Pain Management and Quality of Life for Sickle Cell Disease Patients Essay Example

Pain Management and Quality of Life for Sickle Cell Disease Patients Essay Pain Management and Quality of Life for Sickle Cell Disease Patients Cynthia Evans Mississippi College Pain Management and Quality of Life for Sickle Cell Disease Patients This is a review of literature examining how frequent recurring episodes of pain affect the quality of life in the sickle cell disease patients. Several studies conducted concerning pain management and quality of life for sickle cell disease patients indicate additional studies needed. Identifying additional effective complementary alternate therapies is vital for a more improved quality of life. This will be necessary in order to reduce the number of painful episodes experienced by the sickle cell patient. Sickle cell disease is a genetic disorder of the red blood cells and further characterized by painful acute vaso-occlusive episodes where the sickle cell is stuck in the blood vessels, blocking the blood flow. This is one of the most common reasons leading up to hospitalization, the vaso-occlusive episodes. These episodes can lead to ischemia and infarctions over the entire body region with painful recurring, unpredictable, intense, and relentless episodes, lasting approximately 3-14 days (Yaster, Kost-Byerly, Maxwell, 2000). According to Granados and Jacob (2009), the purpose of their study was to examine pain experienced and the effectiveness of analgesics for hospitalized adults with sickle cell disease. The literature review indicates a variety of reasons why inadequate pain management is ongoing in the adult (SCD) patients admitted with vaso-occlusive episodes. We will write a custom essay sample on Pain Management and Quality of Life for Sickle Cell Disease Patients specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pain Management and Quality of Life for Sickle Cell Disease Patients specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pain Management and Quality of Life for Sickle Cell Disease Patients specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The focus is mainly on factors that affect the management of pain, including methods of analgesic administration, and non-pharmacologic regimens, therefore the perception of the provider is important in regards to treating sickle cell pain as identified in the study by (Shapiro, Benjamin, Payne Heidrich, 1997; Steinberg, 1999; Yale et al. , 2000). Little attention in the way of research studies has been examined in relation to the pain experience of the sickle cell adults. Ballas and Lusardi (2005) evaluated the sequence of hospital admissions of patients with sickle cell disease, reviewing the causes of recurring admissions, and the importance of the patient’s outcome of illness. All readmissions examined specifically within seven to thirty days from the initial admission discharge assessing for the rationale of the recurrence of hospital admission and relation to the prognosis of the sickle cell disease patient. The researchers evaluated the pain by a descriptive underlying research design knowledgeable by the sickle cell disease patients for intensity, location, and quality of pain. Fifty percent of patients admitted for intense painful episodes were readmitted within one month after discharge, and another estimated 16% were readmitted within one week after discharge. Severe pain is described as a degree of pain greater than six on a zero to ten numerical rating scales. A mean score of seven or greater indicates prematurity in discharging the sickle cell disease patients from the hospital. In conclusion, the patients admitted to the hospital with high pain scores were more likely to have lengthy hospitalizations, and to be discharged home with equally higher pain scores. The pain intensity scores from the previous discharge examined by the researchers indicated 71 readmission, in which 52 patients were readmitted for vaso-occlusive episodes, (Ballas Lusardi, 2005). The pain score of study participants indicated a high pain intensity score, and the scores did not change consequently during prolonged episodes. Even higher pain intensity more so on days seven and eight were indicated for increase pain significance. Researchers further indicated that the main reason for hospital readmissions were early discharge to home settings, signs and symptoms of medication/drug withdrawal, that brought about the intense reoccurring episodes of vaso-occlusive illnesses. It was noted that readmissions to the hospital for the adult sickle cell disease patient is more common and researchers recommended future studies for improvement in pain management in the hospital and at home. In future studies, researchers will need to use a larger sample size to evaluate patterns of pain management, effectiveness and influence on quality of life in the sickle cell disease patient. Although, no evidence was identified where upward titration of analgesics was done it is recommended that development of algorithms be encouraged to help carefully plan decisions regarding titration of medications in adult patients with sickle cell disease during hospitalizations. Jiles and Morris, (2008) made known in their descriptive study of 62 patients (18 years of age and older) using Burckhardt and Anderson’s 16 item self-report and a demographic uestionnaire used for data collection. The purpose of the study was to investigate the quality of life in adults with sickle cell anemia, hemoglobin SC, or Hemoglobin S beta thalassemia. The results revealed that the healthy populations average scores for quality of life scale is 90 and in this study the overall mean QOL score was 83. 6 ( SD=13. 