In order to manage the pain, it's recommended that you go for soft foods until your gums are less sore. This can also make it easier to chew slower and softer, preventing pain associated with biting too hard. Soft foods are easier to chew and less likely to get lodged between your teeth. Go for foods like mashed potatoes, yogurt, and hot cereal. Instead of eating raw fruits and veggies, try making a smoothie by mixing some of your favorite fruits and vegetables in a blender along with some juice. As time goes by, you may feel less discomfort and be able to eat harder foods. Soft foods can help in the first few days as you're getting used to the feeling of separators. Before you begin eating, it can help to cut food into small bits. Chewing can feel awkward and painful when you're first starting out with separators. Preparing small, bite-sized food can lessen the work for your teeth. Cut harder fruits and veggies, like apples and carrots, into tiny portions before eating. Do not try to bite into a whole apple on its own, or any other hard fruit. You should remove meat from the bone before eating. It will be difficult to eat something like ribs or chicken wings from the bone with separators. You should also cut up meat into small bits before eating to make it easier to chew. It can be hard to get used to eating with separators as they often cause discomfort. It's a good idea to chew gently. Biting down hard can increase discomfort and pain, especially early on. When eating with separators, take small bites and chew your food slowly and softly. Vegetables are an essential part of a healthy diet, but can be difficult to eat when adjusting to separators. As soft foods are generally better to eat, it's a good idea to steam or cook hard vegetables before eating. Go for steamed broccoli or cooked carrots as a side dish over raw varieties. After you eat, it can be tempting to pick at your teeth. At first, separators may feel awkward and can easily be mistaken for food caught between the teeth. Try to resist the urge to pick. Using your finger or a toothpick to pick at your teeth can cause a separator to fall out. In order to help resist the temptation to pick, try to avoid foods, like popcorn and raspberries, that often get caught in your teeth. Stay away from these kinds of snacks until you're used to your separators.
++++++++++
One-sentence summary -- Go for soft foods at first. Cut food into small pieces. Chew slowly. Consider steaming or cooking hard vegetables. Do not pick at your teeth after eating.

Q: As you improve, resist the urge to up your performance on your easy days. Better your odds at achieving runner's high on your next hard day (whether it's a race or a workout) by making sure your body has recuperated from the last one. Remember to run at a pace that is slow enough for you to chat with a partner at the same time. Tiring yourself out by running hard on your easy day will set you back on your next hard day. Starting a hard run when you're already exhausted will reduce the chance of pushing yourself hard enough for your brain to release the necessary chemicals. At the same time, you're just as likely to experience runner's high on an easy day if your body still feels wiped out from yesterday's hard run. Once you successfully run 90 to 150 minutes a few times, start setting lower goals for your long-distance hard runs. Devote more time to high-intensity workouts, rather than accumulating more mileage per week. At the same time, reduce the chance of injury that may occur from so much repeated high-impact on your feet, legs, and hips. Don't worry about losing endurance. High-intensity workouts will still help build endurance despite the lower mileage. At the same time, limiting the number of long-distance runs you go on will improve the odds of you experiencing runner's high the next time you go for one. Don't expect runner's high to mask every single discomfort that you might feel. Take care of yourself so you can enjoy it more fully when it does occur. Always be sure to: Warm up for 15 to 20 minutes by jogging lightly or walking fast before your run, race, or workout. Eat properly and stay hydrated, with enough time to digest food beforehand in order to avoid cramps. Wear appropriate clothing and shoes, both for running in general and the weather. Remember: there is no guaranteed way to achieve runner's high. Resist the urge to push yourself harder than your body can handle when chasing it. Avoid over-straining or injuring yourself, since these will only hinder your chances.
A: Keep your easy days easy. Cut back on mileage. Treat your body right. Don't hurt yourself seeking that high.

Article: and let the students see it. A rubric is used to assign numerical values to various criteria used to make up the letter grade, usually based on a scale of 100. To get a letter grade, you assign numerical values to each section and tally the score. Making the students aware of the rubric used will keep the process transparent and eliminate the idea that you pull arbitrary grades out of nowhere. A rubric, for example, might look like this: Thesis and argument: _/40 Organization and paragraphs: _/30 Introduction and conclusion: _/10 Grammar, usage, and spelling: _/10 Sources and Citations: _/10 Let the students see a description of what an A means, what a B means, etc. Write your own according to your own specific criteria and emphasis for the class. Share it with the students so they can interpret the grade they receive. These are fairly standard designations, often worded like this: A (100-90): Work completes all of the requirements of the assignment in an original and creative manner. Work at this level goes beyond the basic guidelines of the assignment, showing the student took extra initiative in originally and creatively forming content, organization, and style. B (89-80): Work completes all of the requirements of the assignment. Work at this level is successful in terms of content, but might need some improvement in organization and style, perhaps requiring a little revision. A B reveals less of the author's original thought and creativity than A-level work. C (79-70): Work completes most of the requirements of the assignment. Though the content, organization, and style are logical and coherent, they may require some revision and may not reflect a high level of originality and creativity on the part of the author. D (69-60): Work either does not complete the requirements of the assignment, or meets them quite inadequately. Work at this level requires a good deal of revision, and is largely unsuccessful in content, organization, and style. F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth genuine effort will not receive an F. If you receive an F on any assignment (particularly if you feel you have given adequate effort), you should speak with me personally. Put the grade at the very end of the paper, after they've seen the rubric and your comments. Slapping a big letter grade at the top near the title will ensure that the student probably won't go through and read all the smart and helpful comments you've included. Some teachers like to hand out papers at the end of the day because they fear discouraging or distracting students during class time. Consider giving the students time to go through the papers in class and be available to talk about their grades afterwards. This will ensure that they read and understand your comments.
Question: What is a summary of what this article is about?
Use a rubric Know or assign a description of each letter grade. Make the grade the last thing the student sees.