While many parents dread the thought, a military school may just be the right solution for your child. Many children who attend these types of schools find themselves in better places after they have completed. And, while you may be thinking that the environment is much too harsh for your child, you should be considering the opportunities that are available to them for attending such a school in the first place.
There are normally two types of parents who are looking into using a military school. The first one is the one that has had military schools used throughout their family’s history. Or, perhaps these are individuals who find the environment to be the perfect location to develop their children in. The other type of parent considering a military school is the one that is having difficulty with their defiant child. In this case, while the military school environment may be helpful, it needs to be presented in the right manner first.
It is an honor and a privilege for a child to be allowed to attend one of these schools. The structured environment teaches discipline, core human values, as well as dedication, perseverance, and honor. When children attend a school such as these, they are able to find their true self and they can then set forth to do just about anything that they have wanted to do in their lives. Military school is, then, an opportunity for you to provide your child with the very best in education in both schoolwork and lifework.
Parents considering a military school should note that there are some excellent opportunities out there for them. You will find a wide range of options and you will likely be able to choose the one that best fits your child’s needs and your goals. This environment is a positive, structured and private one in which children are able to excel.
http://www.articlejoe.com/Article/Send-Them-To-Military-School-/1125
Wednesday, February 21, 2007
The Value of a Science Fair Project
With the jam-packed schedules of today's families, why would either a student or a parent want to add one more major activity? Clearly, any school project assigned to a student should meet a stringent test for usefulness. Surprising to some, a science fair project is one of the best learning experiences a student can undertake. And, if it is taken seriously, it can be an excellent way to earn significant prizes, qualify for scholarships, and distinguish a college application.
Conceptually, a science fair project is very straightforward. A student chooses a scientific question he or she would like to answer. Then, library and Web research on the question gives the student the background information he or she needs to formulate a hypothesis and design an experiment. After writing a report to summarize this research, the student performs the experiment, draws his or her conclusions, and presents the results to teachers and classmates using a display board. Most students do their projects for a school science fair, but in many cases students can enter that same project in fairs at the city or county level. This is the first step in competitions that lead up to the international level, where prizes total over $3,000,000 and the top winners take home $50,000 scholarships.
What makes a science fair project such a great learning experience is that it involves so much more than science. If the student is in middle school, the research report will most likely be the longest paper the student has ever written. The bibliography for the report will also be the first ever for some students. And, while library research is still important, these reports are a great way to hone computer research skills as well as learn the ins and outs of common office programs such as word processors and spreadsheets. Most projects involve a good deal of math, and all students get an opportunity to enhance their presentation skills when they prepare their display board and discuss the project with judges.
A science fair project will also have a longer duration than any other assignment a student has done. In contrast to the typical school homework due the next day or perhaps a week hence, a science fair project requires a student to learn to plan over two or three months, a skill of immense importance in adulthood. Procrastination is definitely not rewarded.
Savvy students, especially those who work their way up to higher levels of competition, learn even more about communications skills. They learn the importance of marketing--picking topics and tuning their presentations in ways that will make them most likely to impress a science fair judge. While some may bemoan this lack of purity in the pursuit of science, the fact is that even a professional scientist must compete for funds to continue his or her research. When better to learn how to persuade others than before your livelihood depends on it?
A science fair project even provides an opportunity for the discussion of ethical issues such as plagiarism and falsification of data. Indeed, such a discussion is highly recommended. The ease of copying information from the Internet is hard to resist, and many students are far ahead of their teachers in understanding what is possible.
Preparing a science fair project is an excellent example of what education experts call active learning or inquiry (also "hands-on" learning). It is a very effective instructional method; indeed, it is recommended as a cornerstone of successful science teaching. Yet, according to the National Research Council, active learning is not employed often enough in the classroom and its absence is seen as one of the key factors behind kids losing interest in science and not performing to their potential.
Colleges want to see what students have done with the opportunities they have available to them, and science competitions are a fantastic opportunity. Typically, from two to four percent of science fair entrants at the high school level move on to the top level of science fair competition, the Intel International Science and Engineering Fair. While the competition is stiff, those odds are a lot better than the lottery.
Of course, learning about science is at the heart of a science fair project. Our society relies more on science every day, and science fairs are a great way for students to become more knowledgeable about how the world around them works. Every citizen needs sufficient science literacy to make educated decisions about what they see or read in the media, about their own health care, and about other every-day problems.
A science project is a great way to improve your child’s academic and communication skills, not to mention help their college resume. If your child’s teacher doesn’t assign a science project, ask him to.
http://www.articlejoe.com/Article/The-Value-of-a-Science-Fair-Project/2528
Conceptually, a science fair project is very straightforward. A student chooses a scientific question he or she would like to answer. Then, library and Web research on the question gives the student the background information he or she needs to formulate a hypothesis and design an experiment. After writing a report to summarize this research, the student performs the experiment, draws his or her conclusions, and presents the results to teachers and classmates using a display board. Most students do their projects for a school science fair, but in many cases students can enter that same project in fairs at the city or county level. This is the first step in competitions that lead up to the international level, where prizes total over $3,000,000 and the top winners take home $50,000 scholarships.
What makes a science fair project such a great learning experience is that it involves so much more than science. If the student is in middle school, the research report will most likely be the longest paper the student has ever written. The bibliography for the report will also be the first ever for some students. And, while library research is still important, these reports are a great way to hone computer research skills as well as learn the ins and outs of common office programs such as word processors and spreadsheets. Most projects involve a good deal of math, and all students get an opportunity to enhance their presentation skills when they prepare their display board and discuss the project with judges.
A science fair project will also have a longer duration than any other assignment a student has done. In contrast to the typical school homework due the next day or perhaps a week hence, a science fair project requires a student to learn to plan over two or three months, a skill of immense importance in adulthood. Procrastination is definitely not rewarded.
Savvy students, especially those who work their way up to higher levels of competition, learn even more about communications skills. They learn the importance of marketing--picking topics and tuning their presentations in ways that will make them most likely to impress a science fair judge. While some may bemoan this lack of purity in the pursuit of science, the fact is that even a professional scientist must compete for funds to continue his or her research. When better to learn how to persuade others than before your livelihood depends on it?
A science fair project even provides an opportunity for the discussion of ethical issues such as plagiarism and falsification of data. Indeed, such a discussion is highly recommended. The ease of copying information from the Internet is hard to resist, and many students are far ahead of their teachers in understanding what is possible.
Preparing a science fair project is an excellent example of what education experts call active learning or inquiry (also "hands-on" learning). It is a very effective instructional method; indeed, it is recommended as a cornerstone of successful science teaching. Yet, according to the National Research Council, active learning is not employed often enough in the classroom and its absence is seen as one of the key factors behind kids losing interest in science and not performing to their potential.
Colleges want to see what students have done with the opportunities they have available to them, and science competitions are a fantastic opportunity. Typically, from two to four percent of science fair entrants at the high school level move on to the top level of science fair competition, the Intel International Science and Engineering Fair. While the competition is stiff, those odds are a lot better than the lottery.
Of course, learning about science is at the heart of a science fair project. Our society relies more on science every day, and science fairs are a great way for students to become more knowledgeable about how the world around them works. Every citizen needs sufficient science literacy to make educated decisions about what they see or read in the media, about their own health care, and about other every-day problems.
A science project is a great way to improve your child’s academic and communication skills, not to mention help their college resume. If your child’s teacher doesn’t assign a science project, ask him to.
http://www.articlejoe.com/Article/The-Value-of-a-Science-Fair-Project/2528
Meta Patterns & Genius - A Simple Game To Increase A Child's Intelligence
As a side effect in my life long study of human excellence, genius and creativity, I have discovered ONE particular thinking pattern that makes ALL THE DIFFERENCE in:
- understanding the world
- problem solving
- innovation and creativity
- and even inner harmony.
This is a meta filter which people LEARN, they are NOT born "that way", and it is a really profound one that makes the difference between a great thinker and someone who isn't, at the end of the day.
This filter is about whether a person sorts all manner of incoming information by difference, or by similarity.
Fascinatingly, across the board, children's games are games of "difference".
Spot the difference; Sesame Street's "One of these things just doesn't belong here ..."; and many, MANY other strategies across the board and all the educational modalities reward this "sorting by differences".
The side effect of sorting by difference is to compartmentalise the world into ever smaller blocks of detail; this leads directly, and I mean directly, in completely logical cause and effect fashion to losing the ability to "see the big picture".
In neuro-linguistic terms, the movement from a normal sized picture into more and more detail is called "chunking down".
This is when we stop looking at the car, and instead focus on a single wheel, and then the hub of a single wheel, and the the screw with the hub, and then a single turn of the screw, and deeper and deeper into the details of the thing, until we're in quarks and neutrons territory and no-one knows or cares that we ever started with a bright red motor car.
Now, there is nothing wrong per se with "chunking down" into details of a thing; where it becomes immensely DANGEROUS for a person, and for many people in their collective societies, is when EVERYBODY thinks like that - apart from a few "visionaries" that is, of course, who will become the leaders.
Aha!
A general MUST be able to see the bigger picture; a king must; an industry leader; ANY leader MUST have the magical ability to zoom out and perceive huge arrays of objects IN PERSPECTIVE in order to discover the meta patterns that make up the WHOLE situation.
In the education systems the world over, children are not raised and trained to become LEADERS. That explains why the "downchunk movement" into detail is being taught and fostered at every turn; people who are only comfortable with "small chunk thinking" and will turn immediately to chunking down EVEN FURTHER in moments of crisis, because that movement is THE ONLY movement they know and are familiar with, make great soldiers, factory workers, low level clerics - great ants, in other words.
But the fact is that to "think in the opposite direction", to zoom out to see the bigger picture, is a simple as a child's game - we just need to reverse it.
Instead of playing endless versions of, "What's the difference?" we start asking instead, "What's the SAME?"
It is then the meta patterns become revealed and the MOVEMENT OUT towards the "bigger picture" begins to occur naturally.
This is such a simple, and yet such an INCREDIBLE thing.
Consider this.
We may ask, "What's THE SAME about a black boy, and a white boy?" and the answer is ready and clear - "They're both boys!"
We may ask, "What's the SAME about a little boy and a little girl?" and we may receive the answer, "They're both human beings."
EVERY person needs to be able to ZOOM BOTH WAYS - into the details, and out to biggest possible picture, and back again.
EVERY person CAN do that - it is just a question of encouraging the neglected and secret "bigger picture" movement from an early age, and THAT in itself is as simple as to say to a child, "What's THE SAME about your teddy and your doll?"
For any adult who seeks to really re-connect to their own creativity and POWER TO DETECT THE META PATTERNS of our lives and our environments, it is the same game.
"What's THE SAME about the last five movies you've watched? What's THE SAME about the last 15 successful advertising campaigns the competitors ran? What's THE SAME about me and other people?"
There is a structural re-connection that is astonishing which occurs so naturally as a by product of asking that simple question, which is indeed profound, and profoundly healing.
I do believe that the answers lie in the meta patterns, and in our ability to PERCEIVE THEM CLEARLY.
If we get, as individuals AND as societies, those meta patterns right, then the details will NATURALLY take care of themselves - that's the way it works.
"They" say that the devil lies in the detail - it could well be so that salvation can be found indeed, in all of us starting to pay much more attention to "the bigger picture".
http://www.articlejoe.com/Article/Meta-Patterns---Genius---A-Simple-Game-To-Increase-A-Child-s-Intelligence/4274
- understanding the world
- problem solving
- innovation and creativity
- and even inner harmony.
This is a meta filter which people LEARN, they are NOT born "that way", and it is a really profound one that makes the difference between a great thinker and someone who isn't, at the end of the day.
This filter is about whether a person sorts all manner of incoming information by difference, or by similarity.
Fascinatingly, across the board, children's games are games of "difference".
Spot the difference; Sesame Street's "One of these things just doesn't belong here ..."; and many, MANY other strategies across the board and all the educational modalities reward this "sorting by differences".
The side effect of sorting by difference is to compartmentalise the world into ever smaller blocks of detail; this leads directly, and I mean directly, in completely logical cause and effect fashion to losing the ability to "see the big picture".
In neuro-linguistic terms, the movement from a normal sized picture into more and more detail is called "chunking down".
This is when we stop looking at the car, and instead focus on a single wheel, and then the hub of a single wheel, and the the screw with the hub, and then a single turn of the screw, and deeper and deeper into the details of the thing, until we're in quarks and neutrons territory and no-one knows or cares that we ever started with a bright red motor car.
Now, there is nothing wrong per se with "chunking down" into details of a thing; where it becomes immensely DANGEROUS for a person, and for many people in their collective societies, is when EVERYBODY thinks like that - apart from a few "visionaries" that is, of course, who will become the leaders.
Aha!
A general MUST be able to see the bigger picture; a king must; an industry leader; ANY leader MUST have the magical ability to zoom out and perceive huge arrays of objects IN PERSPECTIVE in order to discover the meta patterns that make up the WHOLE situation.
