non-centralised, largely sparked by raw material circumstances and the unified interests of working class people to live less pathetic, dangerous lives. Until recently, the workers had a powerful ally in the Equinex Orchomenus II, himself of Vuscovite heritage. The Equinex visited several factories with a reporter for the Selvanesco Guardian in his entourage, and even spent a night in a miners' barracks.

The second prong, so to speak, is the interests of more progressive members capitalist class, especially those of the east. Seeing a window of opportunity in this civil unrest, many have adopted a campaign of "morality, liberty and equality", not only supporting rights of workers so that workplace efficiency is increased tenfold, but also to heighten their own power over the state, the Church and the nobility, campaigning for constitutionalising the crown, and even apparently democratising the lower house so that it is no longer an all-nobles club run by nobles elected by other nobles. This campaign has been met with wide support from large sections of the working class, hoping intently that they keep their promises.

The unofficial flag of East Tyvic and widespread banner of any who even loosely affiliate with the culture of the east (See Flag of Tyvic)

Whilst not a widespread idea, there are also a few who wish for Eastern Empyria to succeed from the Greater Tyvic, having long grown tired of its costly war with the unconvertible zealots of the north, the backward legislation and ideas that still dominate the Empire, as well as the Emperor's apparent obliviousness to the wealth of opportunity the eastern ways have to offer. The handful who support these ideas are even occasionally referred to the spearhead of the democratic movement; and indeed, the foundation of a democratised parliament will ultimately be the very spark that will make these striped flag toting ideologues turn into radical and committed separatists, seeing a pathway through populism and a fostering of eastern-Empyrian cultural unity.

  1. Or in the native Vuscovi: Yѡi Iжxhiѵuni Vuscovю Eiun`n`ѡyacsi
  2. Vuscovi word meaning "southerner", from the root word "Empyria"; i.e. "(the) south"


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How to draw HOLLY

Zentangle pattern: Holly. Image © Linda Farmer and TanglePatterns.com. ALL RIGHTS RESERVED. You may use this image for your personal non-commercial reference only. The unauthorized pinning, reproduction or distribution of this copyrighted work is illegal.Last one for 2013!

Wow, what a wonderful collection of tangle patterns we’ve added this year and a great big thanks to all the generous tanglers who’ve shared their creativity and inspired us. Linda Dawson’s Holly is a fitting addition and perfect for this holiday season.

Linda has been exploring the creativity of the “grid seed” concept that Zentangle® co-founder Maria Thomas posted about earlier this year. In this case Linda has taken the familiar Christmas Holly motif and abstracted it further into a grid-based tangle. I was SO tempted to make those little orbs with my Red Sakura Micron and I’m sure that’s what many of you will do! They’d look great in the Sakura Glaze too. Or the Metallics.

Linda illustrates the step-by-step instructions for drawing Holly below and gives us several seed variations to experiment with. I can picture this as a lovely border tangle on your greeting cards, tags and place cards.

How to draw HOLLY by Linda Dawson

Image copyright the artist and used with permission, ALL RIGHTS RESERVED. Please feel free to refer to the step outs to recreate this tangle in your Zentangles and ZIAs, or link back to this page. However the artist and TanglePatterns.com reserve all rights to these images and they should not be pinned, reproduced or republished. Thank you for respecting these rights.

Check out the tag lindad for more of Linda’s patterns on TanglePatterns.com.

And with this last tangle for 2013, Robert and I are taking the next two weeks to relax and enjoy time with my Mom and sister Karen, visiting us from cold and snowy Southern Ontario. But never fear, I’ll also be working on the 2014 Edition of my TanglePatterns.com TANGLE GUIDE. I’ll let you know when it’s ready early next month!

As Christmas for many of us is “all about the food” (or is that just me?), I thought you might enjoy checking out this country-by-country list of traditional Christmas dinners on Wikipedia. Fun to read, and inspiring too.

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Rand Paul schools Stephen Colbert about why BS Russia probe should scare the hell out of him

Jake Baker  ·  February 02, 2018  ·  Featured, Media-Entertainment, Left Wing Ideology, Leftist Bullies

By: Henry Rodgers, DCNF

Sen. Rand Paul said he believes there is a potential problem with special counsel Robert Mueller's investigation into Russian interference in the 2016 presidential election, Wednesday night on "The Late Show with Stephen Colbert."

Colbert asked Paul if he thinks the four-page FISA memo, which alleges top officials in the FBI and Department of Justice misled a federal surveillance court in order to obtain a spy warrant against Trump campaign members, should be released to the public. Paul said he was concerned with Mueller's investigation and that everyone can be monitored by the government at anytime.

"I'm concerned. My biggest concern is over something that Madison said at the beginning of our country, he said that 'men are not angels' and that's why we need more oversight of government," Paul told Colbert. "Our intelligence community has the authority to listen to every phone call. Everyone's phone calls could be listened to if they wanted to. Everyone in your e-mails can be tracked."

