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90000 How to Start a Scaffolding Business | Small Business 90001 90002 A scaffolding business earns money by renting out modular scaffolding equipment to builders and construction companies. According to “Entrepreneur” magazine, a scaffolding rental business usually requires between $ 10,000 and $ 50,000 in startup costs. This type of small business can be run out of a home or garage, and can also be operated on a part-time basis. 90003 90002 Determine which business structure is best for the new scaffolding rental company.The three primary options are a sole proprietorship, a limited liability company and a corporation. A sole proprietorship is the easiest to create, but limited liability companies and corporations offer more protection from potential lawsuits. Consult with a business attorney for assistance in choosing the best company structure. 90003 90002 Check with the local government to find out if any special permits or licenses are needed for the scaffolding company. The local secretary of state or Department of Commerce can provide information on these licenses, which vary from place to place.Some localities require new startups to obtain a general business license, while others do not have this requirement. 90003 90002 Consider purchasing liability insurance for the rental business. This will help protect personal assets if somebody causes damage or injury while using the rented scaffolding equipment. As a general rule, a company should carry enough liability insurance to prevent a serious financial problem such as bankruptcy. The exact amount of required liability insurance will vary, depending on the size and assets of the business.Consult with an insurance broker who is familiar with the scaffolding industry to receive a personalized recommendation. 90003 90002 Purchase new or used scaffolding. Visit construction supply stores to compare prices on new scaffolding, or check classified listings to locate less expensive used equipment. Alternately, buy new scaffolding from online retailers. Online stores often have low scaffolding prices, but may have high shipping rates for heavy equipment. 90003 90002 Create a price list for the scaffolding equipment.Establish rates for daily, weekly and monthly scaffolding rentals. Generally, rental businesses charge around five percent of the equipment value for a day, 10 percent for a week and 20 percent for a month. Compose a list of available scaffolding equipment and prices in a brochure. Distribute this brochure to contractors and service companies in the area. 90003 90002 Deliver and collect the scaffolding equipment for local businesses and construction sites, as needed. Consider charging a fee for delivery and pickup to increase revenue.Alternately, provide transportation free of charge in order to be more attractive to potential customers. 90003.90000 What is Scaffolding and How to Use It 90001 90002 Scaffolding is a word that we hear a lot in education. So much so, that perhaps we get it confused with some other terms, like differentiation. While differentiation and scaffolding do have some similarities, they are not the same thing. Differentiation is matching the level of material or topic to the level of the child. Scaffolding, however, applies to any lesson, regardless of level. It is about breaking learning down into smaller, more “doable” pieces.90003 90004 What is Scaffolding? 90005 90002 Back when I was in school, I might have heard something like this, “Read chapter 7, then answer the questions at the end of the chapter. After that, write a 5 paragraph essay about what you read “. Guess what? That’s not scaffolding. In fact, that’s the opposite of scaffolding. Scaffolding is a way of providing a safety net for students until they get to the level of independent work. We’ve all heard “I do, we do, you do”. That’s scaffolding in a nutshell.90003 90002 Scaffolding is very beneficial for students because it is how they learn. It is how we all learn – by watching others and having support while we try it. In a classroom that implements scaffolding effectively, there will be a great deal of modeling. In fact, in my experience, when you feel like you are modeling too much and a bit too often, that is when you are probably doing it just right. Students, especially at the primary and elementary level, need to observe the skill a lot before they “get it”.90003 90004 Scaffolding Teaching Strategies to Try in Your Classroom 90005 90012 Preview, Pre-Read, Pre-Teach 90013 90002 One of the most basic and easiest ways to scaffold is by previewing any and all new concepts or materials presented to students. For a read-aloud, this may mean looking through the book together first and asking students what they observe in the pictures or to make predictions. Or, if students are going to be asked to read a passage for a comprehension activity, pre-read the passage with them for added support.Try pre-teaching the vocabulary in any subject area when new materials or concepts are introduced. 90003 90002 90017 Tips for pre-teaching vocabulary 90018: I pre-teach vocabulary words for a new ELA unit before students ever see the text from which the vocabulary is taken. I begin by creating a digital slide presentation with the vocabulary words. This always includes a kid-friendly (age-appropriate) definition of the word and a visual. I always try to find something that will really grab their attention.Then, we spend a lot of time sharing thoughts and ideas about these words. We may even use them in sentences. This way, when they hear that new vocabulary word in the upcoming story for the week, close-read, or social studies unit, they are already familiar. Not only that, but my students usually get very excited, as they think it is pure coincidence that we have come across the same word that we just learned. 