Learning Relationships And Communication

Learning Relationships And Communication In this essay I will explain and discuss how motivation is one of the most important factors that influence learning, relationships and communication in the classroom. The responsibility for creating a positive learning atmosphere lies almost entirely with the teacher and motivated students make this process a lot easier. Motivation also plays a critical role in developing relationships in the classroom, both teacher and student motivation. I will also discuss in greater detail later of the importance of involving the parent or carer in building these relationships and how this enhances these relationships. The ability of the teacher to communicate both verbally and non-verbally with their students is hugely important and is the cornerstone on which effective learning is built. Motivation again is a hugely significant factor in this communication process, as a motivated teacher communicates well with their students and a motivated teacher leads to the development of motivated student s. A positive learning environment is one of the most basic requirements in order for meaningful learning to occur in a classroom (Kyriacou, 2009). A positive learning atmosphere is one where the students are comfortable, hold confidence in their teacher, and feel a sense of trust and respect for one another. In order to enhance learning lessons must be organised and the teacher must plan for the use teaching methods that encourage students to become actively involved in learning. This can be done by also varying the curriculum and finding out what our students interests are, giving them motivation to learn. Teachers need to challenge themselves to use different teaching methods to stimulate pleasure in learning and consequently tackle boredom. The introduction of new educational approaches such as projects and investigative work will allow time for pupils to report back on what they learnt and support this process. A study by Kaplan et al. (2002) found that the level of disruptive beha viour by pupils tended to be higher in those classrooms where the pupils felt that the demonstration of ability and doing better than others was the dominant value compared with classrooms where the pupils felt that the dominant values were learning, understanding and improving ones own performance. Kyriacou (2007) suggests the teacher needs to be relaxed, warm, caring, enthusiastic, patient, and supportive and possess a sense of humor. To create this atmosphere, the teacher must engage the students as soon as the class commences. The classroom climate established by the teacher can have a major impact on pupils motivation levels and attitudes towards learning. Remind students at the start of every lesson that the type of attitude they bring into the classroom will have a huge influence on the learning that takes place during that class (Cullinford, 2003). Motivation plays a huge role in creating this positive learning atmosphere. According to Erickson (1978) the majority of students respond positively to a well-organized course taught by a motivated and motivating teacher that has a caring genuine interest in what they learn. Erickson (1978) further suggests whatever level of motivation your students bring to the classroom will influence the level of learning. As teachers we need to ask ourselves the question are our students motivated to learn, or are they just encaged in learning and what have we done as teachers to contribute to this? Cluck and Hess (2003) explains that in order to help and motivate learners we need to help them develop their own learning strategies. We can do this by teaching them to how to use their own learning styles, implementing cooperative learning, encourage pupil to choose how they learn, and use techniques informed by multiple intelligences. When this is done pupils showed increased motivation in class wo rk, improved assignment completion, class participation, and engagement in learning. Thus, Cluck and Hess (2003) feel these teaching strategies are positive in improving the students attitudes towards learning. They also suggest that the use of extrinsic rewards such as goals, grades, assessment and tangible rewards would be less productive in developing motivation. Building relationships has lifelong lasting effects for the students and will motivate them to become involved in their learning. If we can build good relationships with our students it will also help them to build good relationships outside of school and when they leave school. There are a number of things that are very important when we are trying to build relationships with our pupils, such as calling the pupils by their first name, try and find out what common interest you hold and make it your business before each class to have a friendly conversation on the topic. According to Regan Morrissey (2012) how the educator creates a positive learning atmosphere is of critical importance in building relationships and encouraging students. Something that contributes to this is the teachers manner, their verbal and nonverbal communication and how they move around the classroom. Creating a positive classroom climate shows how much effort you as a teacher feel is worthwhile putting into th e lesson. A teacher needs to feel relaxed and confident in their own ability to generate a genuine interest in the lesson. Parents are crucial to building relationships with students and once these relationships are formed we need to be able to maintain them and use them to our advantage. We should use parent/teacher meetings to gain knowledge of our students parent and as PE teachers, the parents interests especially in the sporting world. This can provide a foundation we can use to entice these parents to become involved in extracurricular activities. Kyricau (2007) explains the importance of the role of parents