other than using books ,how teacher can help students?
117162
get involved with the students and know them beyond the teacher/student relationship.  is there anything that they're dealing with at school?  perhaps a school event?  talk with them about things other than books and problems.  i don't know what grade level you're talking about and i'm not a teacher, just a student.  perhaps have activities that can show the students that it's not all about homework and tests.  how to do this?  not so sure.  but these are my suggestions.
851036
If you are getting ready to teach English, then someone already taught you English at the college level.  There are a couple things I can pass on to you that really helped me when I started teaching: \n\n1. Think back to your student years. Remember what seemed difficult / boring to you. Remember what it was your teacher did or said to make you feel good about yourself and finally "GET" what he or she was saying.  Remember what it was like to sit in front of your teacher (and never forget that feeling). \n\n2. Start from the beginning.  Do not assume everyone knows something.  Teach to your slowest student (in the form of a review).  Even the brightest students forget the basics.  \n\n3. Make your students write.  You can talk about the rules all day.  They can pass illiteracy tests, comma tests, and fragment tests all year, but can they WRITE without using fragments?  \n\n4. When you grade their writing, no matter how horrible and hopeless a paper may seem, kill your first reaction to mark it up and tell the student his or her paper stinks! Think of at least three good things the student did.  Start with praise and go for correcting ONE or TWO things, for a start.  We learn better when we are praised for what we do properly.  \n\n5. Your students will do what you tell them to do.  When you get 50 papers back, and none of the papers are what you asked for, then, you didn't explain, in plain terms, what you wanted from them.   They are like pets: they want to please you.  They want the  A.  So, before you assign a paper, sit down at the computer and list everything you want an A paper to be.  When you know what you want, they will know. \n\n6.  Set the rules from the first day.  TELL them what you expect (behavior, homework, tests, etc) and MEAN IT.   When they know the rules, it is fun to watch the creative things they do to break them!\n\nYour question is very broad, and I could write a fifty page essay in response.  In fact, there are several thousand books out there in the library and collecting dust on shelves that try to answer your question  (The author, Peter Elbow comes to mind first).   There are many theories, and I did, indeed, take some of my philosophies from the greatest of them; however, the ones I am passing on to you are the ones that took me years to perfect--or, so I would like to think, right?    But, the most important piece of advice I can give is this:  Take English personally.  Be offended when it is misused.  Stand up for it.  Love it.  When you teach a one-hour class and you are exhausted at the end of that hour, you REALLY TAUGHT ENGLISH!    (One day, you will experience this and say, "Wow! She was for real!" ) \n\nBut, for now, see if some friends or faculty have a syllabus from which you can work for the first sememster or two.  Get a feel for the organization, then get creative with a syllabus of your own.  \n\nGotta Love It!
822896
First, you have to make sure which kind students you want to teach; and then find some of this kind, tell them what you can tell them, how you teach, what kind of help you can offer to them. Let them become the free members as the situation they tell the other body of your class. Before all of this a research is necessary and a sharp name of your website will take a good effect.
446520
There are several different learning styles and the teacher has to learn how to teach to what works best for her students.  Not everyone can learn just by reading a book. (visual)\n\nOther styles are auidtory - learning by hearing.\nTacticle  learning thru touch,hands on\nKinesthetic - learning thru movement\n\n\nHere's a great article about these different styles that you might find helpful.\nhttp://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm
206917
Ask for help from classmates in class, just tell them you don't get it, and they'll probably try to help you out. I find this is better than trying to the read the book and do the problems only to be frustrated and give up. Having a person there to learn with you, someone you can say: wait i don't get this part, and have them explain it is essential. \n\nGetting a tutor may be ok for some, but tutors tend to drone, and frankly get a little expensive. \n\nJust know once you learn the methods, It'll be easy afterward.
411679
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames.  I have tacght for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three even four hours.  Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed.  At leat you will be helping to break the monopoly that the big textbook publishers have over the education industry.
45761
Close communication with the teacher, keeping on track of homework assignments and reading. Go to class, ask questions when you have them, and go out of your way to get help if you need it.
