Why go 2x10

It only takes a minute to sign up. Connect and share knowledge within a single location that is structured and easy to search. I ride trails and easy bike paths and some roads. Considering ease of pedaling, shifting and more slower shifts in gear, isn't a 2X10 set up better? Neither system is better than the other. In some situations, 1x is better, in others, 2x is better.

As cassette range expands, effectively because the largest cog is getting bigger, the advantageous of 2x or 3x are decreasing. SRAM just released a 1x12 with a cassette, which is probably the nail in the coffin of 2x in the top end gear sets on MTBs. As a rough starting point, if you are regularly using you lowest gears, and other times your highest gears, a 1x is probably not for you.

A large reason for popularity of 1x in Mountain bikes comes from full suspension frame builders. By loosing the front shift, they free up space around the already crowded bottom bracket area. This is a very high stress area of the bike, throw in pivots for full suspension and life gets difficult. Removing the derailleur and it goes from 'impossible' to 'nearly impossible' to make a better frame. Manufacturers love 1x as it lowers the total cost and complexity of an installed drive train, and marketing love it because is something thats clearly 'new' and therefore must be 'better' Meaning there is cost saving to be had, that does not need to be passed on to the consumer as it can be sold as an improvement.

Keep a very close eye on costs - upgrading from Tourney means the bike was not really high spec to start with. Its likely a 1x11 gear set will cost more than the bike is worth, and provide no significant advantage over upgrading just the rear derailleur and shifter Cassette, chain, shifter cables are really consumables.

More gears are not necessarily better. Adding a second or third or fourth! Focusing on the top half of this image Adding a 24 tooth grannie chainring gave that MTB 2 additional gear ratios lower than what the 32 tooth ring could offer, for the same cassette. Find out how your calculator works and check to see if it has brackets to help be precise. Learn how to use the memory to keep intermediate answers. Quick quiz. Find the answer to,. Two thirds of all Year 8 students, one quarter of all Year 9 students, only 30 Year 10 students and two fifths of Year 11 and 12 students combined ride their bike to school.

If there are 99 Year 8 students, Year 9 students, Year 10 students, 65 Year 11 students and 50 Year 12 students attending the school, how many students ride their bike to school. Write a mathematical expression for the number of students who ride to school and then find the answer. Create an appropriate worded problem from this mathematical expression. To view the quiz answers, click here. Monster multiple brackets example! How to use brackets The basic rules The complete rules Using calculators Quick quiz Why do we need an order of operations?

RULE 2: If a calculation involves only addition and subtraction, work from left to right. RULE 4: Do multiplication and division before addition and subtraction. Working out. Thinking text. We have addition, multiplication, division and subtraction in this expression.

Using RULE 4. Using RULE 3. Using RULE 2. We can see that we have brackets, multiplication and division and addition and subtraction in this expression. First, the brackets. Rule 1. Then division and multiplication, working from left to right.

Rules 4 and 3. Then addition and subtraction, working from left to right. Rule 2. B rackets. M ultiplication. D ivision. A ddition. S ubtraction. Rule for multiple brackets: If there are brackets in the expression, calculate them first. If there is more than one set of brackets then begin with the innermost brackets and work outwards. If there is more than one set of brackets but they are isolated from each other, then do them independently.

Working Out. We work on the innermost brackets first. Here there are 2 isolated sets of inner brackets. Then we move to the next level of brackets and so on. Actual rule: Multiplication and division are inverse operations and as such need to be treated equally. When confronted with multiplication and division, always work from left to right.

I am not a teacher myself, but as a student in high school, I had a teacher who used this method with me. My Freshman year of high school, I missed the first two months of classes; by the time I came in, other students had already established friendships. Up until that year, school had always been a place where I had to hide who I really was, and the things I was dealing with. She changed that. Once I knew I had an ally in school, it made it a much easier place for me to be.

I believe that most of our students who are living in very difficult circumstances do not want to show vulnerability. I always try to connect and most times it works. I work in a Title 1 school and I have students that I teach. Sometimes I cannot do it all. Im a sixth grade ELL teacher and I have as much fun eating lunch with the kids and making even connections with ones who are not in my classes.

To take the 2 x 10 to the next level, follow up with a call home and report your positive interaction. Another easy win that will pay dividends 10 fold down the line. If we are too busy to find 2 minutes during the day to spend with a child in need, and too busy to find 30 seconds to leave a positive voicemail for guardians, then I submit we are too busy to NOT implement these easy wins.

What is possibly on our plates demanding a higher priority than servicing our kids and families? Teaching can be as pleasant—or as challenging—as we make it. This is such a great idea and if you think about it common sense. All of us want to feel valued and this does. My problem is I work with non verbal students, but I think I will try this probably using pictures, drawings or stories.

I would say you get it!!! After 35 yrs of working in K all levels, working with inner city gang bangers, rural isolates, teachers, principals, admin and doing extensive research I too have the same conclusions. Relationship, relationship, relationships driven by the message that you will take take for people who are important. I like this, especially at the beginning of the year, before management becomes a concern.