and carers and the need for teachers to be able to communicate effectively with parents and carers and to recognise and respect the role that parents and carers can make to the development of pupils well-being and to raising pupils levels of attainment. Maintaining relationships with the parents also has a massive knock on effect to their siblings as it establishes a relat ionship for those who may be entering the school in future (Duck and Pittman, 1994). Communication according to Tubbs et al (2011)) is broadly defined as the sharing of experience with as much as 75% of our entire conscious day being spent engaged in communication. The communication model developed by ibid (2011) suggests communication is a sensitive area and messages between two people can easily be misunderstood as channels and elements of interference can send mixed messages. As communication is such an important part of learning an essential ingredient to becoming a successful and competent teacher is to be an effective communicator. Communication is closely associated with self-identity and Hattie Timperley (2007) believe it is one of the most powerful influences on learning and achievement. Teachers must be aware of their verbal and non-verbal methods of communication with students in order to create an open, productive and honest learning environment. Marzano (2007) believes that communication is the single most critically important issue a teacher has to con sider. A PE teacher needs to be aware of how to communicate both verbally and non-verbally in a high quality manner to maximize the learning of the students. Teachers need to learn how to use such things as eye contact, facial expressions, hand gestures and body language as tools for communication in the classroom. The use of eye contact and facial expressions reduces the amount of verbal communication the teacher has to use in a class and is very useful in such a loud environment as the PE class. The use hand signals can be adopted to relay positive encouragement to students who are doing something well. An example of this is thumbs up or a clap to acknowledge something that a student has done well. To communicate with students we need to be sensitive to their need and listen critically to what they have to say, not thinking of answers until the student has finished the question. A teacher must be able to communicate to their students in order to help them to become independent learners de velop their ability to grow and develop responsibly. Im a firm believer that communicating encouragement, verbally and non-verbally to the students is the best form of motivation. I am conscious on my Monday placements of creating a positive classroom climate by communicating in this manner. I constantly scan the gym, forever interacting, motivating the students, constantly praising and encouraging but with total honest and respect. Respect towards the students is everything and it is almost guaranteed that any student teacher who respects their students will see the students develop a healthy level of respect towards the teacher. Wragg and Wood (1984) suggest that studies have proved how important positive communication is in the first few lessons with a new class. It is crucial to establishing a positive learning environment which has already been discussed as a key factor in developing student motivation. Listening according to Tubbs et al (2011) is a complex process involving hearing, attention, understanding, and remembering. Gamble and Gamble (1994) further suggest that becoming a competent teacher means we must teach our students to listen stating that Listening is more than a philosophy, its vital for our future. To become an effective teacher we must develop and display strong listening skills to portray to our pupils the importance we place on the process. Listening can be something we take for granted, however listening is an intricate skill and requires training. We in the teaching profession must encourage and provide opportunities for students to practice listening activities and spend more time on this ever important communication skill. A motivated teacher enhances the listening skills of their students and allows students the time and opportunity to develop these listening skills. The question needs to be addressed why we often hear of poor listening as a problem. The pr imary reasons are a lack of motivation and the appropriate listening skills (Tubbs et al 2011), who state that of the four communication skills reading writing, speaking, and listening, listening has received the least attention from educators. To become a component, caring teacher I must acquire excellent listening skills. From the readings and from my life experiences I am able to relate to my own personal listening skills especially on the Monday placements. I must pay attention to what the students are saying and not to focus on having an answer before listening to the rest of the question. I must stop answering the questions if the students dont know the answer, and take time to listen display some aerobic listening and think of CARE, (Concentrate Acknowledge, Respect and Empathize). We as teachers must keep asking questions to our students, and when they speak out, give them the respect to provide your 100% attention. In order to enhance our listening skills we as student teachers are in favorable position on our Monday placement to practice focusing on the message sender and refraining from giving an opinion too quickly. I must respect that listening is a complex process and has to be trained and practiced similar to any skill. I need be patient with the learning process to enable me to pass on the skill of the ability to listen to my students. Aristotle once said that we have two ears and but one tongue so that we may listen more than we speak. This is something that I will always try to remember in my role as a teacher.

