Problem: Article: Don't hold back your thoughts when you're talking to other people, even if your thoughts may seem strange to other people. Try to look at all the aspects of a conversation and run with the first thing that comes into your head, even if it seems random or weird.  For instance, you can have a conversation about the beauty of peach trees or the possibility that aliens may have invented the pyramids. Quirky people don’t follow norms and will do things that other people don’t even think of. Don't follow trends or pretend to like clothing, musicians, or movies just because they are new and everyone else likes them. At the same time, you shouldn't hate things just because they are popular. Listen to music and watch movies that you genuinely like! For instance, if everyone is raving about a new album that you don't like, don't pretend that you like it just to fit in. Even though you might act strange, you shouldn’t come across as offensive or rude. Quirkiness is about being endearingly weird, not creepy or mean. Try to seem innocent and oblivious to the world around you. You can stare off into space, daydream, or act oblivious to social cues. Quirky people don't follow the norms set by society. Approach situations and problems in a way that's perceived as "strange" or "weird" to other people. If someone asks you why you did something out of the ordinary, act like it's totally normal. For instance, you can skip instead of walking, or you could hum even if there are people around you. Take photos, paint pictures, write poetry, or play a musical instrument. Try out different types of art and determine which ones you like to do most. Once you get used to a certain medium, don’t be afraid to push the boundaries and do things that other people haven't tried. Popular instruments among quirky people include the guitar, bass, and ukulele.
Summary: Have conversations about random topics. Don't follow the crowd. Act as whimsical and adorable as possible. Do the unexpected. Create unique art.

INPUT ARTICLE: Article: Older students will place a high value on their free time.  If a student or students are not quieting down, you can try making them stay after class or during a break.  This penalty, or threat of it, should be enough to get most students to settle down and stay quiet when it's time to work. You can try implementing a call and response practice with your kids to help them quiet down.  Get in some practice by being noisy, doing the call and response and then making sure that they quiet down after.  Strive for complete silence while practicing.  The next time your kids get too loud, issue your call and wait for their response, followed by silence.  For example you might say "What are we?" and have your students whisper "Quiet". Older kids respond better to longer responses.  You might try using lines from songs or famous passages in books that your class is reading. Playing some quiet music during class time can be an effective way of keeping things quiet.  Keep the music itself quiet and have it playing as kids walk into the room.  Playing soft music can help set the tone that it's time to work quietly and focus.    Some people recommend playing classical music during class. It's best to avoid playing music too loudly or music that is too distracting.

SUMMARY: Take break time away. Use call and response to redirect the class’s attention. Play soft music before and during class.

In one sentence, describe what the following article is about: Your maximum steady state (MSS) is the maximum running speed you can maintain without your lactate levels spiking. If you can’t determine your exact MSS (e.g., using lactate testing in a lab), estimate it by assessing your level of exertion during running. You should feel like you are exercising “somewhat hard” to “hard” (13-15 on the Rating of Perceived Exertion scale).  A good general measure of exertion is how heavily you are breathing and how fast your heart is beating. When you are exercising “somewhat hard,” your heart rate and breathing should be slightly elevated, but you won’t feel out of breath. At a “hard” level of exertion, you should be breathing fast and feel your heart speeding up or pounding.  Your MSS pace is typically a pace that you could maintain for up to an hour.  If you can, find your exact MSS pace by doing a test in an exercise lab. A tempo run is a run that is performed at your MSS pace, right at your lactate threshold. Incorporating tempo running or some other steady state exercise into your regular routine can help gradually increase your lactate threshold. Devote no more than 10% of your weekly cardiovascular exercise time to tempo running or other steady state exercises. For example, if you are doing 200 minutes of cardio per week, do a 20-minute tempo run each week. Before starting a tempo run, do 20 minutes of running at a light, easy pace. You should feel like you are exerting some effort, but not so much that you are breathing heavily or feel your heart pounding. After you warm up, it’s time to pick up the pace. Run fast enough so that you feel you are working yourself hard, but not so hard that you don’t think you could maintain the pace for a full hour. At this pace, you may feel your heart beating fast and find it difficult to speak more than a few words at a time. After 20 minutes of hard running, slow down to an easy pace again. Maintain the light run or jog for 10 minutes.
Summary: Determine your maximum steady state (MSS) pace. Incorporate tempo runs into your weekly workout routine. Start with a 20-minute warm-up. Run for 20 minutes at your MSS pace. Cool down with a light run.

In one sentence, describe what the following article is about: It is very rare for a child to lie about sexual abuse. If your child tells you that someone abused them, or even made them uncomfortable, believe them. You should trust what they tell you even if they are talking about a family member or someone you think you know very well. Children often have better instincts than adults. This could be because they are not as worried about being polite. Listen to your child if they tell you someone gives them bad vibes. When you're talking about abuse, you don't want to scare your child. Try to keep your voice calm and friendly. Try not to raise your voice. Even if you are upset, try to play it cool. Your child will be more receptive to your words if you don't seem upset or angry. Explain to your child that they have parts of their body that are private. Teach them the proper terms for their body parts so that they can ask questions and voice concerns about touching. Let your child know that no one should touch their private parts unless it is someone providing medical care. Explain that a trusted adult should be present if they are receiving some sort of care.  Tell your child that if someone asks to look at or touch their private parts they should tell a trusted adult as soon as possible. You can say, "If someone asks you if they can see your vagina, you should say no. Then go find someone like me or a teacher that you like and tell them that someone made you uncomfortable." Teach your child that no one should show them their own private parts. Say, "Other people shouldn't want you to look at their penis. If someone tries to do that say "no" and go find a grown up you trust." Let your child know that it is okay to say “no” if someone makes them uncomfortable. They can say, “No, don't do that, I don't like it.” You can tell them, “It is okay to have boundaries when you are playing or when someone is trying to touch you. Let them know if you don't like what they're doing.”  Say, “If someone makes you scared or uncomfortable, find a grown up that you trust and tell them what happened.” Talk openly about sexual abuse and sexuality. Say, “It's okay to talk to me and ask questions. Don't worry, you're not going to get in trouble if you tell me someone made you feel scared.” Tell kids not to keep secrets for other adults. Let them know they should tell you if someone asks them to keep something a secret.
Summary:
Trust what your child tells you. Use a casual tone when discussing bad situations. Explain inappropriate touching. Teach your child about setting boundaries.