Every child and teacher can benefit from some personal attention and idea sharing. Works well in a group, too. Respect, Honesty, Caring….. This shows me that too often we label and medicate instead of giving some much needed attention. What would happen to marriages in USA if they were given the attention needed also. This is not to say everyone should throw away their meds and disregard dr. I actually tried to contact the creator of this idea — originally shared in an unpublished paper and presentation.

Often the children who need our focus, get it under lectures, warnings: relationship — but not in the right direction. So many great, creative ways that teachers use to do this- the intention of this idea is to help us use a different lens on our more challenging children.

To help them — and us — view their intensity or complacency as a strength that needs direction. To know them better. If not us — then who? And most significantly, if we are reading this and engaging then yes, we get it. So we must be the voice of this greatness, the wisdom to help others who want to dismiss an angry, disengaged child. Help them see the potential of every child — as the adult who does.

Great dialogue. You are not allowed to talk to the students, teachers who engage on conversation are pulled from the classroom, the camera video is reviewed with them and they are asked why they were talking to the student. The students and guardians are greeted at morning check in and after that no talking.

Is it an internal suspension room or something? I will certainly try to offer you advice. You can also email me: [email protected]. Thank you for caring for these students and trying to make a difference for them in a what sounds like an extremely difficult learning environment.

I love the strategy as it aligns with my own philosophies each child is precious and special, focused attention is very powerful in meeting the emotional needs, children learn best when they feel loved, safe, and valuable, etc.

Some children with special needs cannot control their behavior even though they would like to. My dilemma is when I have a special needs student who requires a teacher ratio of 5-to-1 in my class of 22 students. I can either give her the attention she needs and neglect the other 22 or work with the 22 and she falls apart.

It is often impossible to teach the rest of the class when her needs are not being met. We simply have to have better teacher to pupil ratios especially for special needs students. I agree about the teacher-student ratio issue.

Maybe you can spend the 2 minutes when walking the students to lunch, during bathroom trips, at dismissal, etc. I believe most teachers do the talking and connection naturally. I just have to mention a lovely experience I had in my last year of teaching. I was quite scared but soon was blown away totally by their talent.

I swear I did nothing but sing praises all day long. I showed every who was no longer tired of listening to me brag. I framed and had pictures put up on the walls.

I never seemed to have a problem and attendance was high. It finally dawned on me that they came because they knew how proud of them I was and some had never heard anyone tell them how great they were.

I had a fantastic year and wished I had moved up a few years earlier. I took over for another teacher almost at the end of the school year and had one student who was super hyper. A few days later I told them that if they need to ask a question or go to the restroom they must raise their hands… It took a while to get them use to it but they got it.

I would ignore them if they talk out of turn, they would realize that they should raise their hands and wait their turn. Now with this little boy he got that too but everyday I would call him by my desk and we would talk. He is super smart and mein he always have something to talk about. Coming to the end of the term I had to leave the class and had some older students assisting me. When I came back, he waa the first one I asked about. You know when they see visitors they use that to their advantage.

The response was, Miss he sat in his chair and did his work, when he was finished he got a book from the library and sat and read. I was happy for him. Many days he would come to my desk and jump in my lap and hug me. I learned that all these children need, especially the ones that tend to give trouble or not doing their work, is just a little love and attention. Mein at the end of the school year i saw a big difference in those students.

Fellow coworkers congratulated me in having classroom management and changing the behaviour of those students. So this tradegy really work.. Try it!!! I work with at risk high schoolers i n an alternative school and always spent time talking to the tougher kids and often have less trouble with them than some of my peers.

I am looking forward to consciously trying this strategy in the upcoming year, as I just pre viewed my class lists and there are quite a few names in there that are gonna take some work to get through to.

I love this idea! And the teachers said they noticed some improvement in their attitude! This works with adults also, in nursing homes! People who turn anger on others are hurting on the inside and can no longer hold it in.

We need to be compassionate and find out why they are hurting. Too many times we are in a rush and just want to fix the immediate problem and not look for root cause. I teach in an ED school. Developing relationships with your students is a must. However, most ED students cannot have a normal relationship.

Everyday is different. Some days they are happy and able to cope. Other days they are cursing you out and their misery is all your fault. This the norm…it does not usually change. The majority of students in a typical classroom are BD. If you have a student that does not respond to intervention please have them re-evaluated by the school psychologist. ED students have real disabilities and developing a relationship with them will not cure them. Linda, thanks for drawing attention to the fact that some students do need to evaluated or re-evaluated, and that the results of relationship-building can be inconsistent with students who have socio-emotional issues and all students, actually.

I think the important thing is to not give up, and to keep doing whatever it takes to support your students and show them you care. Visiting them out of state often includes being dog-piled and hugged by all four at once—a challenge at my age!

Last time I visited 2 months ago I took each one individually on a different day to go out and do something they enjoy—just a brief one on one.

One wanted to go and catch polliwogs and then get an ice cream cone! One wanted to get ice cream and then go to a special store. One wanted to be read to and snuggled all by herself.

Those moments were so special to all of us and I immediately noticed the difference for the rest of my visit. They willingly gave each other room to talk without interrupting as much, and they took turns better when we played games!