Colbert quipped that if the conversation was regarding Russian sanctions "lock me up." He did not give Rand a chance to respond.

The Kentucky Republican continued to quote James Madison and said he was worried about a bias in the intelligence community. Paul said he believes there should be a check and balance, "a judge and a warrant." Paul told Colbert he believes Mueller might have too much power, mentioning the Russia probe led to the indictment of former National Security Adviser Michael Flynn. Rand pointed out that Flynn's charges had nothing to do with Russian interference in the 2016 presidential election.

"So I think because men are not angels and women aren't either, that there can be bias that are into the intelligence community, so we have to be very, very careful that someone gives them a check and balance and that check and a balance should be a judge and a warrant against, you know, I fought with this collection of FISA data that we should go to a judge to get to that," he continued.

Paul also told Colbert how easy it would be to trick someone into making a false statement if you had a copy of all their prior phone conversations.

"I'm concerned that we're give too much power to a prosecutor who was supposed to be going after Russian collusion," he said. "So far he's gotten somewhat over. He recorded General Flynn and then got him to say something inconsistent with what was recorded on the phone call. Think about it from a personal perspective, if I have a thousand phone calls of Stephen Colbert, what I could learn? And then I can interview you, and if you say anything inconsistent with what you said on your private phone calls, I could put you in jail.

Article source: http://www.bizpacreview.com/2018/02/01/rand-paul-schools-stephen-colbert-bs-russ...

Rand Paul, Bret Stephens, Jose Zarate, Special Counsel, FISA Memo, Russia Investiation

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Signature Four Pass 2019

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Signature Four Pass 2019

$449.00 Included in Festival Pass

Wednesday April 3, 2019 | 4:00 pm -9:00 pm | Vail
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This pass grants you entrance to the four signature events: The Debut of Rosé, The American Lamb Cook-Off, The Mountain Top Tasting and The Grand Tasting.

The Debut of Rosé is the chance to experience just released 2018 Rose's for first time at the Debut event. Rosé wine is the liquid component of the much-celebrated lifestyle of Mediterranean France. It is just recently enjoying similar recognition in the US. Many people assume that Rose's are going to be sweet wines, most likely due to the fact that Rose\' shares its same vibrant pink color with the now faded from popularity White Zinfandel. As a category, Rosé wines embrace an immense diversity of styles and flavors, especially if you include sparkling Rosés. From Semi sweet to off-dry to the bone- dry (very dry), they are startling refreshing and immensely seductive. \"Gulpable\" if you will.
The event will have over 100 Rose\' varietals to try.

Thursday, Enjoy one of Vail\'s favorite spring events. The Taste of Vail Lamb Cook-Off will join with the Apres Ski Tasting to create a true Apres Ski Party. Sample an array of lamb dishes, courtesy of the Vail Valley\'s finest chefs and the Colorado Lamb Board. In the theme of \"Life Beyond Chardonnay, Cabernet, and Merlot\" Taste of Vail\'s participating wineries will be showcasing wines a wide array of varietals that include Reisling, Sauvignon Blanc, Pinot Noir, Shiraz, and Zinfandel.

Friday, the Mountain Top Tasting is at the top of Vail Mountain, access via Eagle-Bahn Express Gondola, Lionshead. At 10,350 feet above sea level, enjoy a spectacular venue while a small army of highly acclaimed Vail Valley chefs prepares a gourmet feast.

Saturday, experience the Grandest of all wine and food tastings. Taste of Vail\'s annual decadent and unparalleled wine and culinary spectacle. This event features all of the Taste of Vail\'s wineries and restaurants. The evening will include Taste of Vail\'s Auction. The event will be held at the Vail Marriott Mountain Resort.

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Wednesday April 3, 2019 | 4:00 pm - 9:00 pm | Vail Buy Ticket

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Wednesday, June 18, 2008

* RADIO RANT: Glenn Beck, Francophobe

So there he was, a few days ago, slamming "LE CAR"--as an epitome of France, he claimed, and ergo his entry into the predictable stereotypes of hairy female armpits and effeminate men. (Yeh, Glenn's really got some cajones, I can tell, by his high-pitched squeal of a voice. I'm not claiming that said criterion is valid, but it's sure one that Glenn's conservative co-patriots like Michael Savage inveterately apply, when judging "man-ship.") First of all, no French person would pronounce le as "LAY"; second of all, no self-respecting French person would choose a name that combined a French article with a "vulgar" Germanic word: in sum, "Le Car" occurred on the AMC (American Motors Co.) side, and Beck is unwittingly railing against the very corporate-American-consumerist bastardization of anything non-U.S. that characterizes his own woe-begotten ignorance.

A Word from One of My Sponsors (not "AdSense"; rather "MadSense" or "RadSense"):


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Monday, June 27, 2011

Become Teacher 2.0 With These Tools!