The Treaty of Paris

Treaty of Paris Signed by the United States and Spain, December 10, 1898The United States of America and Her Majesty the Queen Regent of Spain, in the name of her august son Don Alfonso XIII, desiring to end the state of war now existing between the two countries, have for that purpose appointed as plenipotentiaries: The President of the United States, William R. Day, Cushman K. Davis, William P.Frye, George Gray, and Whitelaw Reid, citizens of the United States; And Her Majesty the Queen Regent of Spain, Don Eugenio Montero Rios, president of the senate, Don Buenaventura de Abarzuza, senator of the Kingdom and ex-minister of the Crown; Don Jose de Garnica, deputy of the Cortes and associate justice of the supreme court; Don Wenceslao Ramirez de Villa-Urrutia, envoy extraordinary and minister plenipotentiary at Brussels, and Don Rafael Cerero, general of division; Who, having assembled in Paris, and having exchanged their full powers, which were found to be in due and proper form, ha ve, after discussion of the matters before them, agreed up on the following articles: Article I. Spain relinquishes all claim of sovereignty over and title to Cuba. And as the island is, upon its evacuation by Spain, to be occupied by the United States, the United States will, so long as such occupation shall last, assume and discharge the obligations that may under international law result from the fact of its occupation, for the protection of life and property. Article II. Spain cedes to the United States the island of Porto Rico and other islands now under Spanish sovereignty in the West Indies, and the island of Guam in the Marianas or Ladrones. Article III.Spain cedes to the United States the archipelago known as the Philippine Islands, and comprehending the islands lying within the following line: A line running from west to east along or near the twentieth parallel of north latitude, and through the middle of the navigable channel of Bachi, from the one hundred and eighteenth (118th) to the one hundred and twenty-seventh (127th) degree meridian of longitude east of Greenwich, thence along the one hundred and twenty seventh (127th) degree meridian of longitude east of Greenwich to the parallel of four degrees and forty five minutes (4 [degree symbol] 45†²]) north latitude, thence along the parallel of four degrees and forty five minutes (4 [degree symbol] 45†²) north latitude to its intersection with the meridian of longitude one hundred and nineteen degrees and thirty five minutes (119 [degree symbol] 35†²) east of Greenwich, thence along the meridian of longitude one hundred nd nineteen degrees and thirty five minutes (119 [degree symbol] 35†²) east of Greenwich to the parallel of latitude seven degrees and forty minutes (7 [degree symbol] 40†²) north, thence along the parallel of latitude of seven degrees and forty minutes (7 [degree symbol] 40†²) north to its intersection with the one hundred and sixteenth (116th) degree meridian of longitude east of Greenwich, thence by a direct line to the intersection of the tenth (10th) degree parallel of north latitude with the one hundred and eighteenth (118th) degree meridian of longitude east of Greenwich, and thence along the one hundred and eighteenth (118th) degree meridian of longitude east of Greenwich to the point of beginning. The United States will pay to Spain the sum of twenty million dollars ($20,000,000) within three months after the exchange of the ratifications of the present treaty. Article IV. The United States will, for the term of ten years from the date of the exchange of the ratifications of the present treaty, admit Spanish ships and merchandise to the ports of the Philippine Islands on the same terms as ships and merchandise of the United States.Article VThe United States will, upon the signature of the present treaty, send back to Spain, at its own cost, the Spanish soldiers taken as prisoners of war on the capture of Manila by the Am erican forces. The arms of the soldiers in question shall be restored to them. Spain will, upon the exchange of the ratifications of the present treaty, proceed to evacuate the Philippines, as well as the island of Guam, on terms similar to those agreed upon by the Commissioners appointed to arrange for the evacuation of Porto Rico and other islands in the West Indies, under the Protocol of August 12, 1898, which is to continue in force till its provisions are completely executed. The time within which the evacuation of the Philippine Islands and Guam shall be completed shall be fixed by the two Governments.Stands of colors, uncaptured war vessels, small arms, guns of all calibres, with their carriages and accessories, powder, ammunition, livestock, and materials and supplies of all kinds, belonging to the land and naval forces of Spain in the Philippines and Guam, remain the property of Spain. Pieces of heavy ordnance, exclusive of field artillery, in the fortifications and coast d efences, shall remain in their emplacements for the term of six months, to be reckoned from the exchange of ratifications of the treaty; and the United States may, in the meantime, purchase such material from Spain, if a satisfactory agreement between the two Governments on the subject shall be reached.Article VISpain will, upon the signature of the present treaty, release all prisoners of war, and all persons detained or imprisoned for political offences, in connection with the insurrections in Cuba and the Philippines and the war with the United States. Reciprocally, the United States will release all