2) lower than those of the overall general population. The outcome of this study indicated additional research is necessary to advance the understanding of the factors that greatly affect quality of life in the management of sickle cell disease in order for patients to enjoy normal activities of life. A cross sectional descriptive study conducted by Yoon and Black (2006) researched both pharmacologic and complementary therapies used for pain management by caregivers of children with sickle cell disease (SCD). They further studied the prevalence and types of complementary therapies used for pain management by caregivers of children with SCD and made inquiries of caregivers’ concerning their interests in using complementary therapies in the future. Since there was no obtainable questionnaire to meet the principle of the study, a questionnaire was created by the chief researcher. Items included on the questionnaire was age of child, age of caregiver, use of analgesic, annual income estimate, caregivers educational level, and type of health insurance their child had available. Divisions were randomly ordered and included massage, chiropractic, acupuncture, energy healing, relaxation techniques, imagery, meditation, hypnosis, biofeedback, self-prayer, spiritual healing by others, music therapy, herbal or fold remedies, megavitiamins, yoga, tai chi and other body works, and transcutaneous electrical nerve stimulation. The prospective patients were identified, approached, and invited to participate in the study by the clinical coordinator of the sickle cell disease clinic. The study was explained and potential participants were provided an informed consent letter. All subjects were provided a room for privacy and questionnaires were completed either by the caregivers of the participants or by the research assistance. The research assistant was nearby in either case to answer any questions that might arise by the caregivers when completing his/her form. The instructions provided to the caregivers indicated the questionnaires listing of the sixteen complementary therapies. The caregivers were to indicate any usage of them within the last six months and were asked would they be interested in using any of the listed complementary therapies in the future. Statistical analyses was used including how often an event repeats itself over a set amount of time and expected values with standard deviations, were used to compare demographic variables, research use of pharmacological therapies for pain management between age groups, and evaluate pharmacologic/analgesic and complementary therapy use. Chi-square tests were done in the beginning of the study and carried through to completion comparing the demographic variables, scrutinized use of pharmacologic therapies for pain management between age groups, and compared use of pharmacologic and complementary therapies. The results of the most frequently used pain medication for children revealed a mean age of 9 years. The results indicated children using pain medications most frequently identified was ibuprofen (37. 5%), acetaminophen with codeine (32. 1%), and acetaminophen with oxycodone (14. 5%). Complementary and alternative medicine use among children as well as adults has increased in the last ten years. In the study, caregivers with a mean age of 33 years was 70% of the 63 caregivers identified as using some form of complementary therapy. African American mothers made up 79% of the predominant race of caregivers and (56. 9%) indicated an annual income less than $20,000. Sixty percent of caregivers had twelve years of education or less, and twenty-four percent reported at least 2 years of college education. Medicaid (76%) was the major source of coverage for the children, although 24% had private or other identifying insurance. Future studies should include investigating the safety and effectiveness of the most commonly used complementary therapies reported in this study as well as recognizing possible ways complementary and alternative medicine (CAM) may be used effectively with pharmacologic therapies for pain management in children with Sickle cell disease in order to offer greater longevity and overall improved quality of life. Yoon and Black (2006), Jiles and Morris (2008) and Granados and Jacob (2009) all indicate the need for future studies in management of pain in the sickle cell disease patients. All studies indicate that the genetic disorder most commonly found in the African- American affects approximately 70,000 in the United States. This genetic disorder affects the red blood cells causing a stasis of sickle shaped erythrocytes, in which occlusion of the cells microcirculation, causing ischemia, and infarction. These recurring, unpredictable, intensified, and persistent painful episodes prevent stability and overall quality of life in the sickle cell disease patient and all authors indicate the need for future studies. The purpose of this review of literature is to identify all of the effective therapies of pain management for sickle cell disease patients. Whether the therapies used are complementary or alternative therapies vs. analgesic regimens. There must be future studies to seek out the answers for improved methods of pain treatment in order to improve the quality of life for the patients with sickle cell disease to exceed living past the age of forty-two with an increased zest and quality of life. References Granados, R. , Jacob, E. , (2009, May/June). Pain Experience in Hospitalized Adults with Sickle Cell Disease. Medsurg Nursing, 18 (3), 161-167,182. Jiles, V. M. , Morris, D. L. , (2009). Quality of Life of adult patients with sickle cell disease. Journal of the American Academy of Nurse Practitioners, Volume 21, 340-349. doi: 10. 1111/j. 1745-7599. 2009. 00416x Yoon, S. L. , Black, S. , (2006) Comprehensive, Integrative Management of Pain for Patients with Sickle-Cell Disease. The Journal of Alternative and Complementary Medicine, Volume 12, Number 10, pp. 995-1001.