Web 2.0 Tools for Teachers
By: Anna Colley
Visit Anna's Store on Teachers Pay Teachers

I remember well the first time that I accessed the World Wide Web in 1995. I got busy doing something else in my dorm room while I waited for the pictures from the NASA site to download, then gave up after the first two had come through. The Internet has changed a lot since the old days of my 1200 baud modem and my first excruciating page downloads. You may have heard the term Web 2.0 lately. What is Web 2.0, and how can you leverage it in your classroom?

The advent of the term Web 2.0 marked a shift in the purpose of the Web. Instead of pages that were focused on passively viewing information provided by others, Web 2.0 is about collaborating, interacting, and creating your own content. Instead of just looking at pictures or reading a website, you can now interact with the site itself and other users to create something new. Think about Facebook, Twitter, blogs, wikis, Flikr, YouTube, Skype, and any other site or web service where you add to content or connect with others. Web 2.0 isn't a shift in technology so much as a shift in how technology is being used.

What does this mean for education? Since Web 2.0 sites allow users to connect with one another and to create their own content, they provide a great means for students to connect with educators, peers, and content-area experts. They're also a medium for students to report on what they have learned, or to create a product to show a solution to a complex problem. What's more, since Web 2.0 sites are designed to be user-friendly, they're easy to start using right away, with very little learning curve.

Okay, so let's get to the fun part! Here is a list of Web 2.0 tools you may find useful, and an idea or two about how to use each one in your classroom. Visit the sites, play around, and enjoy these toys for yourself first. Then, see what bright ideas surface for using them in your classroom. If you are using any of these sites already, or if your brain is alive with possibilities, I'd love to hear your ideas, success stories, and pointers in the comments!

Voice Thread allows you to upload a series of images, and then accept voice and text comments about the images. You can also “mark up” the image as you comment, pointing out notable details. As a teacher you can limit the responses to just your students, or open it up to the world and have an option to moderate all responses before they appear. Imagine asking your students to upload drawings or photos and narrate a story; record responses or observations about a political cartoon you have added; upload photos that show examples of geometric figures and allow classmates to comment, marking up the photos to show the figures. Browse the site for some great examples of ways that students and teachers are already using it. You can try a free account, or get a paid account for more functionality. Free accounts require an email for sign up; the paid account allows you to set up student accounts without emails.

You may be familiar with Tagxedo's predecessor, Wordle. Wordle is a great tool and has many creative applications in the classroom, but Tagxedo takes the word cloud to a whole new level! Enter in some text, tweak the (many) options, and out comes a customized word cloud with words sized by number of occurrences. Like Wordle you can get a quick snapshot of the important words in a document, or collect opinions and characteristics about a topic. Unlike Wordle, Tagxedo allows you to shape your word cloud into shapes like hearts, arrows, and stars, or even to a shape you upload yourself--like a photo! Check out this one I made from a photo of myself using the text from our family blog.

Have students create a Tagxedo using the text from their writing to find overused words. Enter the text of a historical document to focus on main ideas and key vocabulary. Ask students to create a Tagxedo portrait of a famous historical figure or a fictional character. Use Tagxedo as a tool for creating shaped (concrete) poetry or keywords about an animal. Have fun with it!

Portraits can be difficult to do, so check out the custom shape and portrait tutorials for help. To see lots of examples of what you can do, visit the gallery. If you're having trouble making out the shape, try viewing from a distance or blurring your vision. You do not have to sign up for an account to use Tagxedo.

Glogster EDU
Glogster describes itself as a site for making multimedia posters. Students can import photos, videos, and sound files, as well as adding text and graphic elements like arrows and clip art. More importantly to students, Glogster's "posters," dubbed glogs, are cool. Glogster is great for all ages, from high school seniors to preschoolers. Students can use Glogster to showcase research, campaign for a cause (with persuasive writing, of course), show off their work for parents, or express themselves. Try a glog to introduce yourself to students during the first day of school, and then have your students create their own glogs to introduce themselves to each other! You can even save a glog to use on a web page or use it as a cool way to provide a list of links. How cool would your class blog or web page look with a glog on the front page? Check out the Glogpedia for the very best examples and a treasure trove of ideas.

Regular Glogster has all manner of content, including some that is inappropriate. Glogster EDU is controlled by the teacher. You can sign up for a free account and get 50 student accounts for no charge. With a subscription to the premium version, you can add additional students and also have access to advanced features. The free version is plenty to keep you and your students occupied for a semester or more. If you love it, or if you teach a large number of students, you may consider looking at the premium features. Students do not need an email to get an account; the teacher account allows you to set up accounts for your students.