persons made prisoners of war by the American forces, and will undertake to obtain the release of all Spanish prisoners in the hands of the insurgents in Cuba and the Philippines. The Government of the United States will at its own cost return to Spain and the Government of Spain will at its own cost return to the United States, Cuba, Porto Rico, and the Philippines, according to the situation of their respective homes, prisoners released or caused to be released by them, respectively, under this article. Article VII.The United States and Spain mutually relinquish all claims for indemnity, national and individual, of every kind, of either Government, or of its citizens or subjects, against the other Government, that may have arisen since the beginning of the late insurrection in Cuba and prior to the exchange of ratifications of the present treaty, including all claims for indemnity for the cost of the war. The United States will adjudicate and settle the claims of its citizens against Spain relinquished in this article. Article VIII. In conformity with the provisions of Articles I, II, and III of this treaty, Spain relinquishes in Cuba, and cedes in Porto Rico and other islands in the West Indies, in the island of Guam, and in the Philippine Archipelago, all the buildings, wharves, barracks, forts, structures, public highways and other immovable property which , in conformity with law, belong to the public domain, and as such belong to the Crown of Spain.And it is hereby declared that the relinquishment or cession, as the case may be, to which the preceding paragraph refers, can not in any respect impair the property or rights which by law belong to the peaceful possession of property of all kinds, of provinces, municipalities, public or private establishments, ecclesiastical or civic bodies, or any other associations having legal capacity to acquire and possess property in the aforesaid territories renounced or ceded, or of private individuals, of whatsoever nationality such individuals may be. The aforesaid relinquishment or cession, as the case may be, includes all documents exclusively referring to the sovereignty relinquished or ceded that may exist in the archives of the Peninsula. Where any document in such archives only in part relates to said sovereignty, a copy of such part will be furnished whenever it shall be requested. Like rules shall be reciprocally observed in favor of Spain in respect of documents in the archives of the islands above referred to.In the aforesaid relinquishment or cession, as the case may be, are also included such rights as the Crown of Spain and its authorities possess in respect of the official archives and records, executive as well as judicial, in the islands above referred to, which relate to said islands or the rights and property of their inhabitants. Such archives and records shall be carefully preserved, and private persons shall without distinction have the right to require, in accordance with law, authenticated copies of the contracts, wills and other instruments forming part of notorial protocols or files, or which may be contained in the executive or judicial archives, be the latter in Spain or in the islands aforesaid. Article IX.Spanish subjects, natives of the Peninsula, residing in the territory over which Spain by the present treaty relinquishes or cedes her sover eignty, may remain in such territory or may remove therefrom, retaining in either event all their rights of property, including the right to sell or dispose of such property or of its proceeds; and they shall also have the right to carry on their industry, commerce and professions, being subject in respect thereof to such laws as are applicable to other foreigners. In case they remain in the territory they may preserve their allegiance to the Crown of Spain by making, before a court of record, within a year from the date of the exchange of ratifications of this treaty, a declaration of their decision to preserve such allegiance; in default of which declaration they shall be held to have renounced it and to have adopted the nationality of the territory in which they may reside.The civil rights and political status of the native inhabitants of the territories hereby ceded to the United States shall be determined by the Congress. Article X. The inhabitants of the territories over which Spain relinquishes or cedes her sovereignty shall be secured in the free exercise of their religion. Article XI. The Spaniards residing in the territories over which Spain by this treaty cedes or relinquishes her sovereignty shall be subject in matters civil as well as criminal to the jurisdiction of the courts of the country wherein they reside, pursuant to the ordinary laws governing the same; and they shall have the right to appear before such courts, and to ursue the same course as citizens of the country to which the courts belong. Article XII. Judicial proceedings pending at the time of the exchange of ratifications of this treaty in the territories over which Spain relinquishes or cedes her sovereignty shall be determined according to the following rules: 1. Judgments rendered either in civil suits between private individuals, or in criminal matters, before the date mentioned, and with respect to which there is no recourse or right of review under the Spanish law, shall be d eemed to be final, and shall be executed in due form by competent authority in the territory within which such judgments should be carried out. 2.Civil suits between private individuals which may on the date mentioned be undetermined shall be prosecuted to judgment before the court in which they may then be pending or in the court that may be substituted therefor. 