In one sentence, describe what the following article is about: Place an ice cube in the palm of your hand, the crook of your elbow, or where you want to cut. The numbing cold may provide you with the sensation you are craving. Take an ice pack with you and keep it in an insulated tote so that you can have access to something cold when you need it. Also, consider taking a cup of ice with you wherever you go. Keep it in your desk, car, locker, or any place to which you have easy access. Use a felt-tip pen to create pictures or lines on yourself where you usually cut. You may find that you like the way it feels against your skin. You may also discover that creating beautiful designs on yourself is far more satisfying than making painful cuts. Only use soft-tipped pens or markers to draw on yourself. Using pens that feature sharp points may end up hurting you. Use temporary tattoos if you don't trust yourself to use a pen on your skin. Those who cut are often looking for a way to feel something, even if it is painful. Snapping your skin with a rubber band is a safer way than cutting to feel a strong sensation. Place the rubber band around your wrist, hold it up, and let if fall back sharply. Never snap your wrists until they bleed. Only engage in this act if you trust yourself to not go too far. Ask someone you trust to help you monitor this behavior to ensure that you are not injuring yourself with this technique. Paying attention to the area you typically cut may be all that you need when you feel the desire to self-harm. Wrap these areas in bandages or adhesive tape. Seeing them will serve as a reminder of what is to come if you give into your urge. Draw motivational words or phrases on the bandages to stop yourself from wanting to cut. You could also color them with a red pen or marker to look like blood, which may stop you from wanting to hurt yourself. The saying "beauty hurts" is popular because it is often true: some beauty techniques are downright painful. Engage in them to satisfy the pain you crave, without doing real harm. Use a pair of tweezers to remove any stray hairs from your brow area. You can also buy wax strips to remove unwanted growth on your legs. The sensation you feel from the wax strips can mimic the sting of cutting. This is similar to the effect you get from exercising because of your muscles getting sore.
Summary: Hold an ice cube. Draw on yourself. Snap your skin with a rubber band. Place bandages over where you want to cut. Pluck your eyebrows or wax your legs.

In one sentence, describe what the following article is about: Try to always be humble when it comes to your abilities and help others. Be a model for other gifted students in how they should treat others. Help or tutor friends and peers who are struggling or need assistance. Be supportive of others in their academic work or in their effort to overcome their own limitations. Refrain from teasing others or making jokes about others' abilities. Don't brag or be arrogant about your abilities when dealing with other students. Approach intellectual activities as opportunities to learn, grow, and foster cooperation. While competition is good, if taken too far, it can create conflict and alienate you from other people. It is best to see academic activities homework, tests, writing papers as opportunities to cultivate your own gifts, rather than to beat or out compete other people. Try to find friends who share your commitment to knowledge and to cultivating your gifts. Avoid social connections that make you feel poorly about yourself, make others feel badly about themselves, or lead you toward activities that are counterproductive to your goals in life and as a student. You might also find it helpful and challenging to connect with people who are gifted in different areas from yourself. For example, if you have a gift for writing but struggle with chemistry, look for friends who excel in the sciences. Their enthusiasm might encourage your own interest and help you overcome your challenges. The best way to cultivate a healthy relationship with your teacher is to talk to them about issues concerning your education. Do this in a polite way so that the teacher can see that you are engaged in your education and want to take a proactive role in it. Have conversations with your teachers about areas that you are interested in, and ask how you might find opportunities to advance your knowledge in those areas. For example, you might say, "I loved our unit on the ancient world, and I really want to learn as much as I can about Mesopotamian art. Where would be the best place to start? What kind of college major should I choose if I want to eventually study ancient art in graduate school?" When socializing with others, don't always try to steer the conversation to what interests you and what you are good at. Move outside of your comfort zone, and engage others on topics or subjects that they are interested in as well. Remember, part of being a successful gifted student is interacting with other students and teachers in a healthy and well-balanced way.
Summary: Be modest, supportive, and helpful. Avoid seeing everything as a competition or a chance to prove yourself. Surround yourself with peers with similar ambitions and interests. Work and communicate with your teachers about your education. Try to be a balanced individual.

In one sentence, describe what the following article is about: Think about which rules will keep your class a safe and fun learning environment. Design rules to reflect this goal. These rules will be different depending on the ages of the students and the type of class you're teaching. Some sample rules might include: Treat others with respect. Take care of yourself. Take care of classroom property. Raise your hand to speak or to get someone's attention. This will make it easier for students to remember them. These rules will guide behavior in a variety of circumstances so that you don't need to spell out rules for every scenario. Take time on the first day of class to cover your classroom's rules. Explain what each rule means. Give examples of how rules are followed or not followed. Tell students about consequences for breaking the rules. These might occur in stages, such as a warning, then staying after class, then detention, then visiting the principal, and so on. You might include a time-out or break for younger students. Younger students who are disruptive may need to be removed from a situation for a few minutes to recover their attention. Then they can rejoin the class. Make a rules poster and hang it in the classroom. Phrase the rules in positive ways. For example, instead of saying, "Don't push other people," you can write, "Treat others with respect." Ask the students to come to an agreement with you about the rules. They can sign a pledge form or even just raise their hands. In doing so, they will promise to uphold the class rules. Another way to get students to buy into the rules is for students to take ownership of them. Get their input when developing rules for the classroom. Take time every now and then to talk about the rules and review them with students. Using hand signals, body cues and other tactics can be helpful in getting students' attention. For example, you might turn the lights off and on when it's time to wrap up an activity. Hand signals work particularly well with primary grades. Changing the non-verbal cues periodically will keep students from getting bored with them. Make a positive example of students behaving properly by letting students know when they have followed the rules. By showing students what good behavior looks like, they will know how to model the behavior. Make sure to praise different students. Don't always praise the same few students. If there are discipline problems at the elementary school level, it can be helpful to get in touch with the child's parents. Think about doing this before the discipline problem becomes serious. Earlier intervention can redirect a child away from problematic behavior. Reinforce positive interactions by giving students tools to handle disagreements and miscommunications. Having tools to use for these interactions may help diffuse potential discipline problems. For example, talk about how students should ask another student for permission to take something. A student should look directly at the other student, wait until she is listening, and ask politely. Give students tools if they disagree with each other. For example, have students look calmly at each other and say, "I understand how you feel." Then the student can explain his opinion calmly.
Summary:
Decide which rules are most important. Choose no more than 5 rules for your classroom. Make sure students know the rules. Outline consequences. Post the rules. Have the students make a commitment to the rules. Use non-verbal communication. Praise students for acting appropriately. Get parents involved early on. Give students tools for interacting with each other.