I'm very excited about this tool for my preschoolers, but students of any age will enjoy this site! On Blabberize, students can upload an image, such as a photo of an armadillo or a portrait of Abe Lincoln, mark the location of the mouth on the image, and then add a sound recording. Blabberize makes the images talk! Imagine young students creating animal research reports where the animal itself tells you all about its habits. Older students' history reports will come alive (almost literally!) with historical figures giving a firstperson account. You can even have a funny character give review information for a test to keep students engaged. Not only does Blabberize give your students an alternate way of presenting, but you have opportunities for writing as well, as students prepare first-person scripts.

You must sign up for an account to create or comment on blabbers, and sign up requires an email address. Watch out for the comments section. I have seen inappropriate comments on some blabbers. Though there's an option to report inappropriate blabbers, there's no option to do so for comments. Users can delete comments that have been posted on their own blabbers, however.

My Fake Wall
I had actually seen a few examples of what My Fake Wall does before My Fake Wall actually came about, but this site makes it easy. Think of a famous historical figure or a fictional character. Now imagine that person had a Facebook page. Who would his friends be? What photos would she post? What status messages would come across? Where would the person "check in"? You can do this type of activity with students the hard way, where you meticulously recreate a Facebook page in an application like Publisher or on paper, or you can get students on Facebook where who-knows-what may happen (your students may or may not even be old enough), or you can do it the super-easy way with My Fake Wall. Just follow the prompts to create a fake wall for anyone! The best part is that My Fake Wall is focused on learning, so it's student- (and teacher-) friendly. You must sign up for an account to create a wall, and account sign up requires an email address.

There are many, many more Web 2.0 tools that you can use for learning. Maybe I will write a follow-up article at some point with another batch of favorites! In the meantime, I’d love for you to post a comment about sites you are using, or your ideas for using those listed here. Which one is your favorite?

Related Products from Teachers Pay Teachers:
5 Projects to Integrate Web 2.0 Into the Classroom, $5.00
55 Technology Projects for the Digital Classroom Vol. 1, $15.97
Follow the Iditarod Sled Dog Race with Web 2.0 Tools, FREE
All About Me Glogster Poster and Rubric, FREE
Glogster Teacher Guide and Student Handout, $1.00
Wordle, Glogster, Strip Generator, & More! Technology Template Bundle, $7.99
VoiceThread Handout, $1.00
Blabberize Template and Handout Bundle, FREE
Romeo and Juliet Facebook Reading Comprehension Activity, $3.00
Get to Know You Facebook Page Worksheet, $1.50
Facebook Character Sketch for Any Novel, $3.25
Using Wordle in the Classroom, FREE
Civil Rights Wordle Activity, $2.00
Twitter Worksheets Part 1, $3.95
Tweet a Summary Twitter Worksheet and Rubric, $1.49
Poetry Twitter-Style: Poetweet and Twaiku, FREE

Saturday, June 25, 2011

Featured Seller: Meghan Mathis

1.   How long have you been on Teachers Pay Teachers?  What made you decide to be a part of it?
I was fortunate enough to have a friend who had discovered Teachers Pay Teachers and told me all about it.  I say “fortunate,” because not only did this friend tell me all about TpT…but she bugged me and harassed me until I finally signed up for an account and started posting items.  I owe her BIG time!

2.   When did you know that you wanted to be in education?
I was planning on studying Deaf Education in graduate school.  I switched to Elementary and Special Education because my fiancée was in the Air Force and I thought I would have a better chance and finding work if I wasn’t so specialized.  It wasn’t until I started teaching middle school students that I knew I had chosen the right career for me.  I love the energy and humor they bring to class everyday.

3.   How are you currently involved in education?
Currently, I am teaching 6th grade.  I teach Language Arts to students with Learning Disabilities and then co-teach math, science, and social studies to classes of regular education and special education students.

4.   What would be your advice to people who are considering joining Teachers Pay Teachers?
Do it!  Jump in and get started.  It can feel a bit intimidating at first, but start with just one product, you’re favorite one.  After you see how easy it is to place materials on the site you will want to put up more.

5.   What has been a highlight, thus far, about being on Teachers Pay Teachers?
I would be lying if I didn’t say that earning money by selling classroom materials that I have already made isn’t totally incredible.  But truthfully, one of the best aspects of being on Teachers Pay Teachers for me is how it has inspired me to improve my lessons and make my materials better.  While before I might have been willing to slap a quiz together quickly without thinking about it, now I find myself wanting to make all of my materials as great as they can be.  Teachers Pay Teachers is making me a better educator.

6.   What is something fun about you that other teachers don’t know?
I’m a very outgoing person, but I absolutely loathe the ice-breaker activities we have to do at every in-service or training.  I love talking and meeting new people, but when I hear the presenter says, “Now stand up and share three things you’ve learned with people you don’t know,” I cringe!

