The first day of school is the hardest. An example would be a child's first day. Going to school on their first day can get real troublesome
for most of the children since they are not used to be separated with their parents. This
will become their first big step into the world beyond the confines of your
home. That is why, getting prepared for the first day of school of the child
can help minimize the parents' anxiety. Here are the tips:
1. Get
organized.
Make
sure that you have everything they need for their first day such as deciding on
what food must be inside their lunchbox or what clothes they should be wearing.
2. Talk
to them what to expect in class.
Tell
the child what are the rules inside their classroom and what not and not to do
when inside the class. Make them feel at ease by telling them that the teacher
can help and that the parents' are always there at the end of their day.
3. Become
familiar with the school.
You should practice
the journey together to school and talk about the things that they will be
doing to help them become emotionally prepared.
Answer:
ferring to images and/or films and television--what unique challenges have you faced when trying to document these pa
Explanation:
Again, the goal here is to discuss any specific or unusual challenges you have faced in documenting a particular kind of source and ensuring that you format the source correctly on your Works Cited List and/or in your in-text citations. What has been the one documentation issue or challenge that has stumped you the most?
Answer:
the correct answer is b
Explanation:
this is the only explanation that actually makes a connection to the persons life.
1. <span>She expected her girls to help the other family.
she hoped her girls would do the right thing
2. </span><span>They were surprised but grateful to see their visitors.
3. </span><span>The mother was unable to provide for their needs.
she was sick and unable to provide
4. </span><span>The children made noises like infants, as they had not yet learned to speak properly.
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