90003 90012 Model Writing 90013 90002 Regardless of the type of writing you are doing – creative, expository, personal narrative, opinion, persuasive, low-stakes, etc.- the key to success for students is a lot of modeling. This is the area in which it is especially true that if you feel like you are doing it too much, you are probably right on track. When introducing a new type of writing, I will let students watch me write it, and talk through it (thinking out loud), several days in a row before going any further. Then, I have them help me write for a few days. After that, they will be ready to give it a try on their own, with support as needed. 90003 90002 Of course, the amount of time spent in each stage may need to be adjusted depending on the grade level of your students or how quickly they learn the new writing technique, but this type of scaffolding can and should be used throughout grade levels.Students of any age benefit from watching an expert writer work through the process. That expert writer is you! 90003 90012 Graphic Organizers 90013 90002 Another great scaffolding technique can be implemented with graphic organizers. A graphic organizer is a way to get our ideas on paper. Graphic organizers can be used in a few different ways. First of all, you can fill the graphic organizer out and students can fill in their own copy with the information you are providing. You can also ask students for contributions to the graphic organizer and use their ideas to fill it in.Lastly, you can give students a blank graphic organizer and let them get their own thoughts down on paper first. Even better, have them work with a partner or a group to fill it out. 90003 90012 Talk Time 90013 90002 I know! We all think our rooms are supposed to be silent if there is really something productive happening. FALSE! Students learn best by talking and sharing ideas. Students can support each other with ideas and thoughts as they work. 90003 90012 Math Scaffolding 90013 90002 This is an area in which I feel scaffolding is the most obvious, makes the most sense, and is most beneficial for students.When learning a new math process, regardless of what it may be, do the “I do, we do, you do” steps every day. So first, they are going to watch you walk through and explain the math process several times. When students are ready, they will help you work through that process. That may mean students tell you the steps you should take as you take them or it may mean a student comes up to the board to provide the instruction. Then, students will be ready to try it on their own. It takes a lot of practice for those processes to become natural, so the next day, do the same thing.They will need to see the steps many times, in some cases, to finally “get it”. 90003 .90000 Instructional Scaffolding: A Definitive Guide 90001 90002 Definition of Scaffolding 90003 90004 Educational (or Instructional) Scaffolding is a teaching method that enables a student to solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside assistance. It was first coined by researchers David Wood (Nottingham), Jerome S. Bruner (Oxford), and Gail Ross (Harvard) in their 1976 report, “The Role of Tutoring in Problem Solving.” 90005 90004 According to its original definition, scaffolding enlists the instructor as an “activator” whose role is to facilitate the student’s incremental mastery of a concept.”Fading” is the process of gradually removing the scaffolding that was put into place for the student until he internalizes the information and becomes a self-regulated, independent learner. 90005 90004 TTwo years after their initial report, in 1978, the researchers revisited the work of famed psychologist Lev Vygotsky and found reason to revise their definition. Vygotsky writes in “Mind and Society” (Harvard University Press) that there are two levels of learning that need to be recognized as distinct: 1) the actual developmental level, “that is, the level of development of a child’s mental functions that has been established as a result of certain already completed developmental cycles “; and 2) the potential development level “as determined through problem solving under adult guidance or in collaboration with more capable peers.”The difference between these two levels is called the student’s” proximal zone of development. ” 90005 90004 Since 1978, scholars have come to agree that, in order for educational scaffolding to succeed, instructors needed to target each student’s proximal zone of development. And, because a student’s proximal zone of development continually changes as she gains knowledge, educational scaffolding must continue to be individualized accordingly. 90005 90002 The 1980s 90003 90004 In the 1980s, University of Albany-SUNY professors Arthur Applebee and Judith Langer expanded the theoretical practice of scaffolding to include the following five features: 90005 90016 90017 90018 Intentionality 90019: The learning task is fueled by a clear overall purpose; any auxiliary activities contribute to this purpose.90020 90017 90018 Appropriateness 90019: The learning tasks pose problems that require outside assistance but can eventually be mastered by the student alone. 90020 90017 90018 Structure 90019: Modeling and questioning activities engage a natural sequence of thought and language. 90020 90017 90018 Collaboration: 90019 The instructor’s response to student work recasts and expands upon the student’s efforts without rejecting what she has accomplished on her own. The instructor’s primary role remains collaborative rather than evaluative.90020 90017 90018 Internalization 90019: External scaffolding for the learning task is gradually withdrawn as the student internalizes conceptual patterns. 