How do you make student work in class?
970196
find out what motivates the student. Some are competative with their peers and that alone is motivation. Others need to know that what they are working on translates into real world scenarios. Good Luck!
634084
tell everybody what you need to learn.  then make them read from the textbook and give project options to show you that they learned it.   say they can choose to write a summary, show you notes they took, draw a diagram, etc.  then move on to the next grade while the others work independently.  and have a good discipline system and keep it in place, even when it's tough.  if you let them get away withit it will be worse later.
960928
be attentive in class and offer to help her out
207131
Try this link  http://www.internet4classrooms.com/on-line_word.htm You can print them off of the computer and go through them with your students.  \n\nAlso, the help section in the program is a great tool for designing your own lessons and can be printed off and copied.  Again, tests and quizzes you just take those sheets you print off and make up your own.
577347
I know it is easier said, but first try power of silence. It worked for me.  Once you enter into the classroom, you simple have to take charge, stand in front of the class and do not move or say anything until you get total attention of all the students.\n\nSilence is powerful. It took the student about 15 minutes before I got complete silence.  The teacher next door ran to the principal requesting that I be employed full time and this was what they did. The vacancy resulted because the last two teachers for this class could not take it no more and gave up the plan book never to return.   \n\nSecond lay down you class rule.  I had one rule: If you want to stay, you must obey.\n\nThird, inform them that you will have phone numbers, address, and emails to make contact with their parents and guardians.\n\nAlso so not call on anyone in your class to do something before giving them advance notice or before you know them individually. I had an 11th grade student who acted up in class only when students were asked to read in class.  Why? The student could not read and did anything to avoid called upon to read.  So get to know your students. \n\nFinally ask each student to write something about them self and turn it in to you. If it is the lower class ask them to say it while you take time to write what they say.  Now that you are in control, you can teach, not baby sit.
964467
Taking notes in class\n1. Sit close to the front of the class to minimize distractions.\n2. Be prepared to keep your notes neat and organized. Use a separate spiral-bound notebook for each subject, or use dividers in your loose-leaf notebook to make separate sections for each subject.\n3. Begin each note taking session at the top of a fresh page. Start by writing down the date.\n4. Do not try to write down everything the teacher says, but do try to record as many facts and ideas as you can. Mark important facts or main ideas with an asterisk or star or underline them.\n5. Use short sentences and phrases and easily remembered abbreviations and symbols. Some commonly used abbreviations and symbols are:\ncf (compare)\nie (that is)\neg (for example)\nw/ (with)\nw/o (without)\n&, + (and)\n= (equals, is)\n6. Write clearly, and leave lots of blank space in the left margin or between ideas in case you need to add information later.\n7. Read over your notes as soon as you can after class. If there is anything you don't understand, ask the teacher at the next class.\n\nTaking notes from textbooks\n1. Organize your paper the same as for class notes.\n2. Put the date at the top of the page.\n3. Write down the name of the book and the chapter or section you will be taking notes from.\n4. Leave space in the left margin or between ideas for your own comments or questions.\n5. Keep textbook notes separate from class notes. Use a separate notebook or a separate section in your loose-leaf notebook.\n6. Get a general idea of what the reading is about.\n7. Read the introduction, headings and subheadings, and any paragraphs that summarize the content.\n8. Look at any illustrations or graphs and charts and read the captions.\n9. Go back and read the chapter or section carefully. Look for the main ideas.\n10. Try not to copy information directly from the textbook into your notes. Instead, summarize the information in your own words. This will help you to concentrate and learn.\n11. If you do copy directly from the textbook, use quotation marks to indicate that it is a direct quotation. Take care to copy the quotation exactly.\n12. Summarize the main ideas at the end of your notes and circle them.\n\n______________________
633893
First ask your teacher, if he/she doesn't have time then see if there's some kind of "learning center" or homework help place at your school.  Also, older students could help, or get "community service" hours by helping you out for free.  Worst comes to worst, try to place an add in your local paper, or a bulletin at school.