Calculate Energy Required to Turn Ice Into Steam

Calculate Energy Required to Turn Ice Into Steam This worked example problem demonstrates how to calculate the energy required to raise the temperature of a sample that includes changes in phase. This problem finds the energy required to turn cold ice into hot steam. Ice to Steam Energy Problem What is the heat in Joules required to convert 25 grams of -10  °C ice into 150  °C steam?Useful information:heat of fusion of water 334 J/gheat of vaporization of water 2257 J/gspecific heat of ice 2.09 J/g ·Ã‚ °Cspecific heat of water 4.18 J/g ·Ã‚ °Cspecific heat of steam 2.09 J/g ·Ã‚ °CSolution:The total energy required is the sum of the energy to heat the -10  °C ice to 0  °C ice, melting the 0  °C ice into 0  °C water, heating the water to 100  °C, converting 100  °C water to 100  °C steam and heating the steam to 150  °C. To get the final value, first calculate the individual energy values and then add them up.Step 1: Heat required to raise the temperature of ice from -10  °C to 0  °C Use the formulaq mcΔTwhereq heat energym massc specific heatΔT change in temperatureq (25 g)x(2.09 J/g ·Ã‚ °C)[(0  °C - -10  °C)]q (25 g)x(2.09 J/g ·Ã‚ °C)x(10  °C)q 522.5 JHeat required to raise the temperature of ice from -10  °C to 0  °C 522.5 JStep 2: Heat required to convert 0  °C ice to 0  °C waterUse the formula for heat:q m ·ÃŽâ€Hfwhereq heat energym massΔHf heat of fusionq (25 g)x(334 J/g)q 8350 JHeat required to convert 0  °C ice to 0  °C water 8350 JStep 3: Heat required to raise the temperature of 0  °C water to 100  °C waterq mcΔTq (25 g)x(4.18 J/g ·Ã‚ °C)[(100  °C - 0  °C)]q (25 g)x(4.18 J/g ·Ã‚ °C)x(100  °C)q 10450 JHeat required to raise the temperature of 0  °C water to 100  °C water 10450 JStep 4: Heat required to convert 100  °C water to 100  °C steamq m ·ÃŽâ€Hvwhereq heat energym massΔHv heat of vaporizationq (25 g)x(2257 J/g)q 56425 JHeat required to convert 100  °C water to 100  °C steam 56425Step 5: Heat required to convert 100  °C steam to 150  °C steamq mcΔTq (25 g)x(2.09 J/g ·Ã‚ °C)[(150  °C - 100  °C)]q (25 g)x(2.09 J/g ·Ã‚ °C)x(50  °C)q 2612.5 JHeat required to convert 100  °C steam to 150  °C steam 2612.5Step 6: Find total heat energyHeatTotal HeatStep 1 HeatStep 2 HeatStep 3 HeatStep 4 HeatStep 5HeatTotal 522.5 J 8350 J 10450 J 56425 J 2612.5 JHeatTotal 78360 JAnswer:The heat required to convert 25 grams of -10  °C ice into 150  °C steam is 78360 J or 78.36 kJ.

