5 Mistakes I Made On Teachers Pay Teachers!!!

Becoming a seller on TpT can be SO overwhelming. I launched my TpT store in in early 2016 and didn’t see a sale until late in the year. I was a week away from making all of my resources free because nobody was buying my products. I wanted to know how people were making sales on TpT and why I wasn’t.

After taking a cold, hard look at my store and looking at some of the best sellers, I started fine tuning my store and saw the sales come in. It turns out that I made a lot of mistakes in the beginning. These mistakes were sending potential buyers away.

Once I reached my target audience and had a store that looked sharp, I started seeing more sales.

Ever since I have improved my store, I have been featured on the newsletter several times and have also made (and stayed) on the TpT front page (video section). Can you believe that??!!! A little itty bitty store like mine made the front page!!!

Facebook training on YouTube

So no, the number of followers and the number of products you have are not as important! What matters most is the quality of your content and if YOUR CONTENT SOLVES A PROBLEM for someone.

If your products solve people’s problems, they will pay you for them.

Nowadays I make sales daily on TpT and I also generate an income from YouTube and affiliate links. I throw all of my profits into an investment account or use them to reinvest back into the business.

If you have any questions or ideas for future TpT-related videos, let me know in the comments below!

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How Teachers Can Respond to Charlottesville

The day the grand jury in Ferguson, Missouri decided to not charge the officer who shot and killed Michael Brown, an event that was later followed by massive riots and protests, was also the day before my class of high schoolers was about to go on Thanksgiving Break.
Now teachers, you know what the day before a holiday can be like.
(Mayhem- or chickens running around with heads cut off)
As a teacher, I had to make the decision of whether to talk about this nationally relevant, but politically charged and emotional event with my class,
Or if I should just have them create hand turkeys and tell stories about pilgrims.
I decided to get into it, and the next hour of class was one of the most powerful moments I’d ever had since becoming a teacher.
It started with some of my white students quickly condemning protesters and rioters, and denouncing the response of many in the African American community in Ferguson for how they handled what they were considering injustice. I heard things like, No one should be mad enough to react like that. And, They should find a better way to protest. Meanwhile the black students in my room sat quiet.
This conversation was getting heavy fast, and I wanted to hit the abort button.
But then one of the black students in the room, who sat quietly the whole time with balled up fists, responded that it’s easy to not understand why they rioted in Ferguson if you’ve never been followed through a grocery store or stopped by the police for no reason. And then another kid talked about how his grandfather was lynched back in the 60’s, and one girl shared how her stepdad is black, and her family doesn’t go out much because of how people look at them.
Story after story flooded my room, and there was anger there, but also sadness and heartbreak, and it was all built up and raw, and the kids didn’t not hold back on what was inside of them.
At the end of it, not everyone was on one side of the issue, or could fully empathize with the minority and majority in the room,
But every kid in that class was closer to each other than they were before. A lot of that repressed anger was released, no longer bottled up, but out there in the world for others to attempt to understand. And most of the kids in my room attempted to understand it.
And for most of the conversation, I just stood against the wall and listened.
It can be so tempting to avoid those difficult conversations with your students. They can be hard and uncomfortable, but they also have so much power to bring each other together. The stories and discussion created unity, and isn’t that what we want above all else.
There are students in your class who have very strong opinions concerning the recent events in Charlottesville. They have stories and experiences that are bottled up, and the chaos that’s been happening lately keeps giving them more and more to repress and feel angry and sad about.
What if they didn’t have to hold it in anymore?
What if we were bold, and created a space where we can actually get real?
You might have a different opinion than some of your students about Charlottesville. And you know what, that’s okay. Because you don’t have to share the same opinion with all of them in order to listen.

Funky Suspense- Bensound
Ether – Silent Partner: https://youtu.be/r6En29azNBA
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Girls excluded from school when teachers measured trousers with a ruler

Girls excluded from school when teachers measured trousers with a ruler

Ellie Young 14 (left) and sister Mollie Young 12 (right) of Barnsley, sisters who were told their school trousers were too tight. Children have been excluded from school after teachers used RULERS to see if their trousers were wide enough. Barnsley Academy in South Yorkshire introduced a rule stating that trousers must be at least 10cm wide, on January 5, the first day back after Christmas. However, parents say they received no notice and were outraged when their children were sent home for wearing their normal uniforms.’
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Image from page 81 of “Public school drawing manual : for teachers and students” (1892)

Image from page 81 of “Public school drawing manual : for teachers and students” (1892)
Toronto FC
Image by Internet Archive Book Images
Identifier: publicschooldraw00mcfa
Title: Public school drawing manual : for teachers and students
Year: 1892 (1890s)
Authors: McFaul, J. H
Subjects: Drawing
Publisher: Toronto : Canada Publishing Co.
Contributing Library: The University of Western Ontario, Western Archives
Digitizing Sponsor: Ontario Council of University Libraries and Member Libraries

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About This Book: Catalog Entry
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TYPES OF TUITION TEACHERS | The Half-Ticket Shows

In this video we have shown TYPES OF TUTION TEACHERS. Hope You like it.

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Teachers Say What’s Wrong With Education In The U.S.

Teachers Say What's Wrong With Education In The U.S.

States across the U.S. have reported teacher shortages. AJ+ spoke with some teachers who are still working in the classroom about what’s wrong with public education.

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Image from page 124 of “Perspective and geometrical drawing adapted to the use of candidates for second and third-class teachers’ certificates” (1887)

Image from page 124 of “Perspective and geometrical drawing adapted to the use of candidates for second and third-class teachers’ certificates” (1887)
Toronto FC
Image by Internet Archive Book Images
Identifier: perspectivegeome01mcgu
Title: Perspective and geometrical drawing adapted to the use of candidates for second and third-class teachers’ certificates
Year: 1887 (1880s)
Authors: McGuirl, Thomas H. [from old catalog]
Subjects: Geometrical drawing Perspective
Publisher: Toronto, W. Briggs
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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About This Book: Catalog Entry
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Text Appearing Before Image:
Let KME be the given circle, and divide it (in this case)into six equal parts. Take centre O, and join any two, as OA,OB; bisect the angle AOB by OE, and at E draw a tangentCD; produce OA and OB to meet the tangent in C and D. GEOMETRICAL DRAWING. 119 Bisect the angles at C and D by CF and DF, meeting at F;then with centre O and distance OF describe a circle; alsowith centre F and distance FE describe a circle : this will beone, and the remaining five may be similarly drawn. (Fig. 87.)No. 18,—To construct a regular polygon {a) on a given line.

Text Appearing After Image:
Fig. 88. Let AB be the given line, produce it both ways; then withcentre A and distance AB, describe the senucircle DEB,describe also a similar semicircle AFC. Divide the circumfer-ence DEB into as many equal parts as the polygon is to havesides (in this case five), and join A with the second point ofdivision; make the arc FC = DE ; join BF and with centresE and F and distance EA and FB describe arcs to intersectat G; join GE and GF, completing the polygon. Note.—This method will be clear if it be remembered that,if from a point within a polygon straight lines be drawn tothe angles, the figure will be divided into as many trianglesas it has sides, and each triangle will contain two rightangles, but the angles around the common point within, to-gether make four right angles. Then if N represent thenumber of sides, the number of degrees in the angle of a regular polygon will be —^^ ^, that is, ^^ Now, 120 DRAWING. in the above figure the line DB may be called 180°, or two right a

Note About Images
Please note that these images are extracted from scanned page images that may have been digitally enhanced for readability – coloration and appearance of these illustrations may not perfectly resemble the original work.