3. Criminal actions pending on the date mentioned before the Supreme Court of Spain against citizens of the territory which by this treaty ceases to be Spanish shall continue under its jurisdiction until final judgment; but, such judgment having been rendered, the execution thereof shall be committed to the competent authority of the place in which the case arose. Article XIII. The rights of property secured by copyrights and patents acquired by Spaniards in the Island of Cuba and in Porto Rico, the Philippines and other ceded territories, at the time of the exchange of the ratifications of this treaty, shall continue to b e respected.Spanish scientific, literary and artistic works, not subversive of public order in the territories in question, shall continue to be admitted free of duty into such territories, for the period of ten years, to be reckoned from the date of the exchange of the ratifications of this treaty. Article XIV. Spain will have the power to establish consular officers in the ports and places of the territories, the sovereignty over which has been either relinquished or ceded by the present treaty. Article XV. The Government of each country will, for the term of ten years, accord to the merchant vessels of the other country the same treatment in respect of all port charges, including entrance and clearance dues, light dues, and tonnage duties, as it accords to its own merchant vessels, not engaged in the coastwise trade. Article XVI.It is understood that any obligations assumed in this treaty by the United States with respect to Cuba are limited to the time of its occupancy thereof; but it will upon termination of such occupancy, advise any Government established in the island to assume the same obligations. Article XVII. The present treaty shall be ratified by the President of the United States, by and with the advice and consent of the Senate thereof, and by Her Majesty the Queen Regent of Spain; and the ratifications shall be exchanged at Washington within six months from the date hereof, or earlier if possible. In faith whereof, we, the respective Plenipotentiaries, have signed this treaty and have hereunto affixed our seals.Done in duplicate at Paris, the tenth day of December, in the year of Our Lord one thousand eight hundred and ninety-eight. [Seal] William R. Day[Seal] Cushman K. Davis[Seal] William P. Frye[Seal] Geo. Gray[Seal] Whitelaw Reid[Seal] Eugenio Montero Rios[Seal] B. de Abarzuza[Seal] J. de Garnica[Seal] W. R. de Villa Urrutia[Seal] Rafael CereroDocument courtesy of The Avalon Project Source: A Treaty of Peace Between the United States and S pain, U. S. Congress, 55th Cong. , 3d sess. , Senate Doc. No. 62, Part 1 (Washington: Government Printing Office, 1899), 5-11. | Source: â€Å"Firstworldwar. com. † First World War. com. N. p. , n. d. Web. 22 Jan. 2013. http://www. pbs. org/wgbh/amex/1900/filmmore/reference/primary/treatyofparis. html

The Secret Life Of Bees By Sue Monk Kidd - 994 Words

Sue Monk Kidd is a writer from Southern Georgia. She is best known for her most influential piece of writing, The Secret Life of Bees, which has found its way into many classrooms across the country. Many of her fiction novels have tackled controversial and well known issues and themes of the South over the course of history. Life Before Writing Born in Albany, Georgia on August 12, 1948, Kidd grew up in Sylvester, Georgia specifically in Worth County. Her father and English teachers encouraged her to write, and through this, she discovered her affinity for writing nonfiction. She then graduated from Worth County High School and pursued college in Texas. Before writing her first book, Kidd attended, and graduated from, the Texas†¦show more content†¦But possibly her most renowned novel is The Secret Life of Bees. The Secret Life of Bees Viking Books published Kidd’s first fictional novel, The Secret Life of Bees, in 2002, and according to Kidd, it was â€Å"deeply influenced† by her hometown of Sylvester, Georgia, although it takes place in South Carolina. The novel has sold approximately 8 million copies worldwide, and previously remained on the New York Times’ bestseller list for more than two years. Currently, it is available in 36 different languages, and has won a multitude of awards, both in the U.S. and in other countries. Originally adapted into play-form and performed numerous times by The American Place Theater, Fox Searchlight picked up the book in 2008 and produced it into a movie. Starring well known celebrities such as Dakota Fanning, Queen Latifah, and Alicia Keys, the People’s Choice Awards and NAACP awarded the movie Best Picture and Best Movie, respectfully. Kidd’s familiarity with the South has been useful in both her writing of The Secret Life of Bees and with the subsequent movie. Interestingly enough, although Kidd herself grew up in Georgia, the book takes place in South Carolina, and production for the movie occurred in North Carolina. She was able to adapt to the various Southern environments with ease, a skill attributed to both her previous experiences in college as well as her coming-of-age in the rural South. Inspired By Experience As with The SecretShow MoreRelated The Secret Life of Bees by Sue Monk Kidd 748 Words   |  3 Pagesmemories, Lily Owens finds comfort in the humming of the bees. In the novel, The Secret Life of Bees, Sue Monk Kidd writes about the life of young girl whose spontaneous decisions lead her to her mother’s past. Lily’s life has revolved around the lack of a mother. Her father, T. Ray, is a harsh and unloving peach farmer who punishes Lily unreasonably and does not fulfil his father like position. 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Each book shares its own story of integration during the 1960s. The Color of Water expresses the emotional story in a journal entry style. Each chapter alternates between the two main characters, the son who is black, and the mother who is white. This novel describes the story of their lives as an integrated family during segregation. The other work, The Secret Life of Bees, is a narrated story of a young white girl