The History of Scissors

The History of Scissors Leonardo da  Vinci has often been credited with inventing scissors, but they predate his lifetime by many centuries. Nowadays, it’s hard to find a household these days that doesn’t have at least one pair. Ancient Scissors The ancient Egyptians used a version of scissors as long ago as 1500 B.C. They were a single piece of metal, typically bronze, fashioned into two blades that were controlled by a metal strip. The strip kept the blades apart until they were squeezed. Each blade was a scissor. Collectively, the blades were scissors, or so rumor has it. Through trade and adventure, the device eventually spread beyond Egypt to other parts of the world. The Romans adapted the Egyptians  design in 100 A.D., creating pivoted or cross-blade scissors that were more in line with what we have today. The Romans also used bronze, but they sometimes made their scissors from iron as well. Roman scissors had two blades that slid past each other. The pivot was situated between the tip and the handles to create a cutting effect between the two blades when they were applied to various properties.  Both Egyptian and Roman versions of scissors had to be sharpened regularly. Scissors Enter the 18th Century Although the actual inventor of scissors is hard to identify, Robert Hinchliffe, of Sheffield, England, should be rightfully acknowledged as the father of modern scissors. He was the first to use steel to manufacture and mass-produce them in 1761 more than 200 years after da  Vinci’s death. Pinking shears  were first invented and patented in 1893 by Louise Austin of Whatcom of Washington to facilitate pinking and scalloping and as a marked improvement over ordinary pinking irons and tools.† Here are some mentions of scissors in print publications over the years, as well as a bit of folklore. From Emar, Capital of Astata, in the 14th  Century BCE By Jean-Claude Margueron Besides ceramics, occasionally collected in large quantities, the houses produced stone and metallic objects illustrating both day-to-day needs and the activities of city merchants: beer filters,  containers, arrow and javelin heads, scales of armor, needles and  scissors,  long nails,  bronze scrapers, millstones, mortars, many kinds of grindstones, pestles, various tools and stone rings. From  The Story of Scissors  by J. Wiss Sons, 1948 Egyptian bronze shears of the Third Century B.C., a unique object of art.  Showing Greek influence although with decoration characteristic of Nile culture, the shears are illustrative of the high degree of craftsmanship which developed in the period following Alexanders conquest of Egypt.  Decorative male and female figures, which complement each other on each blade, are formed by solid pieces of metal of a different color inlaid in the bronze shears.Sir Flinders Petrie ascribes the development of cross-bladed shears to the First Century. In the Fifth Century, the scribe Isidore of Seville  describes cross-bladed shears or scissors with a center pivot as tools of the barber and tailor. Folklore and Superstition More than one expectant mother has placed a pair of scissors beneath her pillow at night somewhere toward the end of her ninth month of pregnancy. Superstition says that this will â€Å"cut the cord† with her baby and prompt labor. And heres another tall tale: Don’t hand those scissors to your best friend. Place them on any available surface and let your friend pick them up. Otherwise, you risk severing your relationship. Some say that those scissors languishing in your catch-it-all drawer can help keep evil spirits out of your home. Hang them by one handle near your door so they form a version of a cross.

Class Project Survey Research Paper Example | Topics and Well Written Essays - 500 words

Class Project Survey - Research Paper Example due to changing global climate. Sea level is also increasing and we are now exposed to the threat that a substantial portion of US Gulf Coast along with Eastern Seaboard. We are also breathing polluted air as many more countries across the world are being highly industrialized, and hence, proportion of hazardous gases including CO2 in the air has increased significantly. (McKay, 403) 1. B) How do forces outside of the US impact your job prospects? Our job prospects are not only affected by internal economic situations, but also by factors that are external to the economy of US. First, opportunities of jobs in the countries outside the US have decreased significantly due to the recent global financial crisis. And second, the extent of outsourcing has been increasing day by day on account increased availability of cheap labor from countries like India, Kenya, (McKay, 385-387) Philippines, and other developing countries. 1. C) How do forces outside of the US impact your physical safety? The physical safety of US citizens is continuously being threatened by terrorists groups of Islamic regions of the world. The event of 9/11 showcased how powerful the Islamic terrorist groups have become. Although, the US government has taken excellent security measures, but we still do not feel fully secured. (McKay, 283) 1.

