I like __ children’s books

I like reading children’s books. I like to read children’s books.

Объяснение:

On week days I usually get up nearly six o'clock. I do not like to get up early, but I have to, because I have a lot of work to do during the day.

I make my bed, wash my face, put my clothes on and go to the kitchen to have breakfast. My mother usually prepares, breakfast for me, but sometimes I do it myself. If I prepare my breakfast for my own, I should have to get up earlier. I do not like big breakfasts; I prefer a cup of coffee and a sandwich.

Then I go to school. It is rather far from my house and I go there by bus. I have classes till two or three o'clock, it depends on a week day. Then I come home and have dinner. I like a big dinner, because when I come home from school I am hungry.

After my dinner, I have a rest for a couple of hours and then I do my homework. If I have some spare time I do some work about the house. I sweep the floor, dust the furniture and clean the carpets with the vacuum-cleaner. Sometimes my mother asks me to go shopping.

Then I have free time. I go for a walk with my friends or watch TV, or read books or play my favourite computer games. Then I have supper with my family. I like evenings very much, all members of our family get together after work and study and have the opportunity to talk and to discuss our family affairs.

I usually go to bed at about ten o'clock, sometimes at eleven o'clock.

As I type these words, I’m sitting in my office, because I have to be: It’s my office hours. The reason I can write this column is because my students — like your students, I would guess — don’t make much use of my office hours.

There’s always a line of students outside my door right before an assignment is due, and I am sure to see some unhappy students in the days after I hand out grades. But otherwise, my office hours are a lonely time. I’m not really complaining; I can certainly use the extra hours for writing (see this column), but I wonder if I should be making more of an effort to sell the benefits of office hours to my students.

In a recent issue of College Teaching, Lydia Eckstein Jackson and Aimee Knupsky wrote about research that suggested many benefits accrue to students who take advantage of office hours. The advantages include:

Better relationships with professors, with the latter more likely to take on active mentoring roles for students who attend office hours.
Higher likelihood of completing a degree, especially for students from underrepresented groups.
Development of important skills for college and the workplace, such as planning, long-term thinking, and self-efficacy.
What’s more, in a 2013 study published in the Journal of Political Science Education, Mario Guerrero and Alisa Beth Rod found that the number of office-hour visits a student makes during a semester is positively correlated to his or her academic performance in the course. Even when controlling for such variables as GPA, family income, and gender, Guerrero and Rod still found that each office-hour visit increases the probability that a student will get a higher grade. In the study, which tracked 406 undergraduates over a four-year period, students who never made use of office hours could expect to finish with a final grade of 82 percent, a low B. By contrast, students who visited office hours more than five times during the term finished, on average, with an A.

Maybe attending office hours made a difference, or maybe students who tend to get good grades are more conscientious than others (it’s also possible that instructors unknowingly give conscientious students more generous grades). The distinction is not really important. What is important: Meeting with students one-on-one allows us to be better teachers — to reach students more effectively, regardless of whether the meetings lead to higher grades. In private meetings, students may feel more comfortable asking questions they cannot ask in class. You can take time to explain a concept to a confused student, or to encourage a slacker to be more responsible about coursework. Most important, I think, students can feel that there’s someone in a position of authority who actually cares about their academic progress.