how do you teach common sence to kids and teenagers?
354501
HI    COMMON SENSE HAS TO BE LEARNED,,ITS HARD TO TEACH...
430254
Make friends and talk to them.  Ask them to correct mistakes you make instead of just ignoring them out of politeness.  And be happy when they do.  Listen to the radio, to movies, to cartoons, children's programs, be with people as much as you can.  Also, read.  Read children's books to start with, but reading really helps you learn spoken English.  You see words in sentences and context and can look at them for awhile and see how they are used.  Go to the library and ask a librarian to suggest a simple, but intersting children's book with a few chapters that you could read.
712824
Make themrelate to something real, and the kids will remember them. Repetition is fine, but boring and they will not really learn it for the long haul. Try songs, poems, rhymes, stories, movements. Ask them to tell a partner what they know about the word or how it relates to real life. or have them write a story using the words in correct context.
663430
Because their primary difficulty is with auditory information, you want to provide constant visual information and hands-on practice when giving instruction in content areas. \n\nWork with your speech therapist to coordinate prompts and activities to build the student's auditory processing skills.\n\nMake sure you pace your speech and tone to keep the child's attention during auditory instruction/interactions.\n\nAsk your student to repeat back what you have said, and repeat information patiently until the child has it right.\n\nhttp://ericec.org/digests/e634.html (see the bottom of the webpage)\nhttp://www.aboutourkids.org/aboutour/articles/capd.html\nhttp://pages.cthome.net/cbristol/capd.html
161747
Third grade kids love exploring and finding out about the world.  If you have access to pond water for example,  collect some and have them examine drops of the water under a microscope and then draw what they see.  Have them do it as a real "lab" experiment so that they also write about their observations, label their drawings, etc.  Do a class write up of their observations with each child contributing something to the class write up.  You could continue with a discussion of why we don't drink pond water, etc.  I have used this lesson very successfully with kids from about second grade to eighth grade.  It is one of the most awesome lessons I have used, and with some classes we have carried on activities related to it for days.\n\nTo sdd to what I wrote previously, her eis an answer I wrote for someone who asked for some suggestions on presenting ... some of htis might be basic for you, but some might help ...\n\nMake sure you project your voice, and make your voice interesting and expressive. Speak clearly, and slower than you would if you were just chatting with friends. Don't move around while speaking - try to stand in one spot, which makes it easier for those listening. Don't fidget. Try to use some humor. Use an ice breaker for the beginning of your presentation. One good one is to get everyone to tell something they have done that they think no one else in the room has done. You find out lots of interesting stuff about the group. Start on time and finish on time. Get their attention - don't try to talk over a lot of noise. Find ways to involve them - try to plan some activity that will teach them something and that will fit well in your time frame. Dress in a manner that suits your topic. \n\nGood luck!
492158
As long as they have a common language, you could try "the doughnut" :- split everyone up into groups of 3 or 4. Try to mix the people up so they are not in a group with people they know well. One way to do this is to randomly hand out coloured sweets. Each group is made up of the people who got the same colour sweet. Give each group a large sheet of paper and get them to draw a doughnut shape (a large circle with a smaller circle inside) on it. They split the doughnut into as many sections as there are people in the group. Explain that they need to talk to the others in the group and that each of them needs to discover one thing that is unique about themselves. They write this in their section of the doughnut. They also need to discover something that everyone in the group has in common. They write this in the centre circle (the doughnut's 'hole'). If they all work for the same company, try to encourage them to think of something different to that. When everyone has had a chance to do this, each person feeds back to the main group, introducing another group member, and the person who goes first also says the groups name and what they all have in common, for example "we are the red group. We are all people who would rather read a book than watch TV. This is John, he likes to DJ in his spare time." etc.
524226
hold up/display images of symbols that your kids would be able to easily guess i.e. the mcdonalds arches, the nike swoosh, peace sign, the man/woman you always see on the restroom door, etc.  this will get kids warmed up to the notion that ideas can be symbolized by something other than the words for those ideas, also that they are surrounded by symbolism everyday, everywhere (this always help to counter the "where am i ever gonna use this" complaint).\n\nnext, display for the class an object that would be easy to use in symbolizing many things.  i'll sugggest a rock.  have them describe the characteristics of a rock - strong, hard, dirty, ordinary... on one side of a chart.  then, as a class have them brainstorm other things/people that share some of these characteristics on the other side.\n\nthird, have a bunch of slips of paper in a hat/bucket/whatever, with each slip having something on it like tree, bird, phone, stairs, bench, etc...  have each student pull out a slip of paper from the hat.  have students brainstorm the characteristics of their object, and then characteristics of themselves (may be helpful to have a framework for this - like a worksheet that says "looks like", "smells like", "sounds like" etc. for both object and student).  have students come up with ways their object could symbolize them.\n\nhave students share their symbolisms with the class
981003
teach it to sing bad and put it in V\n\nlmfao
901865
If you teach your child to mind, you can teach him or her any lesson.\n\nYou could picture a child at a desk with the teacher standing above him with a hickory stick!\n\ns
1059854
Common sense is sense that should be common to most people.  It's not something acquired like a formal education.  Common sense isn't really taught, it's just reckoning that most of us develop.
