Midday horoscope,texas licence plates 2012,fancy serving plates - PDF Review

After about 10am when the sun’s really high in the sky, most landscape photographers start heading for home.
Sometimes the build-up of haze and cloud during the day can make the sky dull and featureless, especially near the horizon.
If it’s sunny, the simplest way to boost the landscape colours is to use a polarising filter. All of the different types work in the same way – by rotating the filter you’ll see reflections disappear, a general increase in colour saturation and darkening of blue skies. It’s worth packing a plain 2 or 3-stop neutral density filter (not graduated) for cutting down the amount of light during the day. If you have photography tips, reviews, stories, images or videos that you want to share with everyone then get in touch.
Creating restaurant style lunchtimes is a good way of getting MDSAs to engage more effectively with children. Do you feel your Midday Supervisors (MDSAs) engage with children inappropriately and only engage when they have to? I have been running Midday Supervisor training programmes for the last ten years and have discovered that they are very motivated by being introduced to a few positive behaviour techniques.
Schools councils often say they think their MDSAs are kind, but they really don’t like it when one contradicts the other. MDSAs need help in applying their school’s behaviour policy, which is often not easy to read and assimilate. Confidence in dealing with lunchtime incidents is improved once the MDSA understands three key behaviour principles.
MDSAs end up spending far too much time washing and wiping in the dining hall and being reactive in the playground when there is an incident rather than proactive.
A lot of MDSAs start work with no training and perceive their job is primarily about cleaning up after the children and helping to deal with trips and falls in the playground. Lunchtime provision in many schools is so chaotic that MDSAs are forced to spend most of their time managing the ebb and flow of children coming into and out of the dining room. Although cleaning is part of a MDSAs role they should be spending most of their time engaging with the children to encourage eating, to listen to what they have to say, to teach good table manners and to facilitate playground games. They understand and are confident in using some of the behaviour techniques mentioned in point 2. They are in charge of a lunchtime system that is conducive to socialising and children are motivated to eat better, eat together and engage in conversation.
They don’t walk around with a cloth in one hand and a jug of water in the other all the time. School leaders can change this perception by getting the whole school to recognise that the lunchtime supervisor role is primarily about being a counsellor to listen, a teacher to help reinforce PSHE messages around friendship and socialisation, a health promoter to talk about a balanced diet (which includes a bit of chocolate) and a play worker to facilitate games. To achieve this that means school leaders have to get MDSAs talking to school council about their views and opinions on lunchtime provision, to ask them to present any appropriate lunchtime awards in assemblies and to ensure children see that any behaviour decisions made by them are supported by teachers as part of a well communicated lunchtime charter in the classroom. Using the strategy of distraction and armed with no more equipment than a few balls MDSAs can choreograph some games for at least a dozen children. For MDSAs to effectively engage with children you have to create a restaurant style environment so children have enough time to eat and they can sit with their friends. So, if you want your MDSAs to step up to the plate and effectively engage with the children then it’s important they benefit from some positive behaviour training and you review and audit your lunchtime provision. Paul is a social entrepreneur who is passionate about improving safety and behaviour in schools by transforming lunchtimes.
I am a midday assistant supervisor and I have the role of getting lunchtime ready in our primary school,I think I do a good job and we do have things in place for good behavior of pupils in our school, but it is getting enough staff that can do it and the pupils respect, knowing what is going on in the school weekly instead on each day, also we get told the bad behavior in the classroom after lunchtime is because we are not doing our job right,well we can only do what we can in a short time and Midday assistant are just that, assistant pupils at lunchtime with eating and positive play ,if the pupils want to play, I feel pupils have enough time in time table lessons and lunchtime is for them to be free to decide what they want to do and Midday assistant are there to advice them the right way of doing things, not to say they have to do this and that. Some of my midday assistant are great at setting up games,some I have to show what they need to do.
Over all my school is lucky to have so many midday assistiants but I still think there should be more. I have always asked why more than staff in the classroom then at lunchtime, I have seen that One midday assistant per class of 25 pupils or more which is so wrong.
Pupil respect, not knowing what's going on in school and being told about bad behaviour in afternoon lessons are concerns that are very frequently raised when I run my Midday Supervisor training.