Admin Law Essay Example | Topics and Well Written Essays - 2500 words

Admin Law - Essay Example tion that has taken over the function of the Spelsbury District Council has moved from the status of â€Å"state† to â€Å"person†, which are the only two groups in society that are assumed under the European Convention of Human Rights, which aims to protect the rights of â€Å"people† from the â€Å"state†. Thus, when a judicial review process is considered, the Spelsbury Council would clearly fall under the category of â€Å"state† and Tracy would be â€Å"person† whose rights have to be protected. However, since the limited liability1b aspects impart the status of personhood upon such corporations that enjoy its benefits, therefore the Directors of the new company would be absolved of responsibility for civil actions against them because the corporation itself would be considered a person, just like Tracy, thereby blurring the distinction that allows a judicial review process to proceed against a clearly defined public body. However, since the limited liability company has been set up to carry out a public function that was originally carried out by the Spelsbury District Council and for the benefit of the public, it is likely that the courts may be amenable on this aspect of the case and Tracy may be allowed to seek permission from the High Court to ask for a judicial review of the decision.2 Section 31 of the Supreme Court Act of 1981 governs the judicial review process in England, whereby the question of permission being granted by the High Court may be subject to whether the Court â€Å"†¦Ã¢â‚¬ ¦.considers that the applicant has a sufficient interest in the matter to which the application relates.†3 In the case of R v Inland Revenue Commission ex parte national Federation of Self Employed4 Lord Wilberforce set out three separate criteria on deciding whether sufficient interest exists and one of these was the relative positions of the defendant and the plaintiff and the nature of the breach that is alleged to have been committed. In this case, the decision has been

Essay --

Racism In A Worn Path And Desiree's Baby In both of the stories A Worn Path by Eudora Welty, and Desiree‘s Baby by Kate Chopin. The encounters of Phoenix and Desiree show two different readings that deal with a common theme of impending the black and white racial issue in America. There are lots of references to racism in both of the readings. Throughout the short story A Worn Path, there are many events related to racism when Phoenix walking along an extremely difficult path to the town and get the medicine for her grandson. The first event is that when she meets the white hunter. First he appears as a kind and a friendly person , he suggested Phoenix to return home , however , she refused the hunter 's suggestion , because she is on a mature and important mission of love. Then the hunter made a racist joke to Phoenix, "I know you colored people! Wouldn't miss going to town to see Santa Claus!" Second event is that when Phoenix entered clinic, she has been treated unfairly because she is black. "A charity case, I suppose," said an attendant who sat at the desk before her."(Welty70) ,"" Are you deaf?" cried the attendant."(Welty 75). The attendant rudely asked whether she is deaf because she didn't answer her questions immediately and Phoenix referred as a charity case .Phoenix performed a great sacrifice for her gran dson, but the attendant 's behavior shows she is childish. Phoenix Jackson accepted the harsh circumstances of her life and moves on. The racism feature is the main theme in the short reading " Desiree's Baby. There are racism events happens when throughout the story. Desiree's Baby took place when racism was way too prevalent. After Desiree married to Armand , they birthed a baby. When the child grows, the ski... ...t not judge the people by looking at their races, like the old says" don't judge a book by its cover. In the reading, the pride of Armand was greater than the love for his wife and their baby, which destroyed Desiree and their baby's life and led to a sad ending. In Welty 's short story "A Worn Path", Phoenix is an old black woman who has no education after Phoenix was freed from slavery, and the racism was still way too prevalent after the Civil War. Her pride of love that she wants to get the medicine for her grandson and go through the woods no matter how difficult was it and no matter how unfair the society is ,there is nothing can able to stop her way. In both stories Desiree's baby and A Worn Path showed a great representation to the readers about the struggles of racial issues in South U.S and people went through. The world has changed when time moves on.

