Our TExES Master study aids are designed to help you pass various teacher certification exams. All teachers have to take the PPR EC-12 all level exam. This exam evaluates if you understand how students learn and therefore how teachers should teach. It's all about excellent teaching. Our TExES Master PPR EC-12 will help you pass that exam.
If you are Elementary, you also must pass your Core Subjects EC-6 exam. Our TExES Master Core Subjects EC-6 will help you pass that exam. If you are Secondary, you must pass an exam to show your knowledge in the subject area you will be teaching. Besides passing these 2 exams, note other requirements below (click on more).
You should use the TExES Master Core Subjects EC-6 study aid. We offer a money back guarantee. Learn all of the 281 flash cards. Supplement this knowledge by developing a plan to visit all of the web sites we have listing in the Practice Exam manual. There are web sites for every one of the 67 different categories of knowledge you must know to pass this difficult exam. For example, if you have 6 weeks to prepare, that is 56 days. Your plan should be to visit 4 or sites a day. By doing this, you will be gathering knowledge for the 7th and 8th grade questions.
From: "Wendy Hernandez"
Date sent: Wed, 27 Jul 2005 12:12:36 -0500
I wanted to thank you - the TExES Master study guides were great. I purchased the TExES Master EC-4 Generalist to study for my TExES 4-8 Generalist exam, and your TExES PPR 4-12 to study for my TExES PPR 4-8 exam for the December 2004 tests. I studied a total of 5 weeks (a couple of hours a day) and passed both the first time taking the test. It sincerely was a great investment, and I am passing the word to all future teachers.
By the way, use the flash cards were the key!
Sincerely, Wendy Hernandez
TExES and TOPT
Bilingual Education ESL Dual Language
Workshops are available for the following tests and other related subjects.
ESL, Bilingual & TOPT Workshop Presenters
Dr. Perry K. Haley-Brown
Dr. Haley-Brown is Dean of the School of Education at McMurry University in Abilene, Texas. She is a graduate of Sul Ross State University and Arizona State University. Her background is in Early Childhood and Multicultural Education. She has taught in Bilingual and ESL programs EC-12 in Texas and Arizona. As an administrator in the public schools, she was the coordinator of Bilingual, ESL, Title I, and Migrant Programs. She has taught for Northern Arizona University, the University of Phoenix, and holds a Community College Certificate in Arizona. She has presented both nationally and internationally and has served as an educational consultant for numerous school districts in the United States.
Mary Jacque Northup
Mary Jacque Northup has 26 years of experience in education. She holds degrees from Wayland Baptist University in bilingual education and a Masters of Education with early childhood specialization from Houston Baptist University. She also holds a supervisory endorsement for Abilene Christian University. She has worked for Region 14 Education Service Center and assisted school districts with Title 1, ESL, Bilingual, and Migrant programs. She has provided individual consultation to administrators and teachers on a variety of issues related to NCLB programs. She has also done TOPT training for districts across Texas.
Karina Silva Schulte
Karina Schulte has a Bachelor of Interdisciplinary Studies in Early Childhood and Bilingual Education and a Masters of Education from the University of Texas El Paso. She has been a trainer for Dual Language Programs in the Ysleta Independent School District and has taught at the Alicia R. Chacon International Dual Language School in the district. She has made many conference presentations in the area of dual language and she initiated "Language for All" at East Point Elementary. "Language for All" is a program where monolingual and dual language teachers work together with curriculum planning to establish appropriate language acquisition environments.
Contact information on workshops is available at the address listed below.
McMurry University is approved as a provided under No Child Left Behind.
Dr. Perry K. Haley-Brown
School of Education
Abilene, Texas 79697
History we never knew
The next time you are washing your hands and complain because
the water temperature isn't just how you like it, think about how things
used to be. Here are some facts about the 1500s:
These are interesting...