7.   Do you participate in education outside of the classroom?  In what type of role?
I have been trying to become more active writing articles for several education blogs.  I tutor and work with students in after-school programs.  Lately, my most important education role has been as a mother to my 2 year  old son.  I am determined that he will love books as much as I do!
8.   What profession other than yours would you like to attempt?
Besides teaching middle school, I have two “dream jobs” that I would love to explore someday.  I would love to be a writer.  I currently have a novel started, I just can’t seem to find the time to finish it!  I would also love to be a chef.  Cooking is a huge hobby of mine and I enjoy making food that people love it eat.  I’m one of those terrible teachers who is always bringing in baked goods so that all the other teachers will eat them and I won’t.  Good food makes people happy, and I think I would love to have a job that makes people happy every day.

9.   What profession would you not like to do?
I don’t think I would like any job that requires doing the same things every day.  One thing that teaching middle school students is not is monotonous.  Students are always finding new and creative ways of keeping us on our toes, so I can’t imagine a job with no surprises or excitement!

10.                Who is your favorite author?  Favorite educational author?  And why?
My favorite author is William Faulkner, I find myself getting completely lost in the worlds he creates and the characters he brings to life every time I read him.

My favorite educational author is probably Cris Tovani.  She has written books like, “I Read It, But I Don’t Get It,” and “Do I Have to Teach Reading?”.  Her books really helped me understand what goes into reading, what successful readers do, and how to teach those strategies to struggling, unmotivated, young adults.  Her books are full of teaching ideas that I could implement immediately – I love that!
by Meghan Mathis
Meghan's TPT store

Meghan's Products
-        Uglies Literature Unit:  I work with regular education and learning support students.  This complete unit is a great way for a teacher to use an exciting novel to teach those essential reading comprehension skills to students of all ability levels in the same class.

-       Math Games for Middle School:  A group of 12 instantly useable math games that cover a variety of essential topics for math classes in grades 5-9.  I love that it provides teachers with “one product” that can be used in 12 different ways.

Monday, June 20, 2011

Congratulations to the WINNERS of the T2T MEGA CONTEST!

Drumroll please...

Our first Teacher 2 Teacher MEGA CONTEST was a smashing success! We had thousands of entries. Thanks to all of the TPT teacher-sellers who donated their products for this contest, and thanks to the teachers who spent oodles of time following teacher-seller's TPT stores, blogs, Facebook pages, and on twitter. All of the entries were entered into a list form at

And the winners are...

K-2 Winner: Crystal Radke
3-6 Winner: Connie Suntken

Middle School / High School Winners -

English: Mark Welch
Math: Monica Krzak
Social Studies: Kelly Eiseman
Fine Arts: Laurie Fronhofer

Unfortunately, we did not have any entries for the science category. Maybe next time...
If you are a winner, I sent you an email from Effective Teaching Solutions. Lisa

The American War on Dads

Happy Fathers’ Day!  I’m so appreciative of the many great fathers out there, and especially the great father figures in our education system. I have a four year old son, and my wife and I found out recently she is expecting!!

Fathers are under attack in our country today. Some of this is warranted because of the amount of dead-beat dads and fathers who give up their responsibility, but not all dads fit this description.  Our culture seems to be fueling this idea. If you are not sure what I am talking about, check out some of the family sitcoms on TV today.  Modern Family, Three and a Half Men (Thank goodness that is gone for now), Rugrats, and practically every Disney Channel show has the same character:  the goofy dad who acts like an idiot, is a pushover, and gives the kids everything they want.  This character completely leaves it up to the mom to be responsible, handle all the discipline, and clean up all of the dad’s mistakes.  I grew up watching Married with Children, Home Improvement, and Everybody Loves Raymond.  Don't forget the classic example of Homer Simpson! I don’t think anyone would argue that this pattern holds true for these shows as well.

Unfortunately this is slowly leaking into Young Adult and Children’s books, and the movies that are associated with them.  Consider a recent entry in the Knuffle Bunny series (Hyperion), by Mo Willems, which revolves around the obsessive relationship between Trixie, a Brooklyn girl, and her plush bunny. Trixie, beginning school in Park Slope, discovers that another girl owns the same toy. They accidentally switch bunnies. That night, Trixie wakes up and realizes that her comfort object is an alien impostor. She flips out—she wants Knuffle Bunny, now! Her dad sheepishly requests a reprieve: “Trixie’s daddy tried to explain what ‘2:30 A.M.’ means. He asked, ‘Can we deal with this in the morning?'” Trixie’s fixed stare makes clear that the answer is no. Salvation comes in the form of a ringing phone: the other girl’s father, equally cowed, has called to propose a handoff in Prospect Park. There’s an element of satire here, but the idea that children have complete authority is now so normal that many readers, old and young, are likely to consider a moonlit stuffed-animal exchange an ordinary turn of events.

The other day in my classroom I turned off the newest movie version of “How to Eat Fried Worms” because of its portrayal of parents and teachers.  I then went on to explain to my students that not all parents and teachers act like the adults in the movie, and we had a nice conversation about it.