581681
Cover the Cooperative Learning issue and first group your students in groups of 3-5. Give each child in the group a job.  For example, The Reporter, The Materials Manager, Maintenance (clean up :) ), Project Manager...you get the idea.  I am sure you have other objectives other than Observing the parts of a plant...What exactly do you want them to learn????????  5 year olds can observe the parts of the plants...so you can go in depth....\nMaybe you have one group predicting the importance of Leaves or comparing different leaves on different plants...deciduous, coniferous...if so have them in a group...with a time span...look for samples of leaves...have the students identify what type of tree or plant, have them make leaf rubbings and describe the leaf - you get the point!  You can do the same by have a group identify the stem and the importance of a stem by putting a white carnation or celery stick in colored water.  Have the predict what will happen through writing and a drawing and the next day observe and identify the conclusion!  There are many ideas out there...those are a few to get you started!\nAnyways after having each group become "experts" in their area of research, have them present their information. You can go beyond Cooperative Learning and touch on Multiple Intelligence and Various Learning Modes!  Have each group chose a way to present the info: They can make a Big Book, Write an Essay, Act out an Infomercial, Draw a picture and present the info on Posterboard, make a mobile...etc!  Have fun with it...You can get all sorts of grades out of it as well!!!
932555
writing for change\nfor teachers\nhttp://www.tolerance.org/teach/web/wfc/wfc_sctn1_4.jsp\nfor kids\nhttp://www.tolerance.org/pt/index.html
806173
How about having your child take each one of the "H's" and write just a little about  each that he/she is thankful for?...I think this would give some simple, practical structure to the speech, and should play right into the ability level and creativity of a 10 or 11 year old...Good luck...(Former H.S. English teacher)
816064
Take them on an outing. Go outside with them and have a scavenger hunt of things that show how the beauty of Fall reflects God's love! Have them find colorful leaves, acorns, animals, holly bushes, observe the  Fall sky, describe the feel and smell of the air. ( Use adjectives!)  Give them a sheet to take with them that tells them things to look for, smell, and feel etc. When they get back to class they must draw a picture of what they observed, felt, etc and write about it.
440669
do something fun . not to bore the kids or anything . some kind of reviewing activity like flash cards or a " mind dump " ( what my 5th grade teacher used to do ) a mind dump is where you take all your knowledge and just write it on a piece of paper. lol . if not then just go original and ask them questions .
770739
I teach a couple kindergarten music classes and they're not too far beyond preschool, so maybe some of these things will work for you too.\n\nI play the "hot and cold" game except with loud and soft.  One student hides an item in the room.  Another student looks for it.  As he/she gets closer to the item, the rest of the class claps louder.  As they get further away, they clap more softly.  This teaches them dynamics.\n\nI also play a singing game where we use a stuffed animal that correlates with the season.  Right now I am using a turkey.  One student puts their back to the rest of the class.  I give the turkey to a student that is behaving well.  The entire class sings "Who has the turkey?" on Mi - Do - Fa- Mi - Do on the following rhythm. \nquarter, eighth, eighth, quarter, quarter.  (One syllable per pitch)  After the entire class sings "Who has the turkey" twice, the child that actually has it sings it twice by themselves.  The child that has their back to the class then tries to guess who has it by recognizing their voice.  The kids love it!  Sorry if I couldn't explain it well.  You could use whatever melody you want to sing, you don't have to use the one that I attempted to explain using solfege.
365994
I would bring some age-appropriate materials to give them a sense of how our language mixes with our culture.\n\nSomething like a menu from McDonald's or KFC would be ideal as they are most likely well aware of may items on the menu in their own language.\n\nYou could also introduce them to some American summer camp ideas like different camp foods, games and classic sing-along songs.\n\nThe key is to engage them as directly as possible and encourage them to interact utilizing the language as much as possible.\n\nIn terms of "what" you should teach, I think it is prudent to see where they are coming form.  Many of them may already have a basic understanding of English.  Context may be the issue there.  If they are staring with NO vocabulary, start with the conversational basics.