In the education systems the world over, children are not raised and trained to become LEADERS. That explains why the "downchunk movement" into detail is being taught and fostered at every turn; people who are only comfortable with "small chunk thinking" and will turn immediately to chunking down EVEN FURTHER in moments of crisis, because that movement is THE ONLY movement they know and are familiar with, make great soldiers, factory workers, low level clerics - great ants, in other words.
But the fact is that to "think in the opposite direction", to zoom out to see the bigger picture, is a simple as a child's game - we just need to reverse it.
Instead of playing endless versions of, "What's the difference?" we start asking instead, "What's the SAME?"
It is then the meta patterns become revealed and the MOVEMENT OUT towards the "bigger picture" begins to occur naturally.
This is such a simple, and yet such an INCREDIBLE thing.
Consider this.
We may ask, "What's THE SAME about a black boy, and a white boy?" and the answer is ready and clear - "They're both boys!"
We may ask, "What's the SAME about a little boy and a little girl?" and we may receive the answer, "They're both human beings."
EVERY person needs to be able to ZOOM BOTH WAYS - into the details, and out to biggest possible picture, and back again.
EVERY person CAN do that - it is just a question of encouraging the neglected and secret "bigger picture" movement from an early age, and THAT in itself is as simple as to say to a child, "What's THE SAME about your teddy and your doll?"
For any adult who seeks to really re-connect to their own creativity and POWER TO DETECT THE META PATTERNS of our lives and our environments, it is the same game.
"What's THE SAME about the last five movies you've watched? What's THE SAME about the last 15 successful advertising campaigns the competitors ran? What's THE SAME about me and other people?"
There is a structural re-connection that is astonishing which occurs so naturally as a by product of asking that simple question, which is indeed profound, and profoundly healing.
I do believe that the answers lie in the meta patterns, and in our ability to PERCEIVE THEM CLEARLY.
If we get, as individuals AND as societies, those meta patterns right, then the details will NATURALLY take care of themselves - that's the way it works.
"They" say that the devil lies in the detail - it could well be so that salvation can be found indeed, in all of us starting to pay much more attention to "the bigger picture".
http://www.articlejoe.com/Article/Meta-Patterns---Genius---A-Simple-Game-To-Increase-A-Child-s-Intelligence/4274
Private Boarding Schools
Boarding school is a place where students are lodged, fed and educated. Private boarding schools are not associated with any government organization or body. Private boarding schools are in fact of the excellent sources to shape the future of the children.
It is very important for a child to experience life in a private boarding school. Private boarding schools run according to some strict rules set by the authorities of that school. Boarding schools have specific rooms and areas allotted for the different activities which are conducted within the school.
Private boarding schools functions strictly according to a set of rules and regulations made especially for the school. Most private boarding schools have a strict dress code which the students must adhere to. A student residing in a boarding school must strictly adhere to the rules laid down by the school authorities. If any student fails to adhere to these rules he can earn punishment.
The boarding school is divided into various sections which serve various purposes. These sections includes the classrooms, the dormitory or the sleeping quarters, the refractory where the students take meals at fixed hours and the study hall, where all the academic activity of the student takes place. The private boarding school also has provisions for the students to take bath and wash clothes and storage facilities for storing their goods and belongings. All boarding schools have provisions for students to indulge in extra curricular activities. A playground is an important feature of any private boarding school.
Life in boarding schools helps a child in learning the various facts of life which he might have missed out if he had completed his education while staying at home with his parents and siblings. Children are mostly put in private boarding schools during the initial phase of their adult life. This is the most important phase in the life of any individual. If you are sending your child to a boarding school you must take into consideration all these aspects in to account.
Private boarding schools have undergone tremendous amount of change since the time they were first introduced. These days private boarding schools come equipped with almost all modern facilities to ease the pressure on the children who study in these schools. Many schools have a counselor who can help any children who is suffering from any amount of mental or emotional stress and anxiety. They help in keeping a healthy atmosphere in and around the private boarding school. This is very necessary for the proper health growth of a child.
Studying in a private boarding school helps a child in learning the art of adjusting according to situations. This trait is very important for the overall healthy growth of a person. They learn to mix with children coming from different ethnic, religious and racial backgrounds. They learn to understand each others’ difficulties and bond very well. Private boarding schools have a great role to play in molding children to face the tough realities of life under any circumstances.
http://www.articlejoe.com/Article/Private-Boarding-Schools/4433
It is very important for a child to experience life in a private boarding school. Private boarding schools run according to some strict rules set by the authorities of that school. Boarding schools have specific rooms and areas allotted for the different activities which are conducted within the school.
Private boarding schools functions strictly according to a set of rules and regulations made especially for the school. Most private boarding schools have a strict dress code which the students must adhere to. A student residing in a boarding school must strictly adhere to the rules laid down by the school authorities. If any student fails to adhere to these rules he can earn punishment.
The boarding school is divided into various sections which serve various purposes. These sections includes the classrooms, the dormitory or the sleeping quarters, the refractory where the students take meals at fixed hours and the study hall, where all the academic activity of the student takes place. The private boarding school also has provisions for the students to take bath and wash clothes and storage facilities for storing their goods and belongings. All boarding schools have provisions for students to indulge in extra curricular activities. A playground is an important feature of any private boarding school.
Life in boarding schools helps a child in learning the various facts of life which he might have missed out if he had completed his education while staying at home with his parents and siblings. Children are mostly put in private boarding schools during the initial phase of their adult life. This is the most important phase in the life of any individual. If you are sending your child to a boarding school you must take into consideration all these aspects in to account.
Private boarding schools have undergone tremendous amount of change since the time they were first introduced. These days private boarding schools come equipped with almost all modern facilities to ease the pressure on the children who study in these schools. Many schools have a counselor who can help any children who is suffering from any amount of mental or emotional stress and anxiety. They help in keeping a healthy atmosphere in and around the private boarding school. This is very necessary for the proper health growth of a child.
Studying in a private boarding school helps a child in learning the art of adjusting according to situations. This trait is very important for the overall healthy growth of a person. They learn to mix with children coming from different ethnic, religious and racial backgrounds. They learn to understand each others’ difficulties and bond very well. Private boarding schools have a great role to play in molding children to face the tough realities of life under any circumstances.
http://www.articlejoe.com/Article/Private-Boarding-Schools/4433
Girls’ Boarding School
Is your girl child feeling pressured in the co-ed classroom environment? Do you want to bring up your child in a healthy all girls’ environment? Well then waste no time to admit your girl to a good and reputed girls’ boarding school where she will receive the proper training to develop a self-belief that will help her to become tomorrow’s leader.
Education is not just attending school and learning facts. Your child should have to develop skills to meet the challenges of the future. A girls’ boarding school will give your girl the right environment to learn and grow. Girls in a boarding school find a close-knit community, wide variety of clubs, teams and activities that help to have a proper intellectual, emotional, social and spiritual growth.
A girls’ boarding school will enable your child to explore the world around her, both inside and out of the classroom. In the classroom they will have sharing and will have an equal exchange of ideas. She will get a competitive environment where she will learn to perform and dominate. In most of the schools the students remain busy on weekdays with their academic schedules, electives, extra curricular activities and evening studies. While on weekends they have a lot of relaxation, weekend trips, recreation and cultural outings.
The resident students and faculty of a girls’ boarding school form a community. The resident faculties are the disciplinarians and hand holders of the students. They always keep an eye to the girls, assist and guide them and offer counsel when necessary. They all form a family away from home. Sometimes the schools even take the resident girls to local malls, movie, shopping, amusement park and cultural events.
The girls’ boarding schools have lots of activities. What does your girl like? Is she interested in sports? Boarding schools, these days, have their own athletic centers featuring basketball and volleyball courts, fitness centers, aerobics room and also gymnasiums. Each school has a specialized gymnasium director to guide your child. If she is interested in music, there are music departments where she can have training in music. She will also have the opportunity to perform in music ensemble. The girls’ boarding schools also guide the students to express themselves artistically. They have special drawing, painting classes to develop their skills in drawing.
When your child is in a girls’ boarding school you may wonder whether your child is having proper nutrition. You need not have to worry about your child’s diet, as the boarding schools are on a mission to encourage the girls to have a proper and healthy choice regarding their daily menu. The schools promote healthier eating of the students by adding more nutritious and organic foods to their menu.
As girls start growing they may start to become interested in boys. If such happens to your child she will be more concerned about boys than her books. But studying in girls’ boarding school will protect your child from the impact of boys. Besides, the girls are not subject to sexual harassment in an all girls environment.
Social and emotional growth of the girls is the motto of the girls’ boarding schools. A good girls’ boarding school will not only offer your girl child with the support and guidance to develop her intellect, curiosity and creativity but also the school will help your child to build up her self-discipline and decision making skills and abilities.
http://www.articlejoe.com/Article/Girls--Boarding-School/5292
Education is not just attending school and learning facts. Your child should have to develop skills to meet the challenges of the future. A girls’ boarding school will give your girl the right environment to learn and grow. Girls in a boarding school find a close-knit community, wide variety of clubs, teams and activities that help to have a proper intellectual, emotional, social and spiritual growth.
A girls’ boarding school will enable your child to explore the world around her, both inside and out of the classroom. In the classroom they will have sharing and will have an equal exchange of ideas. She will get a competitive environment where she will learn to perform and dominate. In most of the schools the students remain busy on weekdays with their academic schedules, electives, extra curricular activities and evening studies. While on weekends they have a lot of relaxation, weekend trips, recreation and cultural outings.
The resident students and faculty of a girls’ boarding school form a community. The resident faculties are the disciplinarians and hand holders of the students. They always keep an eye to the girls, assist and guide them and offer counsel when necessary. They all form a family away from home. Sometimes the schools even take the resident girls to local malls, movie, shopping, amusement park and cultural events.
The girls’ boarding schools have lots of activities. What does your girl like? Is she interested in sports? Boarding schools, these days, have their own athletic centers featuring basketball and volleyball courts, fitness centers, aerobics room and also gymnasiums. Each school has a specialized gymnasium director to guide your child. If she is interested in music, there are music departments where she can have training in music. She will also have the opportunity to perform in music ensemble. The girls’ boarding schools also guide the students to express themselves artistically. They have special drawing, painting classes to develop their skills in drawing.
When your child is in a girls’ boarding school you may wonder whether your child is having proper nutrition. You need not have to worry about your child’s diet, as the boarding schools are on a mission to encourage the girls to have a proper and healthy choice regarding their daily menu. The schools promote healthier eating of the students by adding more nutritious and organic foods to their menu.
As girls start growing they may start to become interested in boys. If such happens to your child she will be more concerned about boys than her books. But studying in girls’ boarding school will protect your child from the impact of boys. Besides, the girls are not subject to sexual harassment in an all girls environment.
Social and emotional growth of the girls is the motto of the girls’ boarding schools. A good girls’ boarding school will not only offer your girl child with the support and guidance to develop her intellect, curiosity and creativity but also the school will help your child to build up her self-discipline and decision making skills and abilities.
http://www.articlejoe.com/Article/Girls--Boarding-School/5292
Today's Military High Schools There Not Just For Troubled Teens Anymore
Military high schools today are claiming they are not the “punishment” places they used to be. Remember hearing the phrase, {or maybe you actually were told this by your parents}, “If you don't straighten up, your going to military school.” Today, military schools in general want to change their image, and they don't take teen's who don't want to be there anymore either. Many young people have graduated from military high school every year, and they want to dispel the myths that have surrounded military high schools for years. Some of these myths may sound familiar to you.
Military High Schools Are For Students With Discipline Problems. {MYTH}
Military high schools may offer a more structured and disciplinary environment for young people, but they do not accept students with server disciplinary problems. Especially if it involves drug abuse and the law.
Military High Schools Are A Harsh and Cold Environment. {MYTH}
These schools are one of the safest schools of any possible educational choices you can make for your child. The structure and personal accountability taught in the military high school environments develops confidence, plus the positive adult interaction tends to be greater than in other high schools and even within their own homes.
Military High Schools Condone Hazing and Physical Abuse. {MYTH}
Military high schools stress safety and concern for the well-being of each other above all other considerations. Military high schools must abide by the local, state, and federal laws concerning physical treatment of students.
Military High Schools Train Students for the Armed Forces. {MYTH}
Military high schools teach students how to live using the structure of the military system when it comes to responsibility, leadership, honor, discipline, and pride within the atmosphere that encourages spiritual, mental and physical growth. Military high schools are educational institutions that encourage their students to go to college-not the military service.
Military Schools do not offer a strong college prep curriculum. {MYTH}
Military high schools are prep schools, preparing young adults for college life. Military high schools tech very effective study skills in preparation for college environment. Military high schools actually boast a high level of college enrollment for their students.