90020 90037 90004 Applebee and Langer took the theory formed by Wood et al. and Vygotsky and embedded it in a general framework of language-learning. Reading and writing, they claim in “Reading and Writing Instruction: Toward a Theory of Teaching and Learning,” are extensions and reformulations of earlier language-learning processes: “One does not simply learn to read and write: one learns to read and write about particular things in particular ways.”In comparing the language-learning scenario between an adult and a child to the task-learning scenario between an instructor and a student, Applebee and Langer make a case for discourse acquisition as a vital part of educational scaffolding, and vice versa. 90005 90002 The 1990s 90003 90004 With the next decade came a tighter focus on application theory. Five methods of Educational Scaffolding based on the work of Hogan and Presley (1997) were presented as follows: 90005 90016 90017 modeling of desired behaviors 90020 90017 offering explanations 90020 90017 inviting students to participate 90020 90017 verifying and clarifying student understandings 90020 90017 inviting students to contribute clues 90020 90037 90004 In 1999 року, Zhao and Orey argued that educational scaffolding could be analyzed for application through six general elements: 90005 90016 90017 sharing a specific goal 90020 90017 whole task approach 90020 90017 immediate availability of help 90020 90017 intention assisting 90020 90017 optimal level of help 90020 90017 conveying an expert model 90020 90037 90072 Sharing a Specific Goal 90073 90004 Although it is the instructor’s responsibility to establish a shared goal, the learner’s interests should be considered and catered to as much as possible throughout the lesson.Zhao and Orey suggest achieving this through intersubjectivity, or the sharing of intentions, perceptions, feelings and conceptions; assessing the goal in terms of the student’s prior knowledge; being aware of some of the unique, unusual, and often ineffective problem-solving techniques that students use; and allowing input from the student in order to enhance intrinsic motivation. 90005 90072 Whole Task Approach 90073 90004 The Whole Task Approach spotlights the overall goal to be attained through the learning task.The task is conceptualized as a whole instead of defined by the elements that make it up. This does not mean that the elements are ignored or rendered irrelevant; rather, each feature of the lesson is presented as it relates to the whole. This approach demands less cognitive effort than its alternative, since the overall concept is reinforced with every feature instead of grasped as a final conclusion. The approach is not effective, however, if the material strays too far beyond the student’s proximal zone of development.90005 90072 Immediate Availability of Help 90073 90004 If a student is unable to carry out a task on her own, how is she supposed to remain motivated or interested if she does not receive assistance in an efficient manner? Students experience far less discouragement and frustration if someone is there to help them proceed with the learning process. Any success of an instructor is a success of a student, and enhances her drive to learn more (and more independently). 90005 90072 Intention-assisting 90073 90004 Inherent in the scaffolding process is the act of understanding a student’s present focus (another way to view their zone of proximal development).In order to provide an optimally productive learning environment, educators must relate and confer information according to the student’s own current intentions. 90005 90004 Sometimes it becomes necessary to redirect the intentions of the learner if she does not have an effective strategy for completing the task. If her current strategy is effective, however, the instructor should not try to change it. It is the essence of scaffolding to help the learner proceed with the least amount of assistance possible.90005 90072 Optimal Level of Help 90073 90004 The learner should be given just enough guidance to overcome her current obstacle; the level of assistance should not deter the learner from contributing and participating in the learning process. In other words, the instructor should only offer guidance through the areas of a task that the student can not accomplish on her own. No intervention should be made if the current task is within the learner’s grasp. 90005 90072 Conveying an Expert Model 90073 90004 A task can be demonstrated with an expert model, either explicitly or implicitly.In an explicit demonstration, the expert model clearly conveys how to accomplish the task. In an implicit demonstration, the information is outlined around (or implied by) the expert model. 90005 90002 The 2000s 90003 90004 Several methods of educational scaffolding were introduced in the 2000s. 90005 90004 Based on the work of Hogan and Presley, educational strategist Verna Leigh Lange stated in her 2002 article on Instructional Scaffolding that there are two major steps involved in the process: (1) “development of instructional plans to lead the students from what they already know to a deep understanding of new material, “and (2)” execution of the plans, wherein the instructor provides support to the students at every step of the learning process.”90005 90004 Larkin (2002) suggested that teachers could employ the following effective techniques in scaffolding: 90005 90004 First, boost your students ‘confidence. To improve self-efficacy, begin by introducing students to t 90005.90000 How To Keep Them To A Minimum 90001 90002 Last Updated on 90003 May 15, 2020 90004 By admin 90005 90002 There are times when standing on a chair or hanging out a window are not quite enough to get to those difficult-to-reach places. Whether you’re having some building work done or the exterior of your home’s being painted, scaffolding it often required. 90005 90002 Though some decorators and roofers provide their own access towers, these small frames do not offer the flexibility many contractors need.This means it’s a good idea to head to a site like Quotatis and investigate scaffold hire prices. 