Most people got married in June because they took their yearly bath
in May and still smelled pretty good by June. However, they were starting
to smell, so brides carried a bouquet of flowers to hide the body odor,
hence the custom today of carrying a bouquet when getting married.
Baths consisted of a big tub filled with hot water. The man of the
house had the privilege of the nice clean water, then all the other sons
and men, then the women and finally the children & last of all the babies.
By then the water was so dirty you could actually lose someone in it. Hence
the saying, "Don't throw the baby out with the bath water."
Houses had thatched roofs-thick straw-piled high, with no wood
underneath. It was the only place for animals to get warm, so all the
cats, dogs and other small animals (mice, bugs) lived in the roof. When it
rained it became slippery and sometimes the animals would slip and fall off the
roof. Hence the saying "It's raining cats and dogs."
There was nothing to stop things from falling into the house. This
posed a real problem in the bedroom where bugs and other droppings could
mess up your nice clean bed. Hence, a bed with big posts and a sheet hung
over the top afforded some protection. That's how canopy beds came into
The floor was dirt. Only the wealthy had something other than dirt
hence the saying "dirt poor." The wealthy had slate floors that would get
slippery in the winter when wet, so they spread thresh (straw) on floor to help
keep their footing. As the winter wore on, they added more thresh until when
you opened the door it would all start slipping outside. A piece of wood was
placed in the entrance way hence the saying a "thresh hold."
(Getting quite an education, aren't you?)
In those old days, they cooked in the kitchen with a big kettle
that always hung over the fire. Every day they lit the fire and added things
to the pot. They ate mostly vegetables and did not get much meat. They
would eat the stew for dinner, leaving leftovers in the pot to get cold
overnight and then start over the next day. Sometimes stew had food in it that had
been there for quite a while hence the rhyme, "Peas porridge hot, peas
porridge cold, peas porridge in the pot nine days old."
Sometimes they could obtain pork, which made them feel quite
When visitors came over, they would hang up their bacon to show
off. It was a sign of wealth that a man could "bring home the bacon." They
would cut off a little to share with guests and would all sit around and "chew
Those with money had plates made of pewter. Food with high acid
content caused some of the lead to leach onto the food, causing lead
poisoning death. This happened most often with tomatoes, so for the next
400years or so, tomatoes were considered poisonous.
Bread was divided according to status. Workers got the burnt bottom
of the loaf, the family got the middle, and guests got the top, or "upper
Lead cups were used to drink ale or whisky. The combination would
sometimes knock the imbibers out for a couple of days. Someone walking
along the road would take them for dead and prepare them for burial. They were
laid out on the kitchen table for a couple of days and the family would
gather around and eat and drink and wait and see if they would wake up
hence the custom of holding a "wake."
England is old and small and the local folks started running out of
places to bury people. So they would dig up coffins and would take the
bones to a "bone-house" and reuse the grave. When reopening these coffins, 1
out of 25 coffins were found to have scratch marks on the inside and they
realized they had been burying people alive. So they would tie a string
onthe wrist of the corpse, lead it through the coffin and up through the
ground and tie it to a bell. Someone would have to sit out in the
graveyard all night (the "graveyard shift") to listen for the bell; thus, someone
could be "saved by the bell" or was considered a "dead ringer."
And that's the truth... Now, whoever said that History was boring!!!
Dear Mr. Williams, Using TExES Master EC-4 Generalist for the October 4th exam, I scored 291/300!!!
I predict two things in your future:
1) You will pass your PPR exam in the 90-percentile range. Remember, as you prepare for your PPR exam with TExES Master PPR EC-4 you are also laying the foundation to become a great teacher, and therefore,
2) you will become a "Teacher of the Year" one day in the future. I will look forward to the days that you let me know that each of these predictions comes true.
I am sure you used the TExES Master EC-4 Generalist On-Line Review with over 200 web sites to gather more information for your exam preparation. Make sure you do the same with the PPR product.
Thank you so much for taking the time to write,
Sincerely, Art Williams