Military high schools are really making a comeback, so much so that for the first time since 1965, two new military high schools are being planned. Parents are starting to realize that military high schools have the ability to provide a disciplined environment because they have complete control over who is admitted, who stays, and the type of behavior that is expected from the teens. However, this does not mean that military high school is only for the rich, they are a great low-cost alternative to other prep schools and any child may apply. Military high schools provide teens with a safe, structured, and caring environment that provides them with the leadership training, personal growth and a better foundation for higher education and life. Military high school may be a great choice for your child's future.
http://www.articlejoe.com/Article/Today-s-Military-High-Schools-There-Not-Just-For-Troubled-Teens-Anymore/6512
Military High Schools Are For Students With Discipline Problems. {MYTH}
Military high schools may offer a more structured and disciplinary environment for young people, but they do not accept students with server disciplinary problems. Especially if it involves drug abuse and the law.
Military High Schools Are A Harsh and Cold Environment. {MYTH}
These schools are one of the safest schools of any possible educational choices you can make for your child. The structure and personal accountability taught in the military high school environments develops confidence, plus the positive adult interaction tends to be greater than in other high schools and even within their own homes.
Military High Schools Condone Hazing and Physical Abuse. {MYTH}
Military high schools stress safety and concern for the well-being of each other above all other considerations. Military high schools must abide by the local, state, and federal laws concerning physical treatment of students.
Military High Schools Train Students for the Armed Forces. {MYTH}
Military high schools teach students how to live using the structure of the military system when it comes to responsibility, leadership, honor, discipline, and pride within the atmosphere that encourages spiritual, mental and physical growth. Military high schools are educational institutions that encourage their students to go to college-not the military service.
Military Schools do not offer a strong college prep curriculum. {MYTH}
Military high schools are prep schools, preparing young adults for college life. Military high schools tech very effective study skills in preparation for college environment. Military high schools actually boast a high level of college enrollment for their students.
Military high schools are really making a comeback, so much so that for the first time since 1965, two new military high schools are being planned. Parents are starting to realize that military high schools have the ability to provide a disciplined environment because they have complete control over who is admitted, who stays, and the type of behavior that is expected from the teens. However, this does not mean that military high school is only for the rich, they are a great low-cost alternative to other prep schools and any child may apply. Military high schools provide teens with a safe, structured, and caring environment that provides them with the leadership training, personal growth and a better foundation for higher education and life. Military high school may be a great choice for your child's future.
http://www.articlejoe.com/Article/Today-s-Military-High-Schools-There-Not-Just-For-Troubled-Teens-Anymore/6512
Teachers: Discover How To End Your Classroom Management Nightmare Now
The top question we get at Live Expert Help at our web site is "How do I get kids to behave?" Often, that teacher or counselor is looking for new discipline methods that will better engender appropriate behavior in their setting. Often, that teacher or counselor does not like our answer.
Our answer is that discipline and consequences are often ineffective. Yes, every school or agency needs both, but alone, they don't work. Alone? Yes, if you have a discipline and consequence structure set up, but have not first taught your students the skills, motivation and attitudes that they need to perform the desired behaviors, you will almost certainly find your discipline is ineffective.
Children and youth often can not do specific behaviors that they were never taught. Further, those youngsters who have bad attitudes and no motivation may have no interest in performing to your satisfaction. Yet, teaching students to have the desired skills, motivation and attitude is almost universally over-looked at most sites. If you want to remedy that oversight, here are the essential elements that must preface or accompany your discipline and consequences:
Got Skills?
Years ago, families taught their offspring the basic skills required in school and other settings. Now, many students have never been taught the necessary nuts-and-bolts behaviors that are essential to functioning. They may see bad behavior at home and bring it with them to your site. That's why many youth seem to have no sense of acceptable anger control, verbiage, or personal space and distance. Set up any discipline and consequences you want, but if the child lacks the key skills to comply, discipline can't make much difference.
Got Motivation?
If a child believes that your service is unimportant, their behavior is likely to reflect that belief. Children once learned at home about the value of school or your service. If contemporary students don't learn that at home, and you don't teach it at your site, the child's behavior may reflect their contempt despite any disciplinary efforts.
Got Attitude?
If a child has a negative attitude about your site, that's likely to be reflected in problematic conduct. Discipline usually can't compel a child to change, but adjusting the child's attitude to be more positive, can create results that by comparison, seem almost magical.
Want Discipline? Teach Skills-- and Attitudes and Motivation
Stop looking for the right consequence or discipline structure, and focus on building skills, motivation and attitude. All the consequences in the world can't compel a child to do behavior they lack the skills, attitude and motivation to do. But skills may be the most important of the three. There are so many skills to teach, here's a few to start with:
Show Up
You work no magic on an absent student. Attendance may be the single most important skill that most schools and agencies never teach. Worse, if a student doesn't show up, and is suspended, does that assist the child to improve their attendance? What works infinitely better: Teach the child the attendance skills they need, then perhaps they'll have the skills to improve. Without skills, suspension or other discipline can't overcome the fact that the child hasn't set their alarm, or doesn't know where their bus pass is.
Listen Up
If you can't communicate with the child, how can you provide your service? Teaching children to have "ears on teacher" (or counselor, foster parent, etc.) is a basic concept that many sites have forgotten to teach children. Discipline can't turn back the clock and compensate for the reality that the child never heard you in the first place.
Look Up
If the eyes are elsewhere, you may find it hard to communicate. "Eyes on teacher" should be universally taught, but is not. If the eyes aren't tracking, sanctions won't remedy that on-going gap in skills, but skill-building can.
Other Key Initial Skills to Teach First Anger control, and properly managing fists, legs, arms, mouth, actions.
Don't Forget Motivation and Attitude Would you like some great motivation-makers? There are some examples at our site (http://www.youthchg.com/nws3moti.html). Our Education: Don't Start the Millennium Without It, Turn On The Turned-Off Student, and Last Chance School Success Guide (http://www.youthchg.com/lessons.html) deliver dozens of maximum-strength motivation-makers.
Get free sample materials, 100s of free interventions, and our free Problem Student Problem-Solver magazine at our site, http://www.youthchg.com. Plus, you can find your solution to your worst student problems. We also have surprisingly different, must-see posters, books, instant ebooks, audio books, workshops and free Live Expert Help. For further information on this article or Youth Change's top-rated resources, call 1-800-545-5736.
http://www.articlejoe.com/Article/Teachers--Discover-How-To-End-Your-Classroom-Management-Nightmare-Now/7725
Our answer is that discipline and consequences are often ineffective. Yes, every school or agency needs both, but alone, they don't work. Alone? Yes, if you have a discipline and consequence structure set up, but have not first taught your students the skills, motivation and attitudes that they need to perform the desired behaviors, you will almost certainly find your discipline is ineffective.
Children and youth often can not do specific behaviors that they were never taught. Further, those youngsters who have bad attitudes and no motivation may have no interest in performing to your satisfaction. Yet, teaching students to have the desired skills, motivation and attitude is almost universally over-looked at most sites. If you want to remedy that oversight, here are the essential elements that must preface or accompany your discipline and consequences:
Got Skills?
Years ago, families taught their offspring the basic skills required in school and other settings. Now, many students have never been taught the necessary nuts-and-bolts behaviors that are essential to functioning. They may see bad behavior at home and bring it with them to your site. That's why many youth seem to have no sense of acceptable anger control, verbiage, or personal space and distance. Set up any discipline and consequences you want, but if the child lacks the key skills to comply, discipline can't make much difference.
Got Motivation?
If a child believes that your service is unimportant, their behavior is likely to reflect that belief. Children once learned at home about the value of school or your service. If contemporary students don't learn that at home, and you don't teach it at your site, the child's behavior may reflect their contempt despite any disciplinary efforts.
Got Attitude?
If a child has a negative attitude about your site, that's likely to be reflected in problematic conduct. Discipline usually can't compel a child to change, but adjusting the child's attitude to be more positive, can create results that by comparison, seem almost magical.
Want Discipline? Teach Skills-- and Attitudes and Motivation
Stop looking for the right consequence or discipline structure, and focus on building skills, motivation and attitude. All the consequences in the world can't compel a child to do behavior they lack the skills, attitude and motivation to do. But skills may be the most important of the three. There are so many skills to teach, here's a few to start with:
Show Up
You work no magic on an absent student. Attendance may be the single most important skill that most schools and agencies never teach. Worse, if a student doesn't show up, and is suspended, does that assist the child to improve their attendance? What works infinitely better: Teach the child the attendance skills they need, then perhaps they'll have the skills to improve. Without skills, suspension or other discipline can't overcome the fact that the child hasn't set their alarm, or doesn't know where their bus pass is.
Listen Up
If you can't communicate with the child, how can you provide your service? Teaching children to have "ears on teacher" (or counselor, foster parent, etc.) is a basic concept that many sites have forgotten to teach children. Discipline can't turn back the clock and compensate for the reality that the child never heard you in the first place.
Look Up
If the eyes are elsewhere, you may find it hard to communicate. "Eyes on teacher" should be universally taught, but is not. If the eyes aren't tracking, sanctions won't remedy that on-going gap in skills, but skill-building can.
Other Key Initial Skills to Teach First Anger control, and properly managing fists, legs, arms, mouth, actions.
Don't Forget Motivation and Attitude Would you like some great motivation-makers? There are some examples at our site (http://www.youthchg.com/nws3moti.html). Our Education: Don't Start the Millennium Without It, Turn On The Turned-Off Student, and Last Chance School Success Guide (http://www.youthchg.com/lessons.html) deliver dozens of maximum-strength motivation-makers.
Get free sample materials, 100s of free interventions, and our free Problem Student Problem-Solver magazine at our site, http://www.youthchg.com. Plus, you can find your solution to your worst student problems. We also have surprisingly different, must-see posters, books, instant ebooks, audio books, workshops and free Live Expert Help. For further information on this article or Youth Change's top-rated resources, call 1-800-545-5736.
http://www.articlejoe.com/Article/Teachers--Discover-How-To-End-Your-Classroom-Management-Nightmare-Now/7725
Teachers: Could You Use The 10 Best Classroom Management Interventions To Turnaround Problem Behavior
Unless you work with easy, mellow students, you will love our "Top 10 Best Classroom Management Interventions to Turnaround Problem Student Behavior." These interventions are taken from Youth Change Workshop's Solution Center (http://www.youthchg.com). There are hundreds of strategies on the site, ready to be used by teachers, counselors and youth workers. If classroom or group management is an on-going nightmare, it will take more than these ten new techniques to transform your class or group into a dream, so be sure to check out the web site for methods that are especially designed to rein in even the most uncontrollable students.
1. Teacher Telegram (or Counselor, Therapist... Telegram)
A veteran, "world-class" special ed teacher was working with a student when the child suddenly flipped over his desk and fled the room. You won't believe what this teacher had done! She had written on the student's math paper! That child interpreted that help to mean that the teacher thought he was too stupid to do the work himself, and bolted from the room in anger. Of course, had this teacher known that the child would react in that manner, she would have been happy to let the child do the writing, or she could have written on scratch paper instead.
This incident is a classic, common situation that could have easily been avoided if only the teacher had known the child's views. The Teacher Telegram surveys your youngsters to gather the information you need to avoid problems that can perhaps be averted or minimized. Make your telegram have about five finish-the-sentence statements, and include queries like: "Some of the things I like about your class are...," "The one thing I wish you would do differently is...," "The one thing that helps me is...," "The one thing that does not help me is...," and "My other comments are..." You may be pleasantly surprised at how much this little device, done periodically, can reduce or end problems.
2. Studies have indicated that when girls are involved in sports, they are far less likely to become pregnant, drop out or engage in serious misbehavior. To encourage your female students to consider sports, ask your girls to craft collages or posters entitled "Silly Boys, Sports Are for Girls."
3. A Taste of the Real World
It can be very hard to convince youth that they will desperately need education. For children who have very poor reading skills, here's an interesting and compelling activity. Create a menu in a foreign language and ask the students to order. To get you started, here are some Dutch dinner items, but you can also go to a page like and enter English menu terms and have the words translated into German, French or other language. You may wish to actually serve some of the items your students order. Select items that are very likely to be viewed as distasteful, so you might consider offering treats like sardines, stewed prunes and liver, foods that might be thoroughly disliked, but are easy to purchase.
Choose Your Dinner Gebakken garnalen (Pan-Roasted Shrimp) Gegrilde lamskoteletten (Grilled Lamb Chops) Vegeratische pastachotel (Vegetarian Pasta) Rijstpudding met frambozencoulis (Rice Pudding) When your students protest that they can't figure out what to do, let them know that could be their on-going adult experience in the world if they don't learn to read.
4. Education-- You Can't Live Life Without It
Ask your students to list out the most difficult things that they may face during their lives. Elicit answers like manage a serious illness or find a job. After reviewing the list, ask the students to identify if education would help or hurt in each situation. Assist students to note that education almost always helps, and never hurts. Assist students to realize: Education-- You Can't Live Life Without It.
5. There's Always Welfare Hurry up.
Welfare is going the way of the buggy and 8 track tape deck. The number of welfare recipients has dropped a phenomenal 50% in the past six years. Plus, in most cases, you can be on welfare for five years and then you are out for life,-- yes, life. The amount of money given out is down by as much as 90% in some places. The average person may live nearly 80 years so welfare may be available only 6% of the time. To convey how tiny 6% is to your youngsters, give 6% of your class a small treat, like a mint. Or, give each student $300 in play money and then take all but 6% away, leaving each youngster with just $18.
