OPTIMISM

Believed that effort would improve his/her future

When bad things happened, s/he thought about things they could do to

make it better next time

Stayed motivated, even when things didn’t go well

Believed that s/he could improve on things they weren’t good a

SELF CONTROL (school work)

Came to class prepared

Remembered and followed directions

Got to work right away instead of waiting until the last minute

Paid attention and resisted distractions

SELF CONTROL (interpersonal)

Remained calm even when criticized or otherwise provoked

Allowed others to speak without interrupting

Was polite to adults and peers curiosity To identify two genres that are out of your comfort zone and create a reading plan to find a book within each genre.

We now know that genuine smiles may indeed reflect a “sweet soul.” The intensity of a true grin can predict marital happiness, personal well-being, and even longevity. We know that some smiles — Duchenne’s false friends — do not reflect enjoyment at all, but rather a wide range of emotions, including embarrassment, deceit, and grief. We know that variables (age, gender, culture, and social setting, among them) influence the frequency and character of a grin, and what purpose smiles play in the broader scheme of existence. In short, scientists have learned that one of humanity’s simplest expressions is beautifully complex.

Optimistic explanatory style, grit, and life satisfaction  can help teaching. Curiosity, teachers’ willingness to vary strategies and adapt their instructional approach brings to mind creativity as a potential contributor affect teacher performance.

ZEST Actively participated

• Showed enthusiasm
• Approached new situations with excitement and energy 

• SELF-CONTROL
•  School Work

• Came to class prepared
• Remembered and followed directions
• Got to work right away instead of waiting until the last minute
• Paid attention and resisted distractions

Interpersonal

• Remained calm even when criticized or otherwise provoked
• Allowed others to speak without interrupting
• Was polite to adults and peers
• Kept temper in check

 OPTIMISM

• Believed that effort would improve his/her future
• When bad things happened, s/he thought about things they could do tomake it better next time
• Stayed motivated, even when things didn’t go well
• Believed that s/he could improve on things they weren’t good at

• GRATITUDE 

• Recognized what other people did for them
• Showed appreciation for opportunities
• Expressed appreciation by saying thank you
• Did something nice for someone else as a way of saying thank you

SOCIAL INTELLIGENCE 

• Was able to find solutions during conflicts with others
• Showed that s/he cared about the feelings of others
• Adapted to different social situations

 CURIOSITY 

• Was eager to explore new things
• Asked questions to help s/he learn better
• Took an active interest in learning

• Concept: This activity introduces students to the concept of capitalization interactions in which one person talks about something positive that happened to him or her and another person responds to that disclosure. Students are often more familiar with the concept of traditional social support in which one person talks about something bad or stress in his or her life and the other person responds to that disclosure.
• Materials needed: For this activity students will receive different instructions based on the condition and role to which they are randomly assigned. These instructions will need to be prepared in advance in accordance with the number of students participating in the exercise.
• Instructions: This activity should take place before students have discussed the concept of capitalizing on positive events. Ideally, this exercise should immediately precede the class lecture on the topic.
• 1) Divide the students into two equal groups: The interviewers and the interviewees. If there are an odd number of students, put the extra person in the interviewee group.
• 2) Give each interviewee a copy of the following instructions:
• “Today you will be interviewed by a fellow student about something good that happened to you. It does not matter what type of event you choose to talk about or how important that event is or was, as long as you are comfortable talking about it and it was a positive event or thing that happened. The event can be something that happened lastweek or something that happened as long as one year ago. It can be any type of event that you are comfortable talking about. The person interviewing you will ask you to describe the event and then may or may not choose to follow-up with additional questions. During the interview try to remember how you feel while you are talking about this event and how you feel about the nature of your interaction with the interviewer.”
• 3) Give each interviewer one of four different types of instructions. This will serve as a random assignment. Do not draw attention to the fact that there are different instructions; most
• importantly the interviewees should not be aware of this. An efficient way to do this is to have the instructions printed up and randomly ordered in a pile and hand one sheet to each interviewer.
• Micromoment triangle consists of growth of mind with new information to the  student, positive character behavior. When child understand and teacher encourage, smile that hekps teaching. So constructive responding is leading to responding to the positive emotion emotion. 
• Implementation intentions: a self-regulatory strategy for goal striving goal commitment must be followed by effective goal striving in order for goals to be realised. Common challenges during the goal-striving stage include getting started andstaying on track. Getting started involves recognising and seizing opportunities to act, as well as overcoming any reluctance to act (due to the unpleasantness of the act, for example). Staying on track involves protecting ongoing goal-directed activity from getting derailed. Gollwitzer (1999) suggested that making if–then plans (i.e. forming implementation intentions) would help individuals both get started and stay on track during the goal-striving stage.