684449
Rule the classroom with an iron glove. Be friendly but not overly friend. Before you start the class make sure you have a lesson plan. If the absent teacher fails to leave one, make them read, or ask them what they did yesterday, or if they have an important test coming up. Just don't be over friendly. They'll eat you.
488453
try to motivate this child, for example every time he or she does something right give praise. If that does not work, put him in a slower class.
423747
if the class is new to itself and the sts dont know each other then either do some fun questionnaires or try a throing ball game where you shout out the sts name before throwing it to them to get them all used to each other. if its only you that is new then teacha few ordinary lessons first, dont lose their respect by trying to be too fun at first, let them see that you are a teacher first and then as you get to know then and they you, you can reward them with some fun games.
851483
Pay attention to the way the teacher poses questions and then adapts the students' answers into follow-up questions. Watch how children respond to questioning as well as which children the teacher focuses on the most and least. How does the teacher's attention affect students not actively involved in the exhange? (i.e. does in encourage or discourage others from attempting to get involved?)\n\nLook at the way each area of the room is set up and determine how language instruction has been integrated. Also, ask yourself how the teacher integrates language (vocabulary building, grammar and usage) into other subject lessons.\n\nI'd have to know the grade level to be more specific. Hope this helps a little.
856173
Suggest that you can help them with their school work and keep it to one hour each week.  Spend half an hour helping them with the grammar on their papers and to make them more understandable.  Spend the other half hour conversing in Japanese or doing some exercizes in a book.\n\nYou need to keep it to an hour to avoid taking up too much of their time so they will continue to do it.  \n\nWhy did she tell you she's working on midterms?  Most schools in the US are just about to finish their semesters.  Where are you?
67598
Do your homework, and if you dont get it, stay after and talk to your teacher.\n\nMath Classes are VERY EASY if you do the homework every  day. If you dont get it the best option is to ask the teacher, tutors are 2nd best option.
329963
A teacher's work is never done! \nThe best way to get organised is to put some systems in place.  This takes a bit of time to start with but subsequently only times, dates and names need to be changed.\nNo teacher starts with a blank sheet, don't be shy about asking your colleagues how they cope with certain tasks.  You will find that they are very willing and proud to share their tips with you.\nThe more organised you are the better teacher you will be.\nTry to do most of your school work at school, staying later or arriving earlier if need be and using every spare minute in the day so you can separate your school life from your home life (this will make you happier!).\nYour question is a little bit vague. Can you break it down into more specific areas?\nStart by organising your classroom so you have everything to hand and file or organise your resources in some sort of system so you can find what you need quickly.  You can do this  by alphabetical order or topic or numbers.  It's a big help to make use of colour labels/pictures/numbers for different things.\nDo the same for curriculum matters, exam papers, tests,etc\nOrganise your mark book so that you have a record of everything you need to know.  This need not be written down necessarily.  Example, if a pupil hands his homework late, circle the mark in green ink.  At a glance you will be able to see how many times this has happened.  Come parents' evening you can let them know this fact and/or write it in his school report. Devise other notations to tell you other things but keep it simple and keep a key to remind you what they mean.\nI hope that's been of some help and don't worry,everything eventually falls into place.\nGood luck\nMartine
845850
Ran - Learn to see each student individually as well as a part of the class team.  Remember that different people have different abilities and styles of learning.  Laugh with your students at least once a day.  Remember that play is a form of learning.  Love what you do.
978794
Do demonstrations! For volume, for example, you can show a cone has a third the volume of a cylinder with the same radius by pouring water from a cone to the cylinder. Most students guess that the volumes are about the same and it's a demonstration that sticks in their minds. \n\nAnything outside of the classroom is great (if you can do that). Interactive stuff is always good. Get them to estimate the area of the basketball court or other playing surface. Or figure out how many people you could fill your classroom with if they were all lined up lying down.
40312
My teacher had a great way of doing this. Tell your students to collect various household items and a few bags. Make sure each kid picks out two specific objects. When everyone returns, teach union and intersect using the kids' "sets".