Write an article based on this "Determine your philosophy. Start with school policies and procedures. Move on to positive reinforcement. Understand each child's motivation. Figure out negative reinforcement. Decide on a consequence time frame. Decide on rules. Write the rules."
article: Many classroom management plans begin with the teacher's philosophy of motivation. Basically, it lays out what you believe about education and how students should learn. You can talk about the environment you want to create and how you plan to create that environment, both physically and emotionally. Your school will have certain consequences and even certain rewards already in place. You can and should use this system as the basis of your own. Build off these and incorporate your own policies, procedures, and rules to create a positive classroom environment for your students. Most management plans have some type of positive reinforcement. For instance, you can have kids earn stickers or stars towards a certain reward. These types of plans help motivate students to stay on task. Not every child will be motivated by the same reward. If you choose to do so, you can have a system where each kid chooses her own reward.  For instance, some kids may enjoy being rewarded by working in a group, while other kids might enjoy choosing their own activity for a period. Still others may prefer a prize of some sort. Finding what motivates each child can help encourage all personality types. You can also build plans based on age level, as what motivates a second grader will not likely motivate a high school student. One teacher identifies these six groups as the main motivators: praise, power (helping the teacher), projects (deciding what learning activity to do), people (playing outside, working in a group), prestige (recognition in front of the school), prizes, and praise (affirmation from the teacher). While positive reinforcement is the best way to deal with behavior in the classroom, you will also need consequences for negative actions, as well. These consequences should be progressive; that is, each one should be more severe than the last one.  Stick with consequences that are easy for you to enforce; that is, you shouldn't need to stop everything to enforce it. It's often best to start with a warning, as all kids make mistakes.  You can move on to other consequences, such as a time-out, a write-up, or a letter sent home. For instance, you could start with a warning, move on to a write-up, and then go to a letter home. Alternatively, so many write-ups could equal a letter home. For instance, maybe each kid starts fresh everyday with consequences. Alternatively, you could have consequences carry for a week. With rewards, you should generally let them carry over for the whole year, meaning that kids keep earning towards rewards all year. Once one reward is earned, you let the kid move on to earning the next one. You could have the rewards get progressively better or just let each small goal speak for itself. Rules should be simple enough for kids to understand. They should be to the point with little-to-no gray area. You should also be able to enforce them easily. Make the basic rules. If you word them carefully, you'll be able to cover a lot of ground with just a few rules. For instance, one rule could be to "Respect the classroom, your peers, and your teacher," as that covers being nice to other children, not talking back to the teacher, and not trashing the classroom.  Keep it short and simple. Four or five rules is better than 10.  Rules should give instruction about what to do, not what not to do. For instance, "Keep your hands to yourself" is better than "Don't touch others."

Write an article based on this "Purchase a cold chisel that is 1 size wider than the aluminum. Sharpen your chisel Place your aluminum piece into your vice and tighten it. Align the chisel with your vice's screw and hammer the aluminum."
article: Use a measuring tape to determine the width of your aluminum. Afterwards, select an appropriate sized chisel. Common sizes are 1⁄4 inch (0.64 cm), 1⁄2 inch (1.3 cm), 3⁄4 inch (1.9 cm), and 1 inch (2.5 cm). For example, if your aluminum piece is 1⁄4 inch (0.64 cm) wide, use a chisel that is 1⁄2 inch (1.3 cm) wide. to a 60- to 70-degree bevel using a honing guide. Fit your chisel into your honing guide (a tool that clamps onto your tool either from the sides or from above and below) and tighten the screws on both sides to keep it in place. Set the guide to the appropriate angle, and then place the bevel (the metal edge of your chisel) against a second-cut, medium-coarse file. Hold the guide with both hands and move the chisel back and forth in a thin, figure-eight pattern. Once you notice scratches on your chisel's bevel, switch to a medium grit. When new scratches begin to appear, switch to a fine grit. Wipe the bevel between each grit using a dry, clean cloth. Position the piece in the center of the vice's jaws. Make sure that it's tightened firmly in place. Be sure to use a heavy-duty model bench vice. Hold the chisel tip against the metal—perpendicular to it—with your non-dominant hand. Use a ball-peen hammer to strike the chisel's handle and always cut perpendicular to the jaws of the vice. Continue striking the metal until there is a notch in it. At this point, you should easily be able to snap it into 2 pieces with your hands.  You should be able to cut your aluminum metal piece within 30 seconds. Anything longer and you're probably using the wrong sized chisel, or you need to use a saw.  Add 1 drop of 30-weight machine oil to the chisel's edge for lubrication. This makes it easier for your chisel to get into your aluminum's hardened grains of metal. Never use a claw hammer—the heads are not designed for hitting hard metal and are prone to chipping. If you're cutting a line in a sheet of aluminum, you can skip the vice and cut your way down the sheet on a flat surface. Use wood as a backing piece to help push the chisel through the metal and prevent the chisel's tip from wearing.

Write an article based on this "Refer to your syllabus as needed. Form a study group. Go to your professors with questions. Go to review sessions if they are offered. Use a tutor."
article:
It's important you understand the expectations of your course as you're studying. Use the syllabus as your guide if you feel overwhelmed or lost while studying. The syllabus will outline major concepts, grade breakdowns, and so on. For example, say you've been getting frustrated memorizing the years of major scientific breakthroughs for a science course. The syllabus says the goals of the course are to help you gain a better understanding of scientific theory. It's more important for you to understand the overarching theories than know the exact dates. Find peers who are hard workers and do well in the course. Ask them to form a study group. The right study group can really help you stay focused and engaged and gain a better understanding of course material.  Choose the right peers. If your study group is made up of friends, studying may turn into socializing fast. Pick good students who are genuinely engaged in class. Bounce off one another's strengths. If a classmate is confused on a subject you're skilled at, and does well in an area that confuses you, they would make a good partner. The two of you can help one another out. There is nothing to be embarrassed about if you have questions. Everyone gets confused sometimes and needs some extra help. If you have questions on a concept or subject, e-mail your professor or go to office hours. They may be able to offer you tips and tricks to better understand the material.  Your professor's office hours should be stated on their green sheet, which they handed out at the beginning of the semester. When e-mailing your professor, state your class day and time in the subject header. Professors often teach more than one class. Some teachers have review sessions each week or before an exam. Always make a habit of going if you have time in your schedule. Review sessions can help you gain a better understanding of course materials. They can also be a great place to ask professors or teaching assistants questions. If your teacher does not offer a review session, ask them if they are willing to do it. If enough students are interested in a review session, they may create one. If your campus has tutoring centers, make use of them if you ever need help. You can also look for a private tutor in your area online. A little one-on-one help can go a long way if you're confused about a subject.  Not all tutors advertise in the tutoring center on college campuses. Some tutors post their fliers on the school bulletin board, alongside other fliers for housing and textbook sales. If you cannot find any tutors, ask your classmates. Some of them may be willing to help you before or after class, and not all of them will charge a fee.