http://www.youtube.com/playlist?list=PL023BCE5134243987&feature=plcp

yale history courses

the poetry of life
Poetry is the tunel at the end of the light. Poetry brings words and put nothing in motion. It makes silent chronicaly observal. Like the sea it is flowing and flown on goining.
That's the beging of the travel by the sea. Sea is the universe around us. It is difficult to see it as it is the sea. The same happens with our life. Of course poetry means a willing, nice, particular way of life.
What is life? Ηow can we find the real meaning of life? Ιs this with poerty, with an ambicious thought?
Walking on the road and smelling the flowers of spring may this is a meaning of life. This gives another perspective of our beings. We live in our appartement with luxury and we forget how is outside it. I see people standing out scaring to death, they don't have nothing, they lost their job and live in the streets.
May be this is someting we should look it. I think we must forget a little bit ourselves and see other people outsite, how they live what their thoughts and try to help them. I don' t think so silence is the answer to our life. We should do something with other people for them.
viki Dogani    

Children should not plkay games before sleep

Night terrors are a form of confusional arousal that generally occur out of deep sleep in the first few hours of sleep.Night terrors often last from 5-20 minutes, and in Nightmares, on the other hand, usually occur in the second half of the night, and arise out of deep sleep. Nightmares are often very vivid, and the person who has just had a nightmare usually recalls the content, often for days or even years afterward.

Exposure to disturbing media or themes can certainly trigger both night terrors and nightmares, as well as other sleep disturbances. Adolescents who played video games prior to sleep suffered a significant disruption to their sleep. So gaming affecte his sleep, and that he would be a lot better off if instead of those he got into the habit of quietly reading in bed for 30 minutes before turning off his reading light and going to sleep. Try to read and not play games before sleeping.

Viki Dogani
3rd class of high school
greek literature
 Argumentation/Analysis: Read closely text of Papadiamantis, "seeing" to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support and conclusions drawn from the text.

2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

4.Write why women are waiting for their men to come back from their voyage?
Is difficult for men to be saylors?  How Papadiamantis is writing his text? Are there some difficulties on way of thought?
Ι colladorative methode to teach lesson deviting into 4 groups.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Draw evidence from literary or informational texts to support COMMON CORE ANCHOR STANDARDS analysis, reflection, and research.
5.Video and you tube about life of Papadiamantis can help.

6. What is this text? How is this put together? What do I see and hear? Smell? Touch or

taste? What do I like or dislike about this?

7. What do I think and feel about this? What might other people think and feel about this?

8. What does this tell me about how other people live and behave? Is anything or

anyone left out?

5. Is this trying to sell me something? Is this trying to tell me something?

poetry contest

Poetry is like that. Its beauty is in the world of rhyme, free verse or prose. It gives a sense of power and sensitivity while uniquely expressing thoughts and feelings. In reading aloud, hearing and writing poetry, children are guided through the wondrous possibilities of their own language to savor and enjoy. They learn vocabulary, word choice and grammar. Follow the links to write your poems. 