You may be asking, “What does this have to do with me?” I would like to ask that in your influential role as an educator, you make a point of picking some books that portray fathers as heros, or books that show a father as a firm, but fun-loving dad who is not an idiot, and doesn’t skirt all of his duties.  Do you teach Pre-K to 2nd?  You may want to consider Kevin Henkes, a Wisconsin author, who uses some of his Midwestern good sense to make the parents firm and consistent.   How about 3rd – 7th?  One of my favorite series to read aloud is the Adirondack Kids series. These kids know how to be respectful to their dads. As educators, let’s help change this stereotype, and celebrate dad as a hero!

Happy Father’s Day!
Jason Elliott
AKA PowerPoint Maniac

Saturday, June 18, 2011

Featured Seller: Anna Colley

1.   How long have you been on Teachers Pay Teachers?  What made you decide to be a part of it?
I’m not sure exactly when I joined TpT, but I think it has been about 3 years. I saw the potential to provide some quality resources to other teachers so that they didn’t have to recreate the wheel, and to make a little extra pocket money at the same time. I absolutely love it now. What I didn’t anticipate was how much I would enjoy polishing my resources for sale. Taking the extra time to think about design and add additional elements gave me a chance to be creative, and brought my resources to a new level. I wasn’t spending as much time creating the resources before I started selling.

2.   When did you know that you wanted to be in education?
I always dreamed of teaching from the time I was a little girl! I remember playing school with my brother when he was 2 years old and I was 10. I provided my mom with a report card showing his progress! J

3.   How are you currently involved in education?
I was a 4th grade teacher for 10 years before moving into technology. I am now a school technology coordinator at a public, special needs school that serves 3 and 4 year olds and young adults aged 18-21. I have really found my niche with this new job, and I anticipate creating some additional resources for early childhood, young adults, and special education for my store. I’ll also continue to create new resources for upper elementary.

4.   What would be your advice to people who are considering joining Teachers Pay Teachers?
Do it! It’s a small amount of work to polish your existing creations for a consumer audience, but it will continue to pay off passively for a long time to come. It’s nice to know that when things get crazy busy and I can’t dedicate the time to my store, it’s still earning me money! That keeps me coming back to create more quality educational materials when I do have the time. If you have a friend who is already a seller, use his or her referral link. I have had a few friends join without listing me as a referral, and that was kind of a bummer. It’s no different for your profits either way, and it builds up your friend’s profits.

5.   What has been a highlight, thus far, about being on Teachers Pay Teachers?
I have had quite a bit of extra cash, and have been able to treat myself to some toys that I really wanted—like my iPhone 4! It has also been creatively satisfying to polish my teaching resources up and make them more attractive for buyers. I’ve done my best work, curriculum design-wise, since starting to sell on Teachers Pay Teachers. I think I have found a latent interest in graphic design, and I’ve had a lot of fun putting that to use.

6.   What is something fun about you that other teachers don’t know?
I worked my way through college in the movie theater business. That’s where I met my husband! He started out as an usher when I was a concession girl, though we both worked our way up into management before giving it up for work with more regular hours.

7.   Do you participate in education outside of the classroom?  In what type of role?
I am a Girl Scout leader, which is a lot like teaching! I also facilitate Disciple Bible Study for adults in my church. Disciple is an in-depth, 32-34 week study. The first study covers 80% of the Bible in about 8 months. I absolutely love it.

8.   What profession other than yours would you like to attempt?
I’d love to try graphic design! Thanks to my Teachers Pay Teachers endeavors, I’ve had the chance to dabble in that field, and it has been fun and satisfying for me.

9.   What profession would you not like to do?
I don’t think I’d like to do any kind of work that involves being outside most of the time. I just don’t like to be too cold or too hot.

10.                Who is your favorite author?  Favorite educational author?  And why?
It’s always hard to answer questions about favorite authors. How can I truly narrow it down to one?! I can give you a sampling of some of my favorites. For “grownup” books I like Lorna Landvik, Stephen King, Patricia Cornwell, Robin Jones Gunn, Neta Jackson, Greg Koukl, Jodi Picoult, Michael Crichton, Richard Preston, Madeleine L’Engle, C.S. Lewis, and Stephenie Meyer. For children’s books I really like Maurice Sendak, Gary Paulsen, Andrew Clements, Beverly Cleary, Judy Blume, Eric Carle, Mo Willems, E.L. Konigsburg, Judy Schachner, Dr. Seuss, Judith Viorst, Madeleine L’Engle (again), C. S. Lewis (again), Suzanne Collins, Lois Lowry, and Roald Dahl.
For adult books, I really enjoy books that immerse you in another world (fantasy or sci-fi) and books that are really true to life, examining the intricacies of relationships over years. I also have an interest in Christian apologetics, so I read some nonfiction as well. For children’s books, I like silly, funny books like Skippyjon Jones, as well as books that really examine serious themes like The Giver or The Hunger Games, or books that deal with character development or relationships, like Hatchet or A Wrinkle in Time. When I think of all of my favorite children’s books, I would read them even if I had no children to share them with. Great children’s books are good no matter what age you are.

by Anna Colley

-Author’s Purpose File Folder Game “Author’s Porpoise”
When I saw that there was a demand for author’s purpose materials on TpT, I created this file folder game which can be used as a center or even sent home for parents and children to play together. The download includes everything you need to create a beautiful, full-color themed file folder game: cover, game board, 36 self-checking question cards, and complete directions for both teacher and students.