228029
try talking to the teacher and see if they will prvide you with the appropriate material or at least point you in the right direction.
235318
I am a high school student and this is what has worked for me when writing a research paper.  You have them start out with a very broad question ex. What is something that has affected your life and or the world. You have them make a list of answers to the question that you give them, most of the time when you do something like that your students will find one thing that they are interested in and will write about.  For references you have them do simple assignments that go along with the paper to help them complete it.  For sources, have them go and check out a non-fiction book from the library an their topic, it really comes in handy, other then that they can use any book, that is non-fiction preferably you really don't want them writing a research paper with a fiction book, you can also tell them to use the Internet, show them how to use a search engine effectively, and if they are using Internet sources tell them to make sure that the site they are using are creditable, and that they site all of their sources.
1050209
read lots of books (or a dictionary), do well on math section, hence talk with your math teachers and ask for additional help. and yes there were a few people that did... friends of mine in fact...
151269
This is a really great site that I use.\n\nhttp://www.teachersfirst.com/100books.htm
456479
Go the extra mile and be nice to the teacher and help out when  she needs help and than help with other things like cleaning the classroom, clearing the board, bringing her gifts, etc.
1156772
If you want your students to start reading English FROM the first class (review your prepositions, there, teacher!), you need to surround them with English print.\n\nYou can start them with "echo" reading, where you all share the same text, you read a sentence out loud to them, they say it back to you....\n\nHave magazines with lots of pictures on hand, and have them search for articles using that day's vocabulary words.\n\nFind a translation into English of a well-known children's story from the students' country/culture. Read it aloud in English to them, using the pictures and already known vocabulary for them to recall the overall meaning of each step in the story.\n\nAnd so on.\n\nGood luck!
175923
There are many great books these sites may be able to help you.\n\nhttp://www.carolhurst.com/\nThis provides a collection of reviews of books for children, ideas of ways to use them in a classroom, and collections of books and activities about particular subjects, curriculum areas, themes, and professional topics.\n\nhttp://www.literacytrust.org.uk/pubs/readerindex.html\nIn this website you will find suggestions for popular books and how to get students motivated to read.
961781
patience is absolutely key. Also, having an understanding of the different ways people learn would be helpful. You need to know your material well so that you can explain it in different ways to your student. Presumably, if someone goes for tutoring, they are having trouble grasping the information as it's been presented to them so far, so you need to have a different approach. Find out what information you'll be tutoring them in and then think of two or three different ways to explain it, that way you have a good chance of hitting on one that works for the person you're helping. \nAlso, don't be afraid to admit if you don't know something. If your student asks you a question you don't know the answer to, admit you don't know the answer to the question right off the top of your head and then suggest the two of you figure it out together. Sometimes teaching a person how to find answers is more helpful than helping them answer a specific set of questions.
822304
As an educator a teacher should teach the required materials on subjects, aid in teaching the next level of social skills(even if the parents haven't done their part),boost all students egos and desire to learn, council as needed, recognize problems with emotions,physical,abuse,educational,financial or any other problem a student may have that is keeping them from performing their best and be on good terms with the child so the teacher may have a positive discussion and help with the problem or give suggestions for ways for the parents to get the child help, and keep up with all fund raiser money, notes and calls to parents, homework, grading,lesson planning, after school activities leader, and be cheerful and always present. As learning from the student a teacher must be open to new ways to communicate with students and learn new ways to teach as well as make students behave.The teacher will improve by dealing with many student conflicts/issues whether or not they are educational or affect educational purposes.The teacher will try methods that may work with one class but not the next and have to figure out how to meet the next classes needs.Over trial and error the teacher will learn how to meet the needs of most students. The teacher is also attending classes to keep up with the states requirements and/or to recieve their masters or above or administration degree or to teach other classes.The teacher is a constant learner and teacher. Teaching isn't in the classroom only and learning doesn't only happen from a desk.They are both ongoing and a responsibility a person must accept as a teacher.
452325
Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,