6. Three Little Lies
To convincingly teach students how hard it is to tell and keep a lie, ask each youngster to tell three lies about things that are occurring that day. So, a typical lie might be: "I have pink hair," said by a brunette. Ask students to repeat each lie at least three times an hour all day. The next day, discuss how much energy, concentration and focus it took to maintain those lies, and relate the discussion to actual lies students have told in the past. Include in the discussion: "Who does lying really fool?" Assist students to realize that in many ways, the liar really most fools himself or herself.
7. Pay Attention
Adults often expect young people to magically know how to pay attention, but no one may have actually taught the child how to do so. To teach the skills needed to pay attention, teach each of these five skills one at a time: Get your area ready, get yourself ready, watch the action, listen to the action, control your body. You should use pictures, rag dolls or other attention-grabbing devices to teach and drill the skills into habits. But, until you teach the skills, you shouldn't expect them.
8. Can You Compute?
Internet and/or computer skills are becoming required for almost any job. You may have to scan a badge to clock in at your job, or log onto a network to get your assignments. Have your students strut their stuff by performing internet or computer tasks. Here's one to start: Find where to get bakeapples, and locate a shipper to transport. Answer: Bakeapples are a Newfoundland, Canada food; UPS could provide shipping. Discuss with students where they can hone key internet and computer skills.
9. Computers Rule
For good or bad, computers are becoming absolutely key to everyday work and living. More and more mail is being sent over the internet, but at the same time, spam is becoming a bigger and bigger hassle. Here at Youth Change, we receive about 300 spams each day. It has gotten harder and harder to spot the real e-mail from the junk e-mail. In fact, an invitation to present our workshop in Europe was at first deleted as our spam deletion program thought it was junk mail. So, save up your real mail and junk e-mail (eliminating offensive or personal items) then ask students to sort through a very large amount of e-mail. Alternatively, create simulated e-mails to use instead. Note how many times important items like bills, renewal notices, and password information, are deleted. Be sure to include bogus virus alerts, e-mails containing "viruses", and deceptive offers in the e-mails you give students to process. When students mishandle items, note that education and computer training can help.
10. Misbehaved Employees Wanted
To show students that present classroom management problems, that misbehavior won't be tolerated in the adult world, ask them to search the employment classified ads for employers who seek employees with behavior problems.
http://www.articlejoe.com/Article/Teachers--Could-You-Use-The-10-Best-Classroom-Management-Interventions-To-Turnaround-Problem-Behavior-/7728
1. Teacher Telegram (or Counselor, Therapist... Telegram)
A veteran, "world-class" special ed teacher was working with a student when the child suddenly flipped over his desk and fled the room. You won't believe what this teacher had done! She had written on the student's math paper! That child interpreted that help to mean that the teacher thought he was too stupid to do the work himself, and bolted from the room in anger. Of course, had this teacher known that the child would react in that manner, she would have been happy to let the child do the writing, or she could have written on scratch paper instead.
This incident is a classic, common situation that could have easily been avoided if only the teacher had known the child's views. The Teacher Telegram surveys your youngsters to gather the information you need to avoid problems that can perhaps be averted or minimized. Make your telegram have about five finish-the-sentence statements, and include queries like: "Some of the things I like about your class are...," "The one thing I wish you would do differently is...," "The one thing that helps me is...," "The one thing that does not help me is...," and "My other comments are..." You may be pleasantly surprised at how much this little device, done periodically, can reduce or end problems.
2. Studies have indicated that when girls are involved in sports, they are far less likely to become pregnant, drop out or engage in serious misbehavior. To encourage your female students to consider sports, ask your girls to craft collages or posters entitled "Silly Boys, Sports Are for Girls."
3. A Taste of the Real World
It can be very hard to convince youth that they will desperately need education. For children who have very poor reading skills, here's an interesting and compelling activity. Create a menu in a foreign language and ask the students to order. To get you started, here are some Dutch dinner items, but you can also go to a page like and enter English menu terms and have the words translated into German, French or other language. You may wish to actually serve some of the items your students order. Select items that are very likely to be viewed as distasteful, so you might consider offering treats like sardines, stewed prunes and liver, foods that might be thoroughly disliked, but are easy to purchase.
Choose Your Dinner Gebakken garnalen (Pan-Roasted Shrimp) Gegrilde lamskoteletten (Grilled Lamb Chops) Vegeratische pastachotel (Vegetarian Pasta) Rijstpudding met frambozencoulis (Rice Pudding) When your students protest that they can't figure out what to do, let them know that could be their on-going adult experience in the world if they don't learn to read.
4. Education-- You Can't Live Life Without It
Ask your students to list out the most difficult things that they may face during their lives. Elicit answers like manage a serious illness or find a job. After reviewing the list, ask the students to identify if education would help or hurt in each situation. Assist students to note that education almost always helps, and never hurts. Assist students to realize: Education-- You Can't Live Life Without It.
5. There's Always Welfare Hurry up.
Welfare is going the way of the buggy and 8 track tape deck. The number of welfare recipients has dropped a phenomenal 50% in the past six years. Plus, in most cases, you can be on welfare for five years and then you are out for life,-- yes, life. The amount of money given out is down by as much as 90% in some places. The average person may live nearly 80 years so welfare may be available only 6% of the time. To convey how tiny 6% is to your youngsters, give 6% of your class a small treat, like a mint. Or, give each student $300 in play money and then take all but 6% away, leaving each youngster with just $18.
6. Three Little Lies
To convincingly teach students how hard it is to tell and keep a lie, ask each youngster to tell three lies about things that are occurring that day. So, a typical lie might be: "I have pink hair," said by a brunette. Ask students to repeat each lie at least three times an hour all day. The next day, discuss how much energy, concentration and focus it took to maintain those lies, and relate the discussion to actual lies students have told in the past. Include in the discussion: "Who does lying really fool?" Assist students to realize that in many ways, the liar really most fools himself or herself.
7. Pay Attention
Adults often expect young people to magically know how to pay attention, but no one may have actually taught the child how to do so. To teach the skills needed to pay attention, teach each of these five skills one at a time: Get your area ready, get yourself ready, watch the action, listen to the action, control your body. You should use pictures, rag dolls or other attention-grabbing devices to teach and drill the skills into habits. But, until you teach the skills, you shouldn't expect them.
8. Can You Compute?
Internet and/or computer skills are becoming required for almost any job. You may have to scan a badge to clock in at your job, or log onto a network to get your assignments. Have your students strut their stuff by performing internet or computer tasks. Here's one to start: Find where to get bakeapples, and locate a shipper to transport. Answer: Bakeapples are a Newfoundland, Canada food; UPS could provide shipping. Discuss with students where they can hone key internet and computer skills.
9. Computers Rule
For good or bad, computers are becoming absolutely key to everyday work and living. More and more mail is being sent over the internet, but at the same time, spam is becoming a bigger and bigger hassle. Here at Youth Change, we receive about 300 spams each day. It has gotten harder and harder to spot the real e-mail from the junk e-mail. In fact, an invitation to present our workshop in Europe was at first deleted as our spam deletion program thought it was junk mail. So, save up your real mail and junk e-mail (eliminating offensive or personal items) then ask students to sort through a very large amount of e-mail. Alternatively, create simulated e-mails to use instead. Note how many times important items like bills, renewal notices, and password information, are deleted. Be sure to include bogus virus alerts, e-mails containing "viruses", and deceptive offers in the e-mails you give students to process. When students mishandle items, note that education and computer training can help.
10. Misbehaved Employees Wanted
To show students that present classroom management problems, that misbehavior won't be tolerated in the adult world, ask them to search the employment classified ads for employers who seek employees with behavior problems.
http://www.articlejoe.com/Article/Teachers--Could-You-Use-The-10-Best-Classroom-Management-Interventions-To-Turnaround-Problem-Behavior-/7728
Teachers: Here Are The Answers To Your Questions About Students Who Struggle And Have Challenges
80% of teacher training tends to be on content, with only about 20% of training focusing on the "human factors," those minute-to-minute problems with your youngsters that dominate each day. Whether you are a teacher, counselor, social worker or psychologist, there are days that you run out of answers.
Here is your chance to get the answers you need for your most challenging youth problems. Eavesdrop on the questions posed in our Live Expert Help area of our web site, and perhaps your question will be answered. Have a question for Live Help? Click on the Live Help icon at our site, http://www.youthchg.com.
Q: Do you have any ideas how to get young children to show up at our site when no parent seems willing to assist the child to attend?
A: We believe in the ends justify the means in this area, meaning that unless it violates your site's rules or policies, then do it if it will help the child to attend. Your service is just that important, that you should do whatever it takes to get the child in. Actions can include waking the child by phone, picking up the child in the morning, or securing an alarm clock for the youngster to use. You can also use our popular "Countdown to School (or Agency) Schedule" or make a facsimile of it. The "Countdown to School Schedule" lists times for the child to perform the actions needed to get ready for school. It compensates a bit for the lack of vital family supervision.
BONUS INTERVENTION:
If you work with young children, you know that many can't tell time and may not reliably know numbers, so put a piece of tape under the place where the numbers will click in on a digital clock. On the tape, write the time you want the child to get up. So, you might put a "7" on the tape, and teach the child to get up and go when the number on the clock matches the number on the tape. It is sad to have you taking over the family's job, but if you have been unable to engage the family, this may be an option worth considering.
BONUS INTERVENTION:
For very young children, just teach them to "get up and go," and wait a bit before adding in other less crucial tasks like washing the face, for example. Once the child masters the basics, you can add on more tasks. In the meantime, you may want to have a few snacks, some sweatshirts, etc. to fill in the gaps. Whether an older youth, a younger child, a cold or hungry kid will have difficulty benefitting from your service. Be sure to also expose the child to plenty of motivation-makers; there are a few on our site, and hundreds in our books http://www.youthchg.com/school.html. A child who believes that your service is incredibly important, may work harder to arrive.
Q: I am so frustrated trying to get some parents to do their job! What ideas do you have to get parents to do what they are supposed to do?
A: By the time you run into a troubled family, the problems have been in that system for a long time. We actually do not recommend that people who are not family therapists continue to spend large amounts of time working to engage parents who never seem to improve. If you are a teacher with 30 in your classroom, or a school counselor with a caseload of 500, for example, it is not realistic that in your brief seconds of "spare time," you somehow magically turnaround deeply troubled families. In your spare time, you probably will not be able to get that mom to finally stop drinking, or that dad to suddenly recognize the importance of your service. Instead, we recommend that you discontinue or reduce your repeatedly unsuccessful efforts with the adults, and devote all or most of your energy to helping the child succeed without family support. The ideas shown above, on helping even young children attend your site without family aid, are an example of what we mean. Yes, this is tragic, but you can still succeed with the child even though you may never succeed with the parents. The child is your real target, and where the best hope for success may lie.
Q: We are seeing more and more kids who are incredibly mean and violent, and it seems like absolutely nothing I do makes them behave. What can I do that would work better?
A: This is one of the most frequent questions we get. 11-15% of your population are conduct disorders. That is a mental health term that a mental health professional can apply to some extremely hurtful kids. The way you work with conduct disorders, and kids you believe might be conduct disorders, differs dramatically from conventional approaches. Conventional approaches will consistently fail with this portion of your kids. You have to use a different set of tools, or else you will continue to feel that virtually nothing you do yields any useful results. We have a good resource for you on this. Go to our site, http://www.youthchg.com/hottopic.html, where some of the basics on conduct disorders are spelled out. If you need it, our "All the Best Answers for the Worst Problems: Conduct Disorders and Anti-Social Youth" books can give you more than the introductory information in the article.
Q: Can you explain to me what Aspergers is? And, what should I do?
A: Aspergers is a constellation of symptoms that varies from child to child. It may be related to autism, and is not fully understood. Only a counselor or medical professional can diagnose it. Some common symptoms are inappropriate social behaviors, distractibility, developmental delays, and repetitive talk or actions. It's more common in males. Unlike autistic children, language and cognitive functioning may not be as significantly delayed or impaired. Also, this disorder may be identified later, or occur later than autism. It is often misdiagnosed. We suggest that you not let the terminology confuse you-- even though many professionals are understandably confused by this diagnostic term. Instead, focus on the specific problems you see in the individual child, then prioritize the concerns and work on them systematically. We suggest you focus on three areas at a time.
BONUS INTERVENTION:
If you have developed good methods to work with ADD-affected children, some of those methods will work well with Aspergers- affected youth. For example: for problematic verbal interactions, you can teach your ADD- or Aspergers-affected child how to make Opening, Middle and Closing Lines, as a way to give them essential everyday conversational skills. Opening Lines initiate the conversation, Middle Lines continue it, and Closing Lines terminate it.
http://www.articlejoe.com/Article/Teachers--Here-Are-The--Answers-To-Your-Questions-About-Students-Who-Struggle-And-Have-Challenges/7729
Here is your chance to get the answers you need for your most challenging youth problems. Eavesdrop on the questions posed in our Live Expert Help area of our web site, and perhaps your question will be answered. Have a question for Live Help? Click on the Live Help icon at our site, http://www.youthchg.com.