-Simple Machines Resource Pack
I found it difficult to find materials to support our curriculum for simple machines in 4th grade, so I ended up making many resources myself. This pack includes 7 different resources for teaching your unit on simple machines: questions for the Bill Nye video, crossword puzzle with picture clues (great for ELL), flashcards, vocabulary Power Point, scavenger hunt activity, unit study guide, and unit test.

Wednesday, June 15, 2011

Teacher 2 Teacher MEGA CONTEST!

Attention! Attention! You don't want to miss out on this awesome opportunity. THIRTY-THREE teacher-sellers at Teachers Pay Teachers donated top notch classroom products for our T2T MEGA CONTEST! There are 3 major contest categories: K-2, 3-6 (1 winner each), and Middle School / High School (5 winners -1 per subject area: English, math, science, social studies / history, and fine arts).

Contest Dates: Starts Thursday, 6/16/11. Ends Sunday, 6/19/11 at 12:00 p.m. Midnight / Central time.

How to Enter:
  • You receive TWO entries for each contributing seller you follow at Teachers Pay Teachers!
  • You receive ONE entry for each contributing seller's Facebook page that you LIKE.
  • You receive ONE entry for each contributing seller you follow on Twitter.
  • You receive ONE entry for each contributing seller's blog you read and leave a comment on.
  • You receive ONE entry for leaving a comment on this blog post telling us which category you entered and who you followed.
  • You receive TWO entries as a BONUS for every TEN entries you make.
In order to be officially entered in the contest, you must fill out the contest entry form for the appropriate category.
K-2 Entry Form

3-6 Entry Form
MS/HS Entry Form

Contributing Teachers Pay Teachers Sellers

Lisa Frase (K-2, 3-6, Fine Arts)

Shelley Gray (K-2, 3-6)

Sunny Days (K-2, 3-6)

Scipi (K-2, 3-6, MS/HS Math)

Lesson Plan Diva (K-2)

Mrs. Magee (K-2)

Dijobaker (K-2)

Anna Brantley (K-2)

The Teaching Bank (K-2, 3-6, MS/HS English)

Hilary Lewis (K-2, 3-6)

From the Pond (K-2)

Amanda Myers (K-2)

Lisa Rombach (K-2)
Heidi Raki (K-2, 3-6)

Victoria Leon (3-6)

Karla Banks (3-6)

Runde's Room (3-6, MS/HS English)

Beverly Teacher (3-6)
Nyla's Crafty Teaching (3-6)

Mary J. Bauer (3-6)

Vintage Teacher (3-6)

Ashleigh (3-6)

Michele Luck (MS/HS English, Social Studies / History)

Addie Williams (MS/HS English, Social Studies / History)
Tracee Orman (MS/HS English)

Melissa Soeltz (MS/HS English)
The Enlightened Elephant (MS/HS Math. Fine Arts-Spanish)

Science Etc. (MS/HS Science)

Science Stuff (MS/HS Science)

Aussie Music Teacher (Fine Arts)
Spanish Plans (Fine Arts-Spanish)

Teacher Tam (K-2)

Rosshalde Pak (K-2)

Monday, June 13, 2011

Parting is such sweet sorrow, that I shall say goodnight till it be morrow!

Ahhh! The end of the school year.  How bittersweet!  Don’t get me wrong, I love summer vacation, but for me, saying goodbye to students is extra hard because I loop with them.  You can get pretty attached to a class after two years.  I developed a set of rules for the students for when it was time for them to leave my class.  Usually they groan a little and think, “More rules!?!”  but they don’t seem to mind these.  I talk about this list the last day of school and I also drop a copy in their report cards to save for later. Consider developing your own rules.  What are some of the important things you want your students to always remember?

My rules for leaving class

1.  Never forget me!
Something happens around 14 years old when you’re too cool to acknowledge your old teachers! Please always come up to me and say hello.  In 20 years I may not remember your name, but I will still love to talk to you and find out about your life!

2.  Manners Matter!
We spent a lot of time on common courtesies. Don’t forget that. Hold the door for people that follow you, and when someone holds the door for you, say “Thank You”. If a person drops something, pick it up for them, even if they are closer to the item. Always congratulate people when they win or do well.