It was further explained by Angela Watson through a blog post that I highly recommend that you read for more details and discussion on […]. Great post. I tried this with a student who was being defiant in my classroom. It has been very successful. He is overall a happier person and we have a real connection.

Just a look with a grin usually takes care of the problem now. Love the idea! I have been trying this strategy with a student that has behavior issues. He loves to share out and this gives him that individual attention time.

I struggle with finding the right time to talk with him one-on-one. I want to try to continue this strategy and see how his behavior can improve. This strategy has worked well for my student in mind. I feel that I have been able to connect with him on a daily basis. He has even started to approach to me to share things with me. His comments occur randomly throughout the day and have become disruptive to the class day. I would appreciate any suggestions!

I suppose this is a better problem to have than the misbehavior! I recently tried this with a student. The first week was a success! I think you made an accurate assessment—she feels like she can be herself with you now. You are awesome for taking the time to help create this bond.

The first time I used this strategy, the student I asked to speak to kept asking me if he was in trouble. I kept assuring him that he was not, that I just wanted to talk to him and get to know him better.

As a specials area teacher and not seeing the same students every day, it was a little more challenging to find a natural time to have a conversation with the same student. I feel as though it was effective overall and I plan to continue to check in with this student as it was evident to me that she enjoyed our conversations. I have to tell you that this works on adults also. I managed a great team in a production environment.

Being a woman in a traditionally male environment is hard enough but my team had been treated poorly by other managers and they trusted no one, not even each other. I began starting each day and ending each day with a 2 to 3 minute check in with each team member. It has taken a long time to gain the trust I needed to advance a more positive environment but it is finally working!

I like this article. As a school counselor this is what I do every day with most people. As a counselor I know that if I am genuinely interested in hearing someone and being present with them that I will have very little issue with them moving forward. It works! I am a first year teacher at middle school in special education. I started the year with 18 special Ed students in one class period on my own. Unknowingly, I used this technique hoping to let the students get some energy out.

Off topic comments decreased. Silly stories slowly went away. Getting out of seats to get Kleenex or germ x, just for the sake of moving, stopped. I discovered one of them really loves keeping track of dates. He got a special job to change the date on the board everyday. The only thing is that our 10 days was over last week and I noticed that the student has begun acting up again.

Do you begin again? This student needs a lot of attention. Dear Eloisa, Yes, if your student needs this attention then I would continue with another 10 days, then I would test a 2 day break. Only you can know what your student needs. Is the student being needy? A student who receives little to no attention at home may be using your attention to fill that void. Best of Luck. Some parents may need help in knowing how to do it continuous focus, eye contact, reflective listening, non-directive,… but might be willing to try regardless.

I have begun a pilot study using the 2X10 strategy with student teachers to determine how the strategy changes their approach to working with the children in their field placements. Please contact me! I would love to talk with you about it! This was me growing up. My husband started going out with other ladies and showed me cold love, on several occasions he threatens to divorce me if I dare question him about his affair with other women, I was totally devastated and confused until a friend told me about a spiritualist named Dr Mack who help people with their relationship and marriage problem by the powers of love spells, at first I doubted if such thing ever exists but decided to give it a try, when I contact him and told him my problem, he helped me cast a love spell and after 24hours my husband came back to me and started apologizing and ever since, he has stopped going out with ladies and he is with me for good and for real.

Contact Dr Mack for relationship help or marriage problem at E-mail: [email protected] com……. Victoria King, USA. I deal primarily with students in grades 9 to 11 but directly speaking to them rarely works. They have become so suspicious of authority they can just shut down. Instead I use sideways talk. Some take longer but with patience all will open up. I like to think that just having me listen and knowing I care can help in some small measure.

Would this technique also help students who are using misbehavior to gain attention from peers and the teacher? Thank you for the article! I will definitely try this strategy.

I will be teaching 13 kinders in a before- and after-school program. Hi Angela. I work at a special unit for students with ages between 12 and 15 with behaviour problems.

Great article by the way. Thanks for sharing. I teach developmental English at a community college. Thanks again. Two minutes. Two minutes to just focus on one person and nothing […]. And if you have never heard of the 2 x 10 behavior strategy, check it out. You spend 2 minutes a day for 10 days in a row talking to a student, particularly […].

Relationships are so key and we hear this all the time, but I love how this offers a tangible and concrete strategy for building them! Thank you for sharing. I also enjoyed reading this article from Angela at The Cornerstone for […].

Watson is the one who did the digging to find the origins of the strategy in the literature: the […]. Thanks again! Teachers go off the priors behavior of students when we actually need to set time for students that just need to talk.

Creating that positive behavior and space for the student. Thanks for this article, it was very helpful to me. But, we just have to try and take the opportunity to do it. This simple strategy involves having a 2-minute conversation […].

The Cornerstone for Teachers. Here are a few other posts that might be helpful. You can also use the categories or search bar underneath to browse by topic and find exactly what you want.

Discussion Comments. Jennifer Gonzalez. October 6, Angela Watson. Margery Ginsberg. October 27, October 7, June 5, Caro Cardy. July 13, Prince Hall. April 29, Pam Sware. August 9, Rebecca Gronseth.