Worst Ways to Remove a Tick

Is there anything worse than finding a tick embedded in your skin? Besides the ick factor, tick bites are a definite cause for concern, because many ticks transmit disease-causing pathogens. In general, the faster you remove the tick, the less your chance of getting Lyme disease or other tick-borne illnesses. Unfortunately, theres a lot of bad information being shared about how to remove ticks from your skin. Some people swear that these methods work, but scientific studies have proven them wrong. If you have a tick embedded in your skin, please read carefully. These are the 5 worst ways to remove a tick. Burn It With a Hot Match Why people think it works: The working theory here is that if you hold something hot against the ticks body, it will become so uncomfortable it will let go and flee. Dr. Glen Needham of Ohio State University found that holding a hot match against an embedded tick did nothing to convince the tick to let go. Needham also noted that this tick removal strategy actually increases your risk of pathogen exposure. Heating the tick can cause it to rupture, increasing your exposure to any diseases it may carry. Also, heat makes the tick salivate, and sometimes even regurgitate, again increasing your exposure to pathogens in the ticks body. And do I need to mention that you can burn yourself trying to hold a hot match against a tiny tick on your skin? Smother It With Petroleum Jelly Why people think it works: If you completely cover the tick with something thick and gooey like petroleum jelly, it wont be able to breathe and will have to back out to keep from suffocating. This is an interesting idea that has some basis in reality, since ticks breathe via spiracles and not their mouths. But whoever hatched this theory didnt have a complete understanding of tick physiology. Ticks, according to Needham, have extremely slow respiration rates. When a tick is moving about, it may only breathe 15 times in an hour; while resting comfortably on a host, doing nothing more than feeding, it breathes as little as 4 times per hour. So smothering it with petroleum jelly could take a very long time. Its a lot quicker to simply pluck the tick off with tweezers. Coat It With Nail Polish Why people think it works: This folklore method follows the same reasoning as the petroleum jelly technique. If you completely cover the tick in nail polish, it will start to suffocate and give up its grip. Smothering a tick with nail polish is just as ineffective, if not more so. Needham determined  that once the nail polish hardened, the tick became immobilized and was therefore unable to retreat from the host. If you coat a tick with nail polish, you are simply securing it in place. Pour Rubbing Alcohol on It Why people think it works: Maybe because they read it in Readers Digest? Were not sure of their source for this tidbit, but Readers Digest has claimed ticks hate the taste of rubbing alcohol. Perhaps they think a tick doused in rubbing alcohol will loosen its grip in order to spit and cough in disgust? However, rubbing alcohol isnt without merit when it comes to removing ticks. It is good practice to clean the affected area with rubbing alcohol to prevent infection of the tick bite wound. But that, according to Dr. Needham, is the sole benefit of putting rubbing alcohol on a tick. It does nothing to convince the tick to go. Unscrew It Why people think it works: The theory here is that by grabbing and twisting the tick, it will somehow be forced to lose its grip and pop free of your skin. Dr. Elisa McNeill of Texas AM University has an amusing retort for this tick removal method – tick mouthparts are not threaded (like screws)! You cannot unscrew a tick. The reason a tick can maintain such a good hold on your skin is because it has lateral barbs extending from its mouthparts to anchor it in place. Hard ticks also produce a cement of sorts to fasten themselves down. So all that twisting isnt going to get you anywhere. If you twist an embedded tick, you will most likely succeed in separating its body from its head, and the head will remain stuck in your skin where it can become infected. Now that you know the wrong ways to remove ticks, learn how to remove a tick safely and effectively (from the Centers for Disease Control). Or better yet, follow these  tips for avoiding ticks so you never have to remove one from your skin. Sources Evaluation of Five Popular Methods of Tick Removal, Glen R. Needham, Ph.D., Ohio State University. Journal of Pediatrics, Vol. 75, No. 6, June 1985.Physicians Guide to Arthropods of Medical Importance, 6th edition, by Jerome Goddard.Tick Removal, Centers for Disease Control website. Accessed online May 27, 2014.Ticks and Tick Bites, Dr. Elisa McNeill, Texas AM University. Accessed online May 27, 2014.Tick Bits, Kansas State University. Accessed online May 27, 2014.