3.  It’s not a big deal!
That little mistake you made, that time I got upset at you, or when you got upset at me, it’s not a big deal. In the timeline of our entire lives, the little problems and setbacks you have are not really a big deal! “I am convinced that life is 10% what happens to us and 90% how we react to it.” -Charles Swindoll

4.  Think about it!
Think about the consequences of your actions before you do something. (How many times have you heard me say this?) As a young person it may be something simple like: Will I get into trouble if I do this? Or will I make someone happy if I do this? When you get older it may be something more life-changing like: I can’t afford this new car, should I buy it anyway?

Good luck,

PowerPoint Maniac

Related Products from Teachers Pay Teachers:

Saturday, June 11, 2011

Featured Seller: Terry-Lynn McLeod

1.   How long have you been on Teachers Pay Teachers?  What made you decide to be a part of it?
I have been a part of TpT since December 2010, though I knew of the site for some months before that. I decided to become a part of TpT because I currently do not have a classroom but still wanted to be a part of education. Also, I thought the whole concept of TpT an interesting one.

2.   When did you know that you wanted to be in education?
I didn’t know that I wanted to be in education until the third year into my Bachelor of Arts degree in Psychology. My sister is in education so it is a natural progression for me. I thought that I would be able to use the knowledge from my psychology degree within education. Ironically, education is the last thing my Mother wanted for me because she has an extreme dislike for most teachers. (She has managed to experience every form of “bad teacher” within education which is the basis of her opinion.) However, Mum has mellowed in her opinion of teachers.

3.   How are you currently involved in education?
Though I currently do not have a classroom, I try to be involved in education. I am currently being trained in Balanced Literacy (Division II/III). Also, I write (albeit sporadically) for my education blog “The Canuck Teacher’s Ramblings”.

4.   What would be your advice to people who are considering joining Teachers Pay Teachers?
I would tell other people that it is worthwhile joining TpT so just do it. Establish realistic goals for oneself and don’t compare yourself to others.

5.   What has been a highlight, thus far, about being on Teachers Pay Teachers?
A highlight has been being in the newsletter. I receive the newsletter on Monday. So I didn’t know that I was in the newsletter, until my phone kept beeping to notify me of “product sold” emails. Though I didn’t break any records, it was still a very satisfying moment.

6.   What is something fun about you that other teachers don’t know?
Now don’t be totally weirded out - But I have the best sleepwear ever. It is a pair of girly pink Oscar the Grouch Pajamas. I NEVER wear pink so no one in my family can understand why I love them so much. I wear them because Oscar the Grouch is my favourite Sesame Street character. He made my childhood bearable. (I never liked Big Bird)

7.   Do you participate in education outside of the classroom?  In what type of role?
Right now I don't have a lot of extra time to reach out.  But once I do, I want to find creative ways to get involved in education.

8.   What profession other than yours would you like to attempt?
I always wondered how it would be like to be a working actor or to be involved someway in drama professionally.

9.   What profession would you not like to do?
I would never want to be a retail salesperson. I worked in a clothing store once and it was pure Hell. And I was Satan!! The job definitely did not bring out the best in me.

10.                Who is your favorite author?  Favorite educational author?  And why?
I don’t have a favourite personal author because I tend to read anything (except romances). Right now, I’m reading The Girl With The Dragon Tattoo by Stieg Larsson. I just love the characters and the modern Scandinavian landscape. But I usually read historical mysteries from authors such as Ellis Peters and Charles Todd. And I also don’t have a favourite education author. I believe anything a student enjoys is worthy material to teach. And there are numerous children and adolescent authors which produce quality literary works to mention just one. But if I have to, I’ll steal from the previous featured seller and say Shakespeare.

Terry's Favourite Products

I am really proud of this resource because all aspects of balanced literacy are covered. There are 45 activities within the balanced literacy categories of vocabulary, summarizing, connecting, questioning, inferring and synthesizing. These activities are meant to develop students’ upper level critiquing and analyzing skills during a novel study. The graphic organizers can also be used in book clubs and independent reading.

         I like this lesson plan because it encourages students to engage in social action. Students brainstorm an issue relevant to them and develop a possible answer to that issue. Then they collect signatures and create a petition written in business letter format.

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Saturday, March 22, 2008

The strangest thing happened to me today. I was taking pictures in the centre of Thessaloniki when a guy came up and said, "Hi, you must be Teacher." It turned out that he was a reader of my blog based in Luxembourg who happened to be passing by.

To tell you the truth, at first I thought he was part of a security detail about to haul me off as there were loads of police around the place.

1 comment:

Anonymous said...

Hi there, Teacher
The guy from Luxembourg here: back to base...
Sorry to have scared you, I should have thought that after your terrible experience with Greek police, you would be more than cautious with people coming over to you out of nowhere. It just never crossed my mind that I could pass for a policeman!
Anyway, cool photos as always. Thanks for showing me my town as I have never seen it before.


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