90005 90010 What is Scaffolding? 90011 90002 90013 Scaffolding is a flexible system of steel poles and walking boards that allow tradesmen to work safely, at height, around a building. It’s often used outside, but can also be useful for interiors; when trying to access vaulted ceilings, for example. 90005 90002 Scaffolders normally provide ladders and handrails as standard, and have specialised equipment to work in difficult spaces, such as a narrow alleyway or bridging over a conservatory.Several levels can be incorporated into a scaffold system, though each lift and level will increase the price. 90005 90017 Comparing Quotes Could Save You Up To 40%: 90018 90019 90018 90021 Click To Get Quotes 90010 Cost Variables 90011 90002 As you might imagine, there are many factors affecting scaffolding prices. Regional variations can have a big effect on the final price, whilst height, flexibility and access considerations will also be reflected in the quote. 90005 90026 90027 90017 Length of Hire 90019 90018 The standard hiring period in the scaffolding industry is between six and eight weeks, and you should be provided with a fixed sum for this length of time.If work’s expected to take longer, you’ll probably have to pay an additional weekly rental rate thereafter. 90031 90027 90017 Height 90019 90018 Unsurprisingly, the higher you need your scaffolding to go, the more money it will cost. Other factors also attribute to height costs, including having to scale a narrow alleyway or place footings on public land. 90031 90027 90017 Location 90018 90019 Location can have a huge effect on the price, with London being almost three times more expensive than a remote location in Scotland.90031 90027 90017 Number of Walking Levels 90018 90019 The more walking levels you require, the more expensive scaffolding will become. If you’re just working on a chimney or roof, you’ll probably only need one lift and walking level. However, if you’re having your house painted, two or more walkways will probably be needed. 90031 90027 90017 Restriction of Public Access 90018 90019 In some cases, scaffolding will have to be erected on a public road or footpath. In such instances you’ll have to get a licence from your local council, and this can be expensive.90031 90027 90017 Special Requirements 90018 90019 The easiest way to build scaffolding is to go straight up from a flat footing located on private land. However, there are times when special requirements are needed. These include having to bridge a gap over a driveway, conservatory or pathway. It’s not hard to do when you’ve got specialist equipment, but it will cost more. 90031 90027 90017 Ease of Access 90018 90019 Another important aspect of scaffolding hire costs is how accessible a building site is.The cheapest quotes will be for situations where scaffolders can snap together the frame quickly and simply. However, if there’s no access to a side passage, for example, and everything has to be carried through the house, the entire project will cost more. 90031 90062 90010 Getting Quotes From Trusted Scaffold Erectors 90011 90002 Please fill click the button below to get quotes from scaffolding companies in your local area. 90005 90017 Comparing Quotes Could Save You Up To 40%: 90018 90019 90018 90021 Click To Get Quotes 90002 Feel free to keep reading to learn out more information about scaffolding prices.90005 90010 Compare Quotes for a Good Deal 90011 90002 When you’re paying large sums of money for work, it’s essential to gather a minimum of three quotes before deciding on a contractor. The following examples suggest average prices for several scenarios to help you establish whether a quote’s reasonable. 90005 90026 90027 90017 Scaffolding for Gutter Repair 90018 90019 In general, scaffolders prefer large jobs, and you should not expect a small project to come in extremely cheap. If you need to repair a leaky gutter or replace a couple of roof tiles, you might only need a single, vertical tower.Outside of London, you can expect this to cost between £ 250 and £ 300, with prices in the capital averaging £ 300 to £ 400. 90031 90027 90017 Specialist Bridging over a Conservatory 90018 90019 There are times when you’ll need some special equipment to access areas with poor access. For example, you may need to erect a bridge over the top of a conservatory to reach the exterior of your home. Because of the equipment and extra time required, costs vary between £ 400 and £ 550, with costs in London increasing to between £ 650 and £ 700.90031 90027 90017 Scaffolding for Chimney Work 90018 90019 Cracked and unstable chimney stack’s often require repair work, and though you do not need to wrap your entire house, you’ll need to access the chimney and secure it. This means scaling the height of your home and then wrapping all four sides of the stack. In London, expect to pay up to £ 900 and a minimum of £ 750. Costs are a little cheaper elsewhere, and should be between £ 550 and £ 750. 90031 90027 90017 Scaffolding on a Semi Detached Home 90018 90019 An elaborate scaffold structure is often needed when you’re having roofing work done, and you’ll need three sides of your property wrapped in scaffolding.Erecting the steelwork to gutter height and providing a lift and one walkway level will cost between £ 650 and £ 850. If you’re in London, prices may be as higher a £ 1,100. You should remember that if additional levels are required, costs will be even higher. 90017 90019 90031 90062 90002 The cost of scaffolding might seem expensive, but it’s an essential part of securing a worksite and providing access to hard-to-reach areas. By understanding the cost factors involved and gathering several quotes, you’ll be able to ensure you’re getting the best price for your project.90005 90017 Comparing Quotes Could Save You Up To 40%: 90018 90019 90018 90021 Click To Get Quotes 90018 .