Q: Do you have any ideas how to get young children to show up at our site when no parent seems willing to assist the child to attend?
A: We believe in the ends justify the means in this area, meaning that unless it violates your site's rules or policies, then do it if it will help the child to attend. Your service is just that important, that you should do whatever it takes to get the child in. Actions can include waking the child by phone, picking up the child in the morning, or securing an alarm clock for the youngster to use. You can also use our popular "Countdown to School (or Agency) Schedule" or make a facsimile of it. The "Countdown to School Schedule" lists times for the child to perform the actions needed to get ready for school. It compensates a bit for the lack of vital family supervision.
BONUS INTERVENTION:
If you work with young children, you know that many can't tell time and may not reliably know numbers, so put a piece of tape under the place where the numbers will click in on a digital clock. On the tape, write the time you want the child to get up. So, you might put a "7" on the tape, and teach the child to get up and go when the number on the clock matches the number on the tape. It is sad to have you taking over the family's job, but if you have been unable to engage the family, this may be an option worth considering.
BONUS INTERVENTION:
For very young children, just teach them to "get up and go," and wait a bit before adding in other less crucial tasks like washing the face, for example. Once the child masters the basics, you can add on more tasks. In the meantime, you may want to have a few snacks, some sweatshirts, etc. to fill in the gaps. Whether an older youth, a younger child, a cold or hungry kid will have difficulty benefitting from your service. Be sure to also expose the child to plenty of motivation-makers; there are a few on our site, and hundreds in our books http://www.youthchg.com/school.html. A child who believes that your service is incredibly important, may work harder to arrive.
Q: I am so frustrated trying to get some parents to do their job! What ideas do you have to get parents to do what they are supposed to do?
A: By the time you run into a troubled family, the problems have been in that system for a long time. We actually do not recommend that people who are not family therapists continue to spend large amounts of time working to engage parents who never seem to improve. If you are a teacher with 30 in your classroom, or a school counselor with a caseload of 500, for example, it is not realistic that in your brief seconds of "spare time," you somehow magically turnaround deeply troubled families. In your spare time, you probably will not be able to get that mom to finally stop drinking, or that dad to suddenly recognize the importance of your service. Instead, we recommend that you discontinue or reduce your repeatedly unsuccessful efforts with the adults, and devote all or most of your energy to helping the child succeed without family support. The ideas shown above, on helping even young children attend your site without family aid, are an example of what we mean. Yes, this is tragic, but you can still succeed with the child even though you may never succeed with the parents. The child is your real target, and where the best hope for success may lie.
Q: We are seeing more and more kids who are incredibly mean and violent, and it seems like absolutely nothing I do makes them behave. What can I do that would work better?
A: This is one of the most frequent questions we get. 11-15% of your population are conduct disorders. That is a mental health term that a mental health professional can apply to some extremely hurtful kids. The way you work with conduct disorders, and kids you believe might be conduct disorders, differs dramatically from conventional approaches. Conventional approaches will consistently fail with this portion of your kids. You have to use a different set of tools, or else you will continue to feel that virtually nothing you do yields any useful results. We have a good resource for you on this. Go to our site, http://www.youthchg.com/hottopic.html, where some of the basics on conduct disorders are spelled out. If you need it, our "All the Best Answers for the Worst Problems: Conduct Disorders and Anti-Social Youth" books can give you more than the introductory information in the article.
Q: Can you explain to me what Aspergers is? And, what should I do?
A: Aspergers is a constellation of symptoms that varies from child to child. It may be related to autism, and is not fully understood. Only a counselor or medical professional can diagnose it. Some common symptoms are inappropriate social behaviors, distractibility, developmental delays, and repetitive talk or actions. It's more common in males. Unlike autistic children, language and cognitive functioning may not be as significantly delayed or impaired. Also, this disorder may be identified later, or occur later than autism. It is often misdiagnosed. We suggest that you not let the terminology confuse you-- even though many professionals are understandably confused by this diagnostic term. Instead, focus on the specific problems you see in the individual child, then prioritize the concerns and work on them systematically. We suggest you focus on three areas at a time.
BONUS INTERVENTION:
If you have developed good methods to work with ADD-affected children, some of those methods will work well with Aspergers- affected youth. For example: for problematic verbal interactions, you can teach your ADD- or Aspergers-affected child how to make Opening, Middle and Closing Lines, as a way to give them essential everyday conversational skills. Opening Lines initiate the conversation, Middle Lines continue it, and Closing Lines terminate it.
http://www.articlejoe.com/Article/Teachers--Here-Are-The--Answers-To-Your-Questions-About-Students-Who-Struggle-And-Have-Challenges/7729
The Ultimate Classroom Management Challenge: Teaching In The Hormone Zone
Teachers, it's the ultimate challenge in classroom management, isn't it? If you find it challenging to teach and counsel students suffering from "hormone poisoning," here are some great interventions to help your teens use their heads instead of their hormones. All of these delightfully different methods are taken from Youth Change's Solution Center; there are hundreds more there if you need them:
On-the-Job Kissy-Face
When kids debate your site's standards regulating romantic contact, inform them that the standards derive from the work world, not your personal preferences. Advise your youngsters that as soon as business work places commonly permit hugging, kissing, etc., you will too. So, in our part of the world, we tell kids that the very instant that our large employers like Nike, the State of Oregon, and Intel, start offering Coffee and Kiss breaks, we'll do it too.
Work a Little, Kiss a Little
Ask students to name all the jobs they can successfully do and gaze longingly into someone's eyes while working; there may be none. Ask your youngsters to guess what happens to people who work a little, kiss a little.
That Other Fire Will Have to Wait
Have your students name the jobs or businesses they may one day wish to do. Ask them to identify the results of kissing, hugging, etc. while working these jobs. For example, what could result from a fire fighter, surgeon or air traffic controller being distracted by romantic activity at work? Have students answer that question humorously by determining what the distracted worker might say when asked to concentrate on work. Elicit silly answers, such as the fire fighter responds with "That other fire will have to wait."
Would You Ski in Class?
Ask students if they would ever cook breakfast during your class or activity, or practice the clarinet, or ski? When they say "no," ask why. When they tell you that those activities don't belong in class, you can respond that neither do kissing, hugging, etc. Note that you are not commenting on whether the romantic activity is good or bad, but that class or group is the wrong time and place, just like it's the wrong time and place for skiing or making toast.
Elbows to Fingertips
A quick and easy-to-remember guideline for interpersonal contact at your site: Touch only from the elbows to fingertips, and then, only after asking and receiving permission.
Someone's Sister
This intervention is designed for boys who view girls as mere toys. Ask the young man to describe how he'd react if someone took advantage of his sister (or mother or daughter.) Elicit answers that show that he wouldn't tolerate such behavior. Remind the young man that every girl is/will be someone's sister, someone's daughter, someone's mother.
In Case of Hormone Overdose
Years ago, families reliably taught their offspring what they needed to know about interpersonal behavior. Those skills are not always reliably taught at home these days. You may want to make it your job to teach what the family should have taught. Remember that telling youngsters "what not to do", may not be enough to change the problem behaviors. Be sure to teach them "what to do" instead. Be sure to cover these: Hand Control, Mouth Control, Distance Control and Clothes Control
http://www.articlejoe.com/Article/The-Ultimate-Classroom-Management-Challenge--Teaching-In-The-Hormone-Zone/7732
On-the-Job Kissy-Face
When kids debate your site's standards regulating romantic contact, inform them that the standards derive from the work world, not your personal preferences. Advise your youngsters that as soon as business work places commonly permit hugging, kissing, etc., you will too. So, in our part of the world, we tell kids that the very instant that our large employers like Nike, the State of Oregon, and Intel, start offering Coffee and Kiss breaks, we'll do it too.
Work a Little, Kiss a Little
Ask students to name all the jobs they can successfully do and gaze longingly into someone's eyes while working; there may be none. Ask your youngsters to guess what happens to people who work a little, kiss a little.
That Other Fire Will Have to Wait
Have your students name the jobs or businesses they may one day wish to do. Ask them to identify the results of kissing, hugging, etc. while working these jobs. For example, what could result from a fire fighter, surgeon or air traffic controller being distracted by romantic activity at work? Have students answer that question humorously by determining what the distracted worker might say when asked to concentrate on work. Elicit silly answers, such as the fire fighter responds with "That other fire will have to wait."
Would You Ski in Class?
Ask students if they would ever cook breakfast during your class or activity, or practice the clarinet, or ski? When they say "no," ask why. When they tell you that those activities don't belong in class, you can respond that neither do kissing, hugging, etc. Note that you are not commenting on whether the romantic activity is good or bad, but that class or group is the wrong time and place, just like it's the wrong time and place for skiing or making toast.
Elbows to Fingertips
A quick and easy-to-remember guideline for interpersonal contact at your site: Touch only from the elbows to fingertips, and then, only after asking and receiving permission.
Someone's Sister
This intervention is designed for boys who view girls as mere toys. Ask the young man to describe how he'd react if someone took advantage of his sister (or mother or daughter.) Elicit answers that show that he wouldn't tolerate such behavior. Remind the young man that every girl is/will be someone's sister, someone's daughter, someone's mother.
In Case of Hormone Overdose
Years ago, families reliably taught their offspring what they needed to know about interpersonal behavior. Those skills are not always reliably taught at home these days. You may want to make it your job to teach what the family should have taught. Remember that telling youngsters "what not to do", may not be enough to change the problem behaviors. Be sure to teach them "what to do" instead. Be sure to cover these: Hand Control, Mouth Control, Distance Control and Clothes Control
http://www.articlejoe.com/Article/The-Ultimate-Classroom-Management-Challenge--Teaching-In-The-Hormone-Zone/7732
Teacher RSS Feeds Can Help Stop Classroom Management Problems And Streamline Your Time
It may be a new year, but you are probably still dealing with the same old "kid problems." The bad attitudes, disrespect, peer conflict, lying, school failure or family problems didn't change when you flipped the page on the calendar. Don't let last year's problems create another difficult year. Resolve to stop using last year's failed solutions, and instead substitute updated, more effective methods like those contained in our books, instant ebooks, workshops and web site. This may be the right moment to stop using methods that didn't work well in 2005, and will fare no better in 2006. If you don't decide now to switch to updated, more effective methods, you may continue to find your job discouraging and frustrating, and your students may continue to struggle and be very hard to manage. What better time to make the switch than as you flip the page on the calendar? You might actually discover that working with difficult kids doesn't have to be so difficult. Resolve in 2006 to try these 6 new ideas to replace some of those worn-out, failed interventions that you should leave behind in 2005:
1. Chronic Problems Don't Have to Be Chronic
Classic chronic problems-- like students misbehaving when they need help-- do not have to be "the way it is." You can change chronic problem areas, and you should, because these problems take a huge toll on you, and on your students.
RESOLVE to Stop Chronic Problems
Here is a brand new intervention to use with students who act out when they need help in class: Teach your students "1, 2, 3, Help Me." It's a system that students can use to easily communicate with you when they need help. "1" means "I can do it on my own." "2" means "I need help starting," and "3" means "I'm going to need help the whole way through." Now, even non-verbal students can easily get help without acting-out.
2. Stop Guessing What to Do
Do you want your doctor guessing how to cure your illness? No, you want her to know what to do. Are you guessing why children are mute or absent? Do you wonder how to contain severe acting out? Guessing is often ineffective and can be dangerous. If you have to guess a lot, it may be a sign that your training may not have sufficiently equipped you to understand the increasingly serious emotional and behavior problems that today's students present.
RESOLVE to Stop Guessing
If you use the same generic interventions with your entire broad range of students, that's like having a single wrench in your tool box. You would have to use that wrench when you really needed a screwdriver or a hammer. How well would that work? Upgrade your skills with your students to fit all the different types of students and problems that you work with. Start with conduct disorders since conventional methods like character ed, can actually make them much worse-- and these are already your hardest-to-manage students. Visit this link to get the introductory basics: http://www.youthchg.com/hottopic.html.
3. Stop Relying on Talk
Students only remember what you say for about 30 minutes, and even then, they tend to remember only about about half of what you said. Verbiage is not the best access channel to reach all students so stop making it your sole or primary approach.
RESOLVE to Use a Wider Range of Modalities
Here is a dynamite intervention that doesn't rely on what you say. It gets the job done better than mere speech. It's our popular Poster #37, "If You're Rude, You're Our Dude," reduced in size to become a handout. If you click the link, you will be able to open the handout and then print it to use with your students. It is from our brand new "Behavior Change Handouts: Becoming a Motivated and Prepared Student and Worker" ebook. This series has nearly all our dynamic handouts and you can own and print them in just seconds. You can find the ebook at http://www.youthchg.com/printable.html. You can get the handout version of Poster #37 right here if you have PDF software on your computer: http://www.youthchg.com/poster37.pdf. If you need PDF software, get it free at http://www.adobe.com/products/acrobat/readstep2.html
4. Explore the Endless New Tools that Exist
If your tool box contained just a wrench, you'd be so happy to discover hammers and screwdrivers. That analogy may apply to the tools you are using to teach or counsel. Are you aware that there is an endless supply of more effective interventions that could make your job easier and your students more successful?