http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm#

http://www.poetryfoundation.org/learning/glossary-terms

http://teacher.scholastic.com/poetry/

http://www.readwritethink.org/classroom-resources/calendar-activities/april-national-poetry-month-20478.html

http://www.infoplease.com/national-poetry-month/

http://www.naxosaudiobooks.com/home.htm

Στρατής Μυριβίλης

Ο Στρατής Μυριβήλης (πραγματικό όνομα Ευστράτιος Σταματόπουλος) γεννήθηκε στη Συκαμιά της Λέσβου, 30 Ιουνίου 1892 - 19 Ιουλίου 1969) ήταν Έλληνας πεζογράφος της Γενιάς του '30, πρωτότοκος γιος του Χαράλαμπου Σταματόπουλου και της Ασπασίας το γένος Γεωργιάδη. Φοίτησε στην Αστική Σχολή Συκαμιάς και στη συνέχεια στο Γυμνάσιο Μυτιλήνης, από όπου αποφοίτησε το 1910. Το 1912 εγκαταστάθηκε στην Αθήνα και γράφτηκε στο Πανεπιστήμιο, εργαζόμενος παράλληλα ως συντάκτης σε περιοδικά και εφημερίδες. Τις σπουδές του εγκατέλειψε σύντομα για λόγους βιοπορισμού. Κατατάχτηκε εθελοντικά το 1912 και πολέμησε στους βαλκανικούς πολέμους (όπου τραυματίστηκε στο πόδι), στον πρώτο παγκόσμιο πόλεμο και στη Μικρασιατική εκστρατεία (ως ανθυπολοχαγός). Μετά την καταστροφή της Σμύρνης έφυγε για τη Λέσβο, όπου έζησε ως το τέλος του 1932, οπότε εγκαταστάθηκε με την οικογένειά του στην Αθήνα. Κατά τη διάρκεια του πρώτου παγκοσμίου πολέμου άρχισε να γράφει τη Ζωή εν τάφω και το 1920 παντρεύτηκε την Ελένη Δημητρίου, με την οποία απέκτησε δυο γιους και μια κόρη. Από το 1925 ως το 1933 στήριξε το Εργατικό Κόμμα του Α.Παπαναστασίου, τόσο από τη Λέσβο, όσο και από την Αθήνα. Στη Λέσβο συνεργάστηκε με τις εφημερίδες Σάλπιγξ, Ελεύθερος Λόγος, Καμπάνα, Ταχυδρόμος και άλλες, δημοσιεύοντας πεζογραφήματα, ποιήματα, άρθρα και χρονογραφήματα, έγινε μέλος της Κεντρικής Επιτροπής του Εθνικού Συνδέσμου Ελλήνων Επιστράτων Αιγαίου και στρατεύτηκε στο κίνημα της Εθνικής Άμυνας, ενώ μετά την καταστροφή τάχθηκε υπέρ της Στρατιωτικής Επανάστασης. Στην Αθήνα συνεργάστηκε με εφημερίδες όπως η Καθημερινή, η Εθνική, η Ακρόπολις, η Πρωία, η Απογευματινή, η Ελευθερία και περιοδικά όπως ο Θεατής, η Νέα Εστία, η Ελληνική δημιουργία, ο Ακρίτας, τα Στρατιωτικά Νέα. Τιμήθηκε με το Κρατικό Βραβείο Πεζογραφίας (1940 για το Γαλάζιο βιβλίο) και το Σταυρό του Ταξιάρχη του Βασιλικού Τάγματος του Γεωργίου Α΄ (1959). Πέθανε άρρωστος από βρογχοπνευμονία στο νοσοκομείο του Ευαγγελισμού στην Αθήνα.