Focus primarily on catching children when they are being good rather than trying to catch them out being bad. Firstly, where ever possible try and agree or partially agree with children to appease them. Secondly - if partially agreeing doesn't work - remind children who are engaging in inappropriate behaviour of the school rules. If agreeing and reinforcing behaviour expectations doesn't work encourage children to make the right choice and explain the consequences of making the wrong choice before asking for help from school leaders. Behaviour policy - Make sure the children know that the Midday Supervisors know your school rules, your sanctions and your rewards. Child well being book - Supervisors need to know about any children who are upset and who may need more support at lunchtime and they need to know about any children and staff who are absent. These suggested solutions will only be effective if school leaders adopt a whole school approach - i.e they talk about any lunchtime rewards and the school rules in assembly, they talk about them in the classroom and they let parents know about any changes to how you manage your lunchtime provision. I'm a mds in a primary school we are all finding the job increasingly harder to do as we are not allowed to speak to each other as you can imagine this makes dealing with the children hard has anybody else got the same rule and how do you deal with it . The concern (I suspect) is a perception that school leaders don't value your role as a Midday Supervisor and don't give you the advice and support needed to effectively manage children's behaviour. Managing behaviour at lunchtime can be challenging because children want to "let off steam" and end up falling out with each other. Communicating what's happened at lunchtime needs to be shared with the other Midday Supervisors and school leaders. One of the key outcomes of my training is to give Midday Supervisors a voice, to listen and to develop a wish list of things you want changed.
If your school is losing learning minutes in afternoon lessons because children are talking about unresolved lunchtime incidents and your Midday Supervisors (MDSAs) are struggling to manage challenging behaviour then our Midday Supervisor training can help. Admittedly, the blue skies and bright lighting are not great for producing moody or atmospheric images – colours can look washed out and short shadows make scenery look flat – but these conditions can still produce striking photographs.
When you’re faced with these conditions look instead for details in the landscape that work on their own, without the sky in the shot. These either screw into the front filter thread of your lens, or slot neatly into a filter holder.
The blue sky effect is one of the most useful for landscapes photographed during the day, as it increases the contrast between sky and clouds, giving them more impact. This will allow you to use longer shutter speeds, or wide apertures that would otherwise be impossible in bright conditions.
Do they spend most of their time washing, wiping and wandering around talking to their colleagues and are they inconsistent in how they apply your behaviour policy?
In the classroom everything is clear and any concerns are dealt with very quickly, but not at lunchtime. Explaining why a focus on the first behaviour and not the second will quickly stop inappropriate behaviour is one good example.
To make it more accessible I have helped schools draft their own lunchtime charter with a series of specific lunchtime behaviours and the agreed consequences. There is little time to effectively engage with the children irrespective of whether they want to or not. Instead they should walk around looking for children to praise and reward; looking for those that need encouragement to eat their dinner and looking for those who struggle to use a knife and fork properly.
Someone then gets hurt accidentally and MDSAs end up managing conflict and administering first aid. Start in a circle and teach a few ball based games such as hot potato (passing a ball quickly around the circle) or guard your gate (trying to roll a ball between people’s legs which are placed wide apart).
This is achievable by creating a series of set sittings where everyone knows who they will be sitting with, when they will be sitting with them and for how long. Walking into a dining hall or playground and giving out golden tickets that say ‘I am pleased with you because you chose to show good manners’ or ‘be helpful’ or ‘play well’ will get children to respect the MDSAs. It may help avoid losing learning minutes in afternoon lessons and improve readiness to learning. Working in partnership with caterers and local authorities to develop lunchtime improvement programmes, he helps schools ensure that children want to eat better, eat together, engage in good conversation and be more active.

We have 450 children and at the moment a whistle is blown and then children line in their classes. If children see you giving out lots of rewards they are much more likely to behave well so they get a reward too.
So you can adopt a zero tolerance approach I recommend you attach laminated cards of your school rules to lanyards.
I recommend the school records all this information in a child well being book which Midday Supervisors can read each day. Not being able to talk with other Midday Supervisors isn't something I have ever come across and I am surprised any school would agree to this. It's important therefore that you know how to deescalate any lunchtime incident and you can discuss what's happened with your colleagues. If this doesn't happen then, as you said, it will become increasingly difficult to manage behaviour. A short telephoto zoom such as 70-300mm (or 55-200mm on most smaller-sensor DSLRs) is ideal. Make sure you get the circular polariser for all modern cameras, to ensure the metering and focusing systems will still work with the filter attached. The effect is most pronounced on areas of the sky at 90 degrees to the sun, with other areas showing less darkening.
Firstly, the children aren’t ready to learn again in afternoon lessons, and secondly they are likely to talk about unresolved lunchtime incidents which lead to lost learning minutes for everyone in the class.
This is because MDSAs, unlike teachers, aren’t trained and don’t know how to deal with children who are upset. Using ‘thank you’ rather than ‘please’ as a way to respectfully ask a child to do what you want them to do is another.
In other schools a zero-tolerance approach has been taken when it comes to any serious inappropriate behaviour with immediate consequences and no warnings. This can so easily be avoided if MDSAs were more proactive about getting children to engage in a series of simple games.
To maintain interest make the games harder by, for example, introducing two balls or in the case of hot potato changing ball direction.
However, to be effective and to make a sustainable impact they need to be linked to classroom rewards.
It's not surprising therefore that children end up going into afternoon lessons talking about unresolved lunchtime incidents. Look out for features such as waterfalls or unusual rocks and plants that don’t rely on the sky for their impact.
These techniques to manage behaviour together with a practical demonstration of playground games and how to create a restaurant style lunchtime environment is a good way of getting lunchtime supervisors to engage more effectively with children. The training is a very useful way to identify and agree as a team what these behaviours are. You could then split the circle into two teams and start to play games such as up and over ( ball over the head of one person and under the feet of the next) or number bounce (children given a number in their teams and when a ball is thrown and their number is called they have to run and get it). If, for example, children are awarded house points then each golden card needs to come with a few house points too. If it's a sanction, what actually happened in the afternoon class and how did that child respond?
Responses like “how dare you argue with me” or “hurry up and finish your dinner” are typical and make the situation worse, not better. To calm children down in readiness for afternoon lessons ask then to make a circle again and play games like keeper of the keys (one person closes their eyes and holds a bunch of keys.

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