RESOLVE to Try 1 New Intervention Every Week
Here is an easy way to get 52 new methods incorporated into your skill set. Add a new, improved technique each week. Our Help and Solution Center at our site (http://www.youthchg.com/favori.html) has hundreds of methods that will work better than your old approaches. Here is one to start: Some older students think they "know it all already." Don't use the conventional method of confronting that belief. Instead, ask them to explain what "repair and deduct" means when said by a tenant with a bad landlord. Few youngsters will know that term even though it could be terribly important. (It means that a tenant can arrange needed repairs when a landlord has failed to do so-- plus the tenant can deduct it from the rent. Don't know this? You might have to live without plumbing or heat!)
5. Put Technology to Work Solving Your "Kid Problems"
You no longer have to go looking for answers. Now you can make answers come to you. If you haven't heard about RSS (Really Simple Syndication) you are missing out on the hottest new way to put the internet to work for you.
RESOLVE to Try RSS
It is so easy to learn about RSS. Start with our site's sign up page at http://www.youthchg.com/education.html. It will explain what RSS is, and let you sign up for our feed. Every time we add new interventions, add a new resource, post another free handout, or publish another issue of this internet magazine, you will be the first to know because you will be alerted by receiving an RSS feed. No more hunting through our huge site to find the new ideas or best methods, they will come to you through RSS. Technology will have done a lot of the work for you.
6. Make Technology Your Assistant
So many of you are being asked to do more with less. Because of recent technological advances on the internet, technology can do automated tasks for you, freeing more time for you to work with students.
RESOLVE to Use RSS Feeds to Save Time
When you want to know the newest requirements of "No Child Left Behind" or what decisions were made by your state Department of Education, you now probably take time to read the newspaper or go to a web site to get an update. RSS Feeds can do that work for you. For example, instead of going to the Indiana Department of Ed site to hunt for the update, you can set up a feed that brings the update to you. You no longer have to read the newspaper to get the news on schools and children. A feed can bring it to you. An example of a news feed that delivers just the news about schools and children, is shown on our web site as an example at http://www.youthchg.com/contact.html. Look for the moving scroller that is most of the way down the page.
http://www.articlejoe.com/Article/Teacher-RSS-Feeds-Can-Help-Stop-Classroom-Management-Problems-And-Streamline-Your-Time/7940
1. Chronic Problems Don't Have to Be Chronic
Classic chronic problems-- like students misbehaving when they need help-- do not have to be "the way it is." You can change chronic problem areas, and you should, because these problems take a huge toll on you, and on your students.
RESOLVE to Stop Chronic Problems
Here is a brand new intervention to use with students who act out when they need help in class: Teach your students "1, 2, 3, Help Me." It's a system that students can use to easily communicate with you when they need help. "1" means "I can do it on my own." "2" means "I need help starting," and "3" means "I'm going to need help the whole way through." Now, even non-verbal students can easily get help without acting-out.
2. Stop Guessing What to Do
Do you want your doctor guessing how to cure your illness? No, you want her to know what to do. Are you guessing why children are mute or absent? Do you wonder how to contain severe acting out? Guessing is often ineffective and can be dangerous. If you have to guess a lot, it may be a sign that your training may not have sufficiently equipped you to understand the increasingly serious emotional and behavior problems that today's students present.
RESOLVE to Stop Guessing
If you use the same generic interventions with your entire broad range of students, that's like having a single wrench in your tool box. You would have to use that wrench when you really needed a screwdriver or a hammer. How well would that work? Upgrade your skills with your students to fit all the different types of students and problems that you work with. Start with conduct disorders since conventional methods like character ed, can actually make them much worse-- and these are already your hardest-to-manage students. Visit this link to get the introductory basics: http://www.youthchg.com/hottopic.html.
3. Stop Relying on Talk
Students only remember what you say for about 30 minutes, and even then, they tend to remember only about about half of what you said. Verbiage is not the best access channel to reach all students so stop making it your sole or primary approach.
RESOLVE to Use a Wider Range of Modalities
Here is a dynamite intervention that doesn't rely on what you say. It gets the job done better than mere speech. It's our popular Poster #37, "If You're Rude, You're Our Dude," reduced in size to become a handout. If you click the link, you will be able to open the handout and then print it to use with your students. It is from our brand new "Behavior Change Handouts: Becoming a Motivated and Prepared Student and Worker" ebook. This series has nearly all our dynamic handouts and you can own and print them in just seconds. You can find the ebook at http://www.youthchg.com/printable.html. You can get the handout version of Poster #37 right here if you have PDF software on your computer: http://www.youthchg.com/poster37.pdf. If you need PDF software, get it free at http://www.adobe.com/products/acrobat/readstep2.html
4. Explore the Endless New Tools that Exist
If your tool box contained just a wrench, you'd be so happy to discover hammers and screwdrivers. That analogy may apply to the tools you are using to teach or counsel. Are you aware that there is an endless supply of more effective interventions that could make your job easier and your students more successful?
RESOLVE to Try 1 New Intervention Every Week
Here is an easy way to get 52 new methods incorporated into your skill set. Add a new, improved technique each week. Our Help and Solution Center at our site (http://www.youthchg.com/favori.html) has hundreds of methods that will work better than your old approaches. Here is one to start: Some older students think they "know it all already." Don't use the conventional method of confronting that belief. Instead, ask them to explain what "repair and deduct" means when said by a tenant with a bad landlord. Few youngsters will know that term even though it could be terribly important. (It means that a tenant can arrange needed repairs when a landlord has failed to do so-- plus the tenant can deduct it from the rent. Don't know this? You might have to live without plumbing or heat!)
5. Put Technology to Work Solving Your "Kid Problems"
You no longer have to go looking for answers. Now you can make answers come to you. If you haven't heard about RSS (Really Simple Syndication) you are missing out on the hottest new way to put the internet to work for you.
RESOLVE to Try RSS
It is so easy to learn about RSS. Start with our site's sign up page at http://www.youthchg.com/education.html. It will explain what RSS is, and let you sign up for our feed. Every time we add new interventions, add a new resource, post another free handout, or publish another issue of this internet magazine, you will be the first to know because you will be alerted by receiving an RSS feed. No more hunting through our huge site to find the new ideas or best methods, they will come to you through RSS. Technology will have done a lot of the work for you.
6. Make Technology Your Assistant
So many of you are being asked to do more with less. Because of recent technological advances on the internet, technology can do automated tasks for you, freeing more time for you to work with students.
RESOLVE to Use RSS Feeds to Save Time
When you want to know the newest requirements of "No Child Left Behind" or what decisions were made by your state Department of Education, you now probably take time to read the newspaper or go to a web site to get an update. RSS Feeds can do that work for you. For example, instead of going to the Indiana Department of Ed site to hunt for the update, you can set up a feed that brings the update to you. You no longer have to read the newspaper to get the news on schools and children. A feed can bring it to you. An example of a news feed that delivers just the news about schools and children, is shown on our web site as an example at http://www.youthchg.com/contact.html. Look for the moving scroller that is most of the way down the page.
http://www.articlejoe.com/Article/Teacher-RSS-Feeds-Can-Help-Stop-Classroom-Management-Problems-And-Streamline-Your-Time/7940
How To Get Parents Involved With School Activities
Research has repeatedly shown that children succeed academically, socially and emotionally and become more well-rounded and balanced individuals if their parents are involved in their education and school activities. Getting involved also sends the message to children that parents are genuinely interested in their education, and that going to school is a positive, valuable cause.
But many parents don’t seem to show much interest in this cause when they aren’t participators in their children’s school activities. They often say they don’t have the time or energy or that they feel uncomfortable in their children’s schools. Other parents just seem to be confused about their options and how they can participate, or are just lacking the right information.
So how can schools get parents involved with school activities?
Communication is the key. A major reason for lack of parental involvement is lack of clear, straightforward and helpful information. Schools and teachers need to make contact with parents—in person, on the phone, through e-mail and websites, through letters and notes sent home, through newsletters. Teachers need to talk to parents in a basic manner without adding “educational jargon” and ensure parents have regular access to readable information about their children’s school activities—both in and out of the classroom.
Parents want to know what their children are learning, what school activities they are involved in, how they as parents can specifically be involved with their children’s education and school activities, how they can approach teachers and how they can help their children at home.
Providing this information regularly, consistently and in various formats will help bridge the gap between schools lacking parental involvement and parents not being involved in the schools.
Accommodation and inclusion is another strategy for getting parents involved in school activities. Parents need to know that schools are sensitive to their needs, lifestyles and demands. Teachers should try and work around parents’ work schedules for school activities, meetings and conferences, and also work around cultural or language barriers. Schools should make it easy, too, by letting parents know that involvement doesn’t have to be an all-consuming, complicated process.
Another way to be accommodating is to invite parents to act as partners in the school decision-making process. They should regularly ask for parents’ concerns and suggestions, and then deal with them accordingly. If schools want parents to come to school meetings, they could first of all provide a survey asking what dates and times are the most suitable, provide child care for younger siblings, and a “parental platform” during the meeting where parents are given the opportunity to speak, make suggestions and ask questions.
Be resourceful. Finally, schools should provide resources for parents who want to learn more and become more involved in their children’s school activities and education. Offer parent education classes. Create a parenting resource center at the school with informational material such as brochures, articles, magazines, tips, textbooks, videos and CDs or tapes. Develop a school website with a section for parents. Set up sessions or workshops at the school on issues like single parenting, helping with homework, improving grades and study skills, child care, raising teenagers, drug and sexual awareness, etc. Send “goodie bags” home filled with activities parents can do with their children.
The opportunities are endless, and if schools and teachers are truly committed to the cause of parental involvement in education and school activities, then they can get parents on board as well.
http://www.articlejoe.com/Article/How-To-Get-Parents-Involved-With-School-Activities/9657
But many parents don’t seem to show much interest in this cause when they aren’t participators in their children’s school activities. They often say they don’t have the time or energy or that they feel uncomfortable in their children’s schools. Other parents just seem to be confused about their options and how they can participate, or are just lacking the right information.
So how can schools get parents involved with school activities?
Communication is the key. A major reason for lack of parental involvement is lack of clear, straightforward and helpful information. Schools and teachers need to make contact with parents—in person, on the phone, through e-mail and websites, through letters and notes sent home, through newsletters. Teachers need to talk to parents in a basic manner without adding “educational jargon” and ensure parents have regular access to readable information about their children’s school activities—both in and out of the classroom.
Parents want to know what their children are learning, what school activities they are involved in, how they as parents can specifically be involved with their children’s education and school activities, how they can approach teachers and how they can help their children at home.
Providing this information regularly, consistently and in various formats will help bridge the gap between schools lacking parental involvement and parents not being involved in the schools.
Accommodation and inclusion is another strategy for getting parents involved in school activities. Parents need to know that schools are sensitive to their needs, lifestyles and demands. Teachers should try and work around parents’ work schedules for school activities, meetings and conferences, and also work around cultural or language barriers. Schools should make it easy, too, by letting parents know that involvement doesn’t have to be an all-consuming, complicated process.
Another way to be accommodating is to invite parents to act as partners in the school decision-making process. They should regularly ask for parents’ concerns and suggestions, and then deal with them accordingly. If schools want parents to come to school meetings, they could first of all provide a survey asking what dates and times are the most suitable, provide child care for younger siblings, and a “parental platform” during the meeting where parents are given the opportunity to speak, make suggestions and ask questions.
Be resourceful. Finally, schools should provide resources for parents who want to learn more and become more involved in their children’s school activities and education. Offer parent education classes. Create a parenting resource center at the school with informational material such as brochures, articles, magazines, tips, textbooks, videos and CDs or tapes. Develop a school website with a section for parents. Set up sessions or workshops at the school on issues like single parenting, helping with homework, improving grades and study skills, child care, raising teenagers, drug and sexual awareness, etc. Send “goodie bags” home filled with activities parents can do with their children.
The opportunities are endless, and if schools and teachers are truly committed to the cause of parental involvement in education and school activities, then they can get parents on board as well.
http://www.articlejoe.com/Article/How-To-Get-Parents-Involved-With-School-Activities/9657
Tuesday, February 20, 2007
How ADD Affects Child Education And Schooling
Educating a child with Attention Deficit Disorder may not be an easy process. Although great strides have been made in recognizing the disorder and many school systems have answered the call, many are still antiquated in their procedural methods as well as catering to specific circumstances.
How ADD affects a classroom is usually seen before diagnosis takes place. It may be seen in the little girl in the corner, twirling her hair as she looks out the window, or the boy running around the other students snatching books out of their hands. In many cases, it is the teacher that first recognizes an issue with inattentiveness and/or hyperactivity. Seeing the problem is usually considerably easier than correcting it.