Εργογραφία

Ι.Πεζογραφία
• Κόκκινες ιστορίες (διηγήματα). Μυτιλήνη, έκδοση της εφημ. Σάλπιγξ, 1915.
• Η ζωή εν τάφω (μυθιστόρημα). Μυτιλήνη, έκδοση της εφημ. Καμπάνα, 1924 (η τελειωτική μορφή του έργου δόθηκε στην έβδομη έκδοσή του, Αθήνα, Εστία, 1955).
• Διηγήματα. Μυτιλήνη, έκδοση της εφημ. Ταχυδρόμος, 1928.
• Η δασκάλα με τα χρυσά μάτια. Αθήνα, Πυρσός, 1933.
• Το πράσινο βιβλίο. Αθήνα, Κασταλία, 1935.
• Το γαλάζιο βιβλίο. Αθήνα, Πυρσός 1939.
• Ο Βασίλης ο Αρβανίτης. Αθήνα, Πήγασος, 1936.
• Τα παγανά. Αθήνα, Οι Φίλοι του Βιβλίου, 1944-1945.
• Η Παναγιά η Γοργόνα· Μυθιστόρημα. Αθήνα, Οι Φίλοι του Βιβλίου, 1949.
• Το κόκκινο βιβλίο. Αθήνα, Εστία, 1952.
• Το βυσσινί βιβλίο (διηγήματα). Αθήνα, Εστία, 1959.
Η ζωή εν τάφω

Η ζωή εν τάφῳ εντάσσεται στο πνεύμα της αντιπολεμικής λογοτεχνίας που αναπτύχθηκε στην Ευρώπη μετά τον πρώτο παγκόσμιο πόλεμο (1914-1918). Καταδικάζει ο ίδιος τη φρίκη και τον παραλογισμό του πολέμου. Ο Μυριβήλης, που είχε λάβει μέρος και στους βαλκανικούς πολέμους και στον Πρώτο Παγκόσμιο πόλεμο, καθώς και στη Μικρασιατική εκστρατεία, είχε γνωρίσει άμεσα τη φρίκη του πολέμου και των χαρακωμάτων και ουσιαστικά αυτή την άμεση εμπειρία μεταφέρει στο έργο του Η ζωή εν τάφῳ. Εξάλλου, είναι γνωστό ότι, ενώ ήταν στρατιώτης στην περιοχή του Μοναστηρίου, το καλοκαίρι του 1917, πρωτοσχεδιάζει το αντιπολεμικό του μυθιστόρημα.

Αφηγηματική τεχνική

Ο Μυριβήλης χρησιμοποιεί το εξής αφηγηματικό τέχνασμα: εισάγει και χρησιμοποιεί το πρόσωπο του λοχία Αντώνη Κωστούλα (φοιτητή από τη Λέσβο), που λειτουργεί ως persona του συγγραφέα. Ο λοχίας Κωστούλας, ευρισκόμενος στα χαρακώματα του μακεδονικού μετώπου,γράφει συνεχώς επιστολές με νοερό αποδέκτη την αγαπημένη του που ζει στη Λέσβο. Αυτές οι επιστολές (συνολικά 56), που θα μπορούσαν να θεωρηθούν ένα είδος ανταποκρίσεων από το μέτωπο ή ένα είδος προσωπικού ημερολογίου, αποτελούν το υλικό που συνθέτει την αφήγηση στο πεζογράφημα.- Η αφήγηση είναι πρωτοπρόσωπη. Ο πρωτοπρόσωπος ομοδιηγητικός αφηγητής εναλλάσσει το α΄ ενικό με το α΄ πληθυντικό πρόσωπο. Στην πρώτη περίπτωση ο αφηγητής εκφράζει πιο πολύ προσωπικές θέσεις και απόψεις, στη δεύτερη περίπτωση εκφράζεται ως μέλος του συλλογικού εμείς. Ωστόσο υπάρχουν και παράγραφοι (σκηνή της χαράδρας και σκηνή του βομβαρδισμού) όπου ο αφηγητής μοιάζει να αποσύρεται και η αφήγηση δίνει την εντύπωση ότι μετατρέπεται σε τριτοπρόσωπη.Η αφήγηση ακολουθεί γραμμική εξέλιξη.

 Ο Μυριβήλης είναι δεινός χειριστής της γλώσσας. Αναδεικνύεται σε όλα του τα έργα κορυφαίος σε περιγραφική, λυρική και ποιητική αφηγηματική ικανότητα.