How to Be a Good Teacher

Great English Teachers What are the characteristics of a good teacher of English? The traits range from great teaching and management strategies to a good attitude. Top Characteristics for Teachers There are 15 characteristics of effective teachers that range from having high expectations to being flexible and imaginative. These 15 characteristics can be placed into two categories: management and instructional techniques and personal traits. To have strong classroom management and instructional techniques, an English teacher needs to try a variety of techniques to find the ones that work for him or her. Instructional Techniques English teachers need to teach reading, writing, viewing, listening, and speaking. These are five distinct areas, and each has its own set of benchmarks and indicators. Simply put, English teachers have a great deal of content to juggle in the classroom. The list of indicators for their content is quite long. They need to be knowledgeable of grammar, vocabulary, writing, literary elements, great novels, researching techniques, speech strategies, etc. In addition to being a master of content, teachers need to have a large repertoire of teaching strategies. Direct instruction, collaborative learning, and the jigsaw strategy, are just a few techniques that effective teachers use in the classroom. Variety is the key. So, the English teacher must be flexible and willing to try a variety of strategies to see what works best with his or her students. Management Techniques Good English teachers must have excellent classroom management techniques. If teachers cannot manage their students successfully, very little learning will occur in the classroom. With the No Child Left Behind Act and current state policy, it is important that students make gains in their learning every year. For young teachers, classroom management is usually a struggle. New teachers need to be willing to seek out seasoned teachers to mentor them on how to handle the classroom properly and to try different classroom management strategies. Personality Traits Usually, the three most important personality traits are a flexible approach, a caring attitude, and a sense of humor. There are, of course, other personality traits that enable teachers to become great teachers. However, in the current torrent of change in education, a teacher needs to be flexible to help a student. It also helps to be able to laugh and to keep smiling in this climate of change. It is very important that students feel that their teachers care about them. They need to feel safe in a supportive learning environment because this may be the only safe place that some children have. A safe, caring learning environment will help students to work to their true potential. Last, teachers need to have a sense of humor. So many things go wrong every day. It is important to be able to laugh and to keep going. The students need a happy teacher, not an angry one. The characteristics of a good teacher of English include many traits and strategies. English teachers need to do their best in implementing techniques in the classroom to help our nation's children reach their learning potential Think back to your school days for a moment, who were your favorite teachers? Which ones did you learn more from and why? The chances are that they were ones who made your lessons â€Å"come alive†. Engage you in your lesson as opposed to the â€Å"talk and chalk† variety! Whilst having a sound academic background and knowledge of your subject is one thing, having the ability to relate to your students and convey your message in understandable, motivational terms is quite another. This means not only being able to relate to your learners but being able to adapt your material to suit their needs, and put it across in the most effective (personable? ) form, creating a positive, supportive learning environment. Teaching a Language Having been a teacher trainer for many years I have little time for the teacher who delivers the same lesson verbatim, year after year, without considering their individual students’ needs and learner types, or those whose ego is so large that they are unable to relate effectively to their students. To my mind, teaching a language requires different skills to teaching other subjects like History or Math. We don’t learn a language by talking about it; we learn a language by talking in it! Once a teacher has presented language, it is the students who should speak and use the language (as it is they who need the practice), and not the teacher talking the highest percentage of time – hence the term TTT -Teacher Taking Time. Language teachers also need to â€Å"rough tune† their language, speaking in terms that are slightly above the level of the learner, rather than over simplify (thus providing a false model) or bombard them with meta-language. Core Characteristics Carl Rogers, an American psychologist suggested there are three core teacher characteristics to help create an effective learning environment. †¢Respect: Being positive and non judgmental in regards to another person †¢Empathy: Being able to see things from another person’s point of view †¢Authenticity: Being yourself without egoistic barriers or hiding behind a job title These three qualities a far more likely to induce a more positive learning environment, where students are more inclined to take risks and take responsibility for their own learning. Communication between student and teacher becomes more open and honest and therefore a stronger bond emerges, based on mutual respect. These qualities should not be â€Å"clothes† that a teacher puts on in the classroom. They have to be genuine intentions. A good teacher is one who not only has knowledge of their subject but has the personality to convey it in engaging, motivational terms. Therefore demonstration and participation rather than explanation is often more effective. In short: An effective language teacher is one that cares more about their students’ learning than they do about their own teaching! Top 10 Tips for Teachers Teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment. 1. Be On Time Punctuality is very important in the ‘real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation. 2. Dress Appropriately As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment. 3. Be Flexible Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher. 4. Follow the School Rules This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is ‘smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions. 5. Plan Ahead If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time. 6. Befriend the Office Staff This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth. 7. Maintain Confidentiality Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators. 8. Don't Gossip It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future. 9. Be Professional With Fellow Teachers Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences. 10. Don't Wait to the Last Minute to Call in Sick You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you will not be able to make it to class.