Once the situation is brought to everyone’s attention and diagnosis is made, treatment begins. Whether the child is medicated becomes a major aspect of how the next steps will go. Some schools insist that children with ADD be medicated, almost to the point of tyranny. Other schools, however, are more open to parents’ wishes.
The school your child is in will either make this an easy road or a difficult one. Ideally, your child will be in a school that is understanding to your circumstances, respects your decisions, and shares a team frame of mind, to ensure your child reaches their potential. Unfortunately, some schools do not share in this openness. Smaller communities or poorer districts tend to be less accommodating to special needs children or unique circumstances. Hopefully, you will be blessed with the first school; if you have the second, you may have a fight on your hands!
A child with ADD can be disruptive, difficult to teach, and at times, impossible to control. It is for this reason many schools are not cooperative. However, you have to be careful that your child is not treated substandardly.
Some schools will immediately attempt to put a child with ADD in remedial classes, although their intelligence level would not constitute such a decision. In many situations, this is done to prevent any additional time being taken away form the regular classroom; however, you do not want your child to be categorized in negative manner which is not founded.
The most important thing to keep in mind is that you there for your child and for their well-being. If you do not agree with a decision being made, you should discuss your feelings with your child’s teacher or principle to ensure the best plan possible in initiated for your child.
http://www.articlejoe.com/Article/How-ADD-Affects-Child-Education-And-Schooling/10581
How ADD affects a classroom is usually seen before diagnosis takes place. It may be seen in the little girl in the corner, twirling her hair as she looks out the window, or the boy running around the other students snatching books out of their hands. In many cases, it is the teacher that first recognizes an issue with inattentiveness and/or hyperactivity. Seeing the problem is usually considerably easier than correcting it.
Once the situation is brought to everyone’s attention and diagnosis is made, treatment begins. Whether the child is medicated becomes a major aspect of how the next steps will go. Some schools insist that children with ADD be medicated, almost to the point of tyranny. Other schools, however, are more open to parents’ wishes.
The school your child is in will either make this an easy road or a difficult one. Ideally, your child will be in a school that is understanding to your circumstances, respects your decisions, and shares a team frame of mind, to ensure your child reaches their potential. Unfortunately, some schools do not share in this openness. Smaller communities or poorer districts tend to be less accommodating to special needs children or unique circumstances. Hopefully, you will be blessed with the first school; if you have the second, you may have a fight on your hands!
A child with ADD can be disruptive, difficult to teach, and at times, impossible to control. It is for this reason many schools are not cooperative. However, you have to be careful that your child is not treated substandardly.
Some schools will immediately attempt to put a child with ADD in remedial classes, although their intelligence level would not constitute such a decision. In many situations, this is done to prevent any additional time being taken away form the regular classroom; however, you do not want your child to be categorized in negative manner which is not founded.
The most important thing to keep in mind is that you there for your child and for their well-being. If you do not agree with a decision being made, you should discuss your feelings with your child’s teacher or principle to ensure the best plan possible in initiated for your child.
http://www.articlejoe.com/Article/How-ADD-Affects-Child-Education-And-Schooling/10581
Driver Education Information for Teens
Virtually every teenager will do it; take a drivers education course to obtain their learners permit and eventually an unrestricted drivers license. Most states have requirements that must be met for a teen to get their learners permit.
What is a learners permit?
A learners permit is a special permit issued by a State Department of Motor Vehicles (often referred to as DMV, but some states have varying titles) office for teenagers to begin "behind the wheel" drivers education training. For many states, the average age you can apply for a learners permit is 15. However, there are a few states where you can apply as early as 14 and as late as 16 years of age. Different states have different requirements. For example, there are a few states that have no formal requirements, where as most require initial written testing of driving basics. Six to eight hours of classroom (or approved home training course) is typically required.
Drivers Education Training
Once you've achieved your initial learners permit, you can expect to continue your classroom study, but can typically begin your "behind the wheel" training with an adult; usually a drivers education instructor or parent. During this time, most states require a certain number of hours of "behind the wheel" experience. You'll learn many of the basics, such as: stopping, watching for traffic around you, turning, identifying various traffic signs, how to parallel park and more. Don't take these for granted! Your initial drivers education training can set an important track for your driving record.
The trip to your local DMV
Once you've completed an approved drivers education course, you'll be issued a license. This varies from state to state. Some allow you to complete a drivers education course while 15, but must wait until you are 16 years of age to obtain a license. Still others impose conditions for a new driver, such as limited hours of driving, driving with an adult of a certain age, etc. Your local DMV office will let you know any special provisions.
Before you get your license, there are some things you should know about that will be necessary to receive your drivers license. DMV offices are very strict about documentation you must present to get your license. You should always check with them first and even get a checklist. Typical items you will need to bring to your local DMV office to obtain your drivers license:
Your original birth certificate, or a certified copy of your birth certificate with a state seal. Be prepared! Simply taking a photocopied certificate will not work for most states. You should be prepared for this very early on in your drivers education training. If need by, contact the state where you were born to obtain a certified copy if you do not have one, or your original certificate.
Social Security Card. Make sure you have your social security card. Most metropolitans have a local Social Security Office where you can quickly go and obtain an SSN card if you've lost your original. Again, make sure you have this early on.
Glasses or contacts. You will be required to take an eye exam when applying for your drivers license. Be sure to bring your glasses or wear your contacts to the DMV office.
Proof of completion of a state approved drivers education course. If you are taking a local classroom drivers education course, they should provide you with a certificate. You should always be sure they are certified by the state, if your state requires such certification. If you have taken a state approved home study course, such as a parent taught course issued by some states, or a third party software training course, they will provide you with a certificate of completion.
Proof of insurance. Check with your local DMV. Some states require this, some states may not. You should have the minimum insurance required for your state, usually liability insurance. Be prepared to present proof of insurance to the DMV clerk.
Proof of enrollment in High School. Many states require that you be enrolled in school and have proof of enrollment to obtain a drivers license under the age of 18. Your school will have the necessary form and can provide it for you to take to the DMV office. In cases where you may no longer be in school, and have opted for a GED, make sure you bring your GED certificate with you.
These are the typical things you will need to take to your local DMV office when applying for your drivers license. Of course, each state can vary and you can visit your State's DMV website for more specific information.
Driver Education Software
More and more states are offering modern alternatives to the typical classroom drivers education courses. Some states offer a parent taught drivers education where students can study and test at home, as well as "behind the wheel" with a parent or legal guardian. Many states are now allowing students to take an approved CD ROM based or online course.
http://www.articlejoe.com/Article/Driver-Education-Information-for-Teens/14595
What is a learners permit?
A learners permit is a special permit issued by a State Department of Motor Vehicles (often referred to as DMV, but some states have varying titles) office for teenagers to begin "behind the wheel" drivers education training. For many states, the average age you can apply for a learners permit is 15. However, there are a few states where you can apply as early as 14 and as late as 16 years of age. Different states have different requirements. For example, there are a few states that have no formal requirements, where as most require initial written testing of driving basics. Six to eight hours of classroom (or approved home training course) is typically required.
Drivers Education Training
Once you've achieved your initial learners permit, you can expect to continue your classroom study, but can typically begin your "behind the wheel" training with an adult; usually a drivers education instructor or parent. During this time, most states require a certain number of hours of "behind the wheel" experience. You'll learn many of the basics, such as: stopping, watching for traffic around you, turning, identifying various traffic signs, how to parallel park and more. Don't take these for granted! Your initial drivers education training can set an important track for your driving record.
The trip to your local DMV
Once you've completed an approved drivers education course, you'll be issued a license. This varies from state to state. Some allow you to complete a drivers education course while 15, but must wait until you are 16 years of age to obtain a license. Still others impose conditions for a new driver, such as limited hours of driving, driving with an adult of a certain age, etc. Your local DMV office will let you know any special provisions.
Before you get your license, there are some things you should know about that will be necessary to receive your drivers license. DMV offices are very strict about documentation you must present to get your license. You should always check with them first and even get a checklist. Typical items you will need to bring to your local DMV office to obtain your drivers license:
Your original birth certificate, or a certified copy of your birth certificate with a state seal. Be prepared! Simply taking a photocopied certificate will not work for most states. You should be prepared for this very early on in your drivers education training. If need by, contact the state where you were born to obtain a certified copy if you do not have one, or your original certificate.
Social Security Card. Make sure you have your social security card. Most metropolitans have a local Social Security Office where you can quickly go and obtain an SSN card if you've lost your original. Again, make sure you have this early on.
Glasses or contacts. You will be required to take an eye exam when applying for your drivers license. Be sure to bring your glasses or wear your contacts to the DMV office.
Proof of completion of a state approved drivers education course. If you are taking a local classroom drivers education course, they should provide you with a certificate. You should always be sure they are certified by the state, if your state requires such certification. If you have taken a state approved home study course, such as a parent taught course issued by some states, or a third party software training course, they will provide you with a certificate of completion.
Proof of insurance. Check with your local DMV. Some states require this, some states may not. You should have the minimum insurance required for your state, usually liability insurance. Be prepared to present proof of insurance to the DMV clerk.
Proof of enrollment in High School. Many states require that you be enrolled in school and have proof of enrollment to obtain a drivers license under the age of 18. Your school will have the necessary form and can provide it for you to take to the DMV office. In cases where you may no longer be in school, and have opted for a GED, make sure you bring your GED certificate with you.
These are the typical things you will need to take to your local DMV office when applying for your drivers license. Of course, each state can vary and you can visit your State's DMV website for more specific information.
Driver Education Software
More and more states are offering modern alternatives to the typical classroom drivers education courses. Some states offer a parent taught drivers education where students can study and test at home, as well as "behind the wheel" with a parent or legal guardian. Many states are now allowing students to take an approved CD ROM based or online course.
http://www.articlejoe.com/Article/Driver-Education-Information-for-Teens/14595
When Educational Toys Come To the Rescue
School can be a tough place for many kids. It has a lot to do with bullies and cliques and trying to fit in during one of the most tumultuous times in our lives. For some children, school is made even more difficult because of academic difficulties. Every child learns differently, and some children need different teaching methods or additional resources to help them learn.
That is where educational toys may come to the rescue for your child. When used with a youngster who hasn’t completely lost hope in themselves, educational toys can help a child to gain confidence in their abilities. Educational toys and materials provide children with alternative ways to learn, by presenting material in various ways. Toys offer children a hands-on experience they may not receive at school and allow parents to work one-on-one with their child in a relaxed and personal setting. Some toys present information through touch, sight, and even sound at the same time, allowing children to gain information through their preferred method of learning.
A colorful abacus may help a child struggling with math and numbers. An abacus gives a student a concrete way to look at adding and subtracting numbers and may help the child better understand math concepts. Wooden blocks with colors, letters and numbers assist preschool children in learning basic academic skills in a fun way, while puzzles may help to develop and define motor skills. Books with colorful pictures and fun stories encourage a love of learning and reading for all ages. The benefits of parents reading to their child and with their child are undeniable.
Educational toys are also a way for kids to discover their strengths. Schools expect kids to be good at numerous subjects and topics, which is impossible for most children. Somebody who excels in math may not do well in English, while someone who can’t spell without a dictionary could be a scientist extraordinaire. Giving children a wealth of educational toys, from story books to science lab kits, can help pique their interests in various subjects, find their strengths, and help them feel good about their abilities.
The overall effect will not only be to build their confidence, but also to motivate them to try their best in all areas. Giving a child self-confidence in one area may help to offset their feelings of failure in another area. Of course, educational toys are not the answer to every academic or behavioral problem that a child may face. But they are tools parents can use to help their child leap down the path of success.
http://www.articlejoe.com/Article/When-Educational-Toys-Come-To-the-Rescue/23446
That is where educational toys may come to the rescue for your child. When used with a youngster who hasn’t completely lost hope in themselves, educational toys can help a child to gain confidence in their abilities. Educational toys and materials provide children with alternative ways to learn, by presenting material in various ways. Toys offer children a hands-on experience they may not receive at school and allow parents to work one-on-one with their child in a relaxed and personal setting. Some toys present information through touch, sight, and even sound at the same time, allowing children to gain information through their preferred method of learning.
A colorful abacus may help a child struggling with math and numbers. An abacus gives a student a concrete way to look at adding and subtracting numbers and may help the child better understand math concepts. Wooden blocks with colors, letters and numbers assist preschool children in learning basic academic skills in a fun way, while puzzles may help to develop and define motor skills. Books with colorful pictures and fun stories encourage a love of learning and reading for all ages. The benefits of parents reading to their child and with their child are undeniable.
Educational toys are also a way for kids to discover their strengths. Schools expect kids to be good at numerous subjects and topics, which is impossible for most children. Somebody who excels in math may not do well in English, while someone who can’t spell without a dictionary could be a scientist extraordinaire. Giving children a wealth of educational toys, from story books to science lab kits, can help pique their interests in various subjects, find their strengths, and help them feel good about their abilities.
The overall effect will not only be to build their confidence, but also to motivate them to try their best in all areas. Giving a child self-confidence in one area may help to offset their feelings of failure in another area. Of course, educational toys are not the answer to every academic or behavioral problem that a child may face. But they are tools parents can use to help their child leap down the path of success.
http://www.articlejoe.com/Article/When-Educational-Toys-Come-To-the-Rescue/23446
School Drug Testing –Pros & Cons of Student Drug Testing at Schools
There are many pros and cons in the school drug testing debate that is a hot topic of discussion in schools and amongst parents, teachers and students these days.
Some say that the main purpose of random school drug testing is not to catch kids using drugs, but to prevent them from ever using drugs, illegal or not. Once teenagers are using drugs it is much harder for them to break their addiction. Maybe it's the issue of peer pressure, which is the greatest cause of kids trying drugs. If by testing the athletes or other school leaders, we can get them to say no to drugs, it will be easier for other kids to say no.
On the other hand, one of the fundamental features of our legal system is that we are presumed innocent of any wrongdoing unless and until the government proves otherwise. Random school drug testing of student athletes turns this presumption on its head, telling students that we assume they are using drugs until they prove to the contrary with a urine sample.
"If school officials have reason to believe that a particular student is using drugs, they already have the power to require that student to submit to a drug test," said ACLU-NJ Staff Attorney David Rocah.
The constitutional prohibition against "unreasonable" searches also embodies the principle that merely belonging to a certain group is not a sufficient reason for a search, even if many members of that group are suspected of illegal activity. For example, even if it were true that most women with red sports cars were drug users, the police would not be free to stop all women who drive red sports cars and search them for illegal drugs.
Students who participate in athletics, music programs, and after-school activities could increasingly be subject to random drug testing under a program promoted by the Bush administration.
There are some parents, teachers and school officials who are calling it a heavy-handed, ineffective way to discourage drug use that undermine trust and invades students' privacy.
In many workplaces and in the military, there's been drug abuse testing going on, but courts have ruled that public schools cannot impose random tests on an entire student body.
However, the Supreme Court ruled in 1995 that schools could randomly test student athletes who are not suspected of drug use. In 2002 it was ruled that all students who participate in voluntary activities, like cheerleading, band, or debate, could be subjected to random tests as well. Since then, the Bush administration has spent $8 million to help schools pay for drug testing programs. The White House hopes to spend $15 million on drug-testing grants in the next fiscal year.
There are about 600 school districts in about 15,000 nationwide that use drug tests, according to officials from the White House Office of National Drug Control Policy. White House officials liken drug testing to programs that screen for tuberculosis or other diseases, and said students who test positive don't face criminal charges.
Others believe that if parents would just take the time to talk with their teenagers about drug abuse and if they suspect their teen is abusing drugs, the parents need to take actions beginning in the home. There are many teen drug testing home kits on the market these days. If parents upheld their roles as parents, then teachers, coaches and the government wouldn't need to step in and push the issue of school drug testing.
http://www.articlejoe.com/Article/School-Drug-Testing--Pros---Cons-of-Student-Drug-Testing-at-Schools-/24495
Some say that the main purpose of random school drug testing is not to catch kids using drugs, but to prevent them from ever using drugs, illegal or not. Once teenagers are using drugs it is much harder for them to break their addiction. Maybe it's the issue of peer pressure, which is the greatest cause of kids trying drugs. If by testing the athletes or other school leaders, we can get them to say no to drugs, it will be easier for other kids to say no.
On the other hand, one of the fundamental features of our legal system is that we are presumed innocent of any wrongdoing unless and until the government proves otherwise. Random school drug testing of student athletes turns this presumption on its head, telling students that we assume they are using drugs until they prove to the contrary with a urine sample.
"If school officials have reason to believe that a particular student is using drugs, they already have the power to require that student to submit to a drug test," said ACLU-NJ Staff Attorney David Rocah.
The constitutional prohibition against "unreasonable" searches also embodies the principle that merely belonging to a certain group is not a sufficient reason for a search, even if many members of that group are suspected of illegal activity. For example, even if it were true that most women with red sports cars were drug users, the police would not be free to stop all women who drive red sports cars and search them for illegal drugs.
Students who participate in athletics, music programs, and after-school activities could increasingly be subject to random drug testing under a program promoted by the Bush administration.
There are some parents, teachers and school officials who are calling it a heavy-handed, ineffective way to discourage drug use that undermine trust and invades students' privacy.
In many workplaces and in the military, there's been drug abuse testing going on, but courts have ruled that public schools cannot impose random tests on an entire student body.
However, the Supreme Court ruled in 1995 that schools could randomly test student athletes who are not suspected of drug use. In 2002 it was ruled that all students who participate in voluntary activities, like cheerleading, band, or debate, could be subjected to random tests as well. Since then, the Bush administration has spent $8 million to help schools pay for drug testing programs. The White House hopes to spend $15 million on drug-testing grants in the next fiscal year.
There are about 600 school districts in about 15,000 nationwide that use drug tests, according to officials from the White House Office of National Drug Control Policy. White House officials liken drug testing to programs that screen for tuberculosis or other diseases, and said students who test positive don't face criminal charges.
Others believe that if parents would just take the time to talk with their teenagers about drug abuse and if they suspect their teen is abusing drugs, the parents need to take actions beginning in the home. There are many teen drug testing home kits on the market these days. If parents upheld their roles as parents, then teachers, coaches and the government wouldn't need to step in and push the issue of school drug testing.
http://www.articlejoe.com/Article/School-Drug-Testing--Pros---Cons-of-Student-Drug-Testing-at-Schools-/24495
An extremely effective classroom management tool
An obvious fact that we’re all aware of as teachers is that a student, when recognized for positive behavior, will feel less inclined to seek attention in inappropriate ways. Conversely, when a pupil’s efforts are ignored, the chances of them disrupting the lesson to gain some attention are greatly increased.
Young people need reassurance and encouragement if they are to continue to behave appropriately
The problem we have, as teachers, is that we are told to give out praise as much as possible and that the solution to all our problems lies simply in repeatedly telling pupils how well they are doing. We consequently find ourselves uttering the same tired, weak, comments such as ‘well done’, ‘that’s really good!’ and ‘I like that’.
But these comments are a waste of time in terms of encouraging pupils – they are just too wishy-washy. Praise must be sincere otherwise it is just hollow, worthless and patronizing.
If we want to improve the behavior of pupils in our care we need to fully recognize their individual efforts. Unless we praise effectively the associated benefits will be lost.
The following two tips will help you deliver praise more effectively and thereby reduce disruption in your classroom… 1) When you give verbal praise to a child – make them really feel it. When you praise a child you make them feel your appreciation by telling them exactly WHAT they did and WHY it was good.
True praise comes from genuinely noticing when they put effort into something or have managed to complete something they wouldn’t normally manage. When you give thoughtful attention to a student's work like this work it demonstrates that you recognize their work or improved behavior. Such deep appreciation builds self-esteem and encourages continued progress.
“Paul, stand back and look at what you’ve done… this is a fantastic portrait! What really impresses me is the way you’ve made that eye come to life by showing the light reflecting here. That really makes it come alive!”
Now, doesn’t that sound better than a wishy-washy statement such as “Very good Paul”?
Similarly, when a troublesome child is behaving appropriately, this must be acknowledged.
“John I’m so impressed. You’ve sat quietly for the last 10 minutes and got on with your work. That’s great because I’ve been able to go and help other pupils and I haven’t needed to shout at you. Well done!”
2) Send letters home to praise your pupils effectively… Don't underestimate the power of the letter home as a form of praise and effective behavior management tool. This has such a positive impact on students – I only wish I’d started doing it earlier in my career.
Sending a nice letter home can transform a previously negative child – literally overnight – into one who is motivated and eager to please. This is also one method that works well even with older pupils – right up to age 16 and beyond. It is also very effective for pupils who don’t accept public praise very well – a letter home means their mates will never find out!
Letters home can be ‘quick-notes’ or more formal, traditional letters on school headed paper. You can send out simple postcards for odd pieces of particularly good work or award ‘extra special’ letters in response to sustained effort such as after a pupil has earned 5 stickers (younger pupils) or 5 merits (older pupils).
Generic letters are very insincere so the best way to organize your praise letters for speed and ease is to have two copies of your letter ready written in a file on your computer – one for girls and one for boys. It’s then just a matter of filling in the name, printing it out on headed paper and either giving it to the pupil to take home or posting it.
It is time consuming producing letters and copying them onto headed paper but it definitely has a tremendous impact on individuals as well as helping create a positive classroom atmosphere.
http://www.articlejoe.com/Article/An-extremely-effective-classroom-management-tool/28643
Young people need reassurance and encouragement if they are to continue to behave appropriately
The problem we have, as teachers, is that we are told to give out praise as much as possible and that the solution to all our problems lies simply in repeatedly telling pupils how well they are doing. We consequently find ourselves uttering the same tired, weak, comments such as ‘well done’, ‘that’s really good!’ and ‘I like that’.
But these comments are a waste of time in terms of encouraging pupils – they are just too wishy-washy. Praise must be sincere otherwise it is just hollow, worthless and patronizing.
If we want to improve the behavior of pupils in our care we need to fully recognize their individual efforts. Unless we praise effectively the associated benefits will be lost.
The following two tips will help you deliver praise more effectively and thereby reduce disruption in your classroom… 1) When you give verbal praise to a child – make them really feel it. When you praise a child you make them feel your appreciation by telling them exactly WHAT they did and WHY it was good.
True praise comes from genuinely noticing when they put effort into something or have managed to complete something they wouldn’t normally manage. When you give thoughtful attention to a student's work like this work it demonstrates that you recognize their work or improved behavior. Such deep appreciation builds self-esteem and encourages continued progress.
“Paul, stand back and look at what you’ve done… this is a fantastic portrait! What really impresses me is the way you’ve made that eye come to life by showing the light reflecting here. That really makes it come alive!”
Now, doesn’t that sound better than a wishy-washy statement such as “Very good Paul”?
Similarly, when a troublesome child is behaving appropriately, this must be acknowledged.
“John I’m so impressed. You’ve sat quietly for the last 10 minutes and got on with your work. That’s great because I’ve been able to go and help other pupils and I haven’t needed to shout at you. Well done!”
2) Send letters home to praise your pupils effectively… Don't underestimate the power of the letter home as a form of praise and effective behavior management tool. This has such a positive impact on students – I only wish I’d started doing it earlier in my career.
Sending a nice letter home can transform a previously negative child – literally overnight – into one who is motivated and eager to please. This is also one method that works well even with older pupils – right up to age 16 and beyond. It is also very effective for pupils who don’t accept public praise very well – a letter home means their mates will never find out!
Letters home can be ‘quick-notes’ or more formal, traditional letters on school headed paper. You can send out simple postcards for odd pieces of particularly good work or award ‘extra special’ letters in response to sustained effort such as after a pupil has earned 5 stickers (younger pupils) or 5 merits (older pupils).
Generic letters are very insincere so the best way to organize your praise letters for speed and ease is to have two copies of your letter ready written in a file on your computer – one for girls and one for boys. It’s then just a matter of filling in the name, printing it out on headed paper and either giving it to the pupil to take home or posting it.
It is time consuming producing letters and copying them onto headed paper but it definitely has a tremendous impact on individuals as well as helping create a positive classroom atmosphere.
http://www.articlejoe.com/Article/An-extremely-effective-classroom-management-tool/28643
Teacher’s Ethics
Considering the fact that students spend a great part of their life at school, one may come to conclusion that schools contribute significantly into overall ‘quality’ of students’ lives. No wonder that personality of a teacher is of crucial importance; moreover, some teachers turn into extremely important people for the whole life due to the impact they make while teaching us. It is good if this impact is positive and brings motivation for students, however, it sometimes happens that teachers manage to spoil not only mood of a student but intrude into internal world, leaving unpleasant vestige there. That is why the statement that, “What the teacher is, is more important than what he teaches”, expressed by Karl Menninger is really truthful. Question of teacher’s ethics has been on the agenda since teachers appeared and it is still important to talk about that.
As long as children go to school to get knowledge and develop themselves, so long teachers are in need. And as long as teachers are working with young personalities, so long the question of their professional ethics is staying on the agenda. Ethics can be inborn but it can and should be developed. Some people are born tactful, tolerant and moral enough to become good professionals in terms of ethics. Some are taught how to behave in order to correspondent to necessary requirements of ethical conduct. What kind of a person one needs to be to be an ethical teacher? Certainly, a teacher has to be loyal meaning being patient to students and caring about them, despite individual abilities of this or that student. Teacher should not shout at students and demonstrate irritation. That doesn’t mean that teachers should allow everything or let alone allow disrespect. When conducting a class, a good teacher should cultivate mutual respect and absolute tolerance. And thus he has a right to demand the same attitude. Today students rarely hear about punishment, which was an indispensable element of education some centuries or even decades ago. Some conservative-minded people claim that punishment brought positive fruit in the form of students’ commitment to discipline and self-discipline, as a result. Anyway, today corporal punishment is believed to be an atavism and a way to humiliate students, while humiliation can hardly be a good companion in any educational process. Teachers’ ethics should not allow teachers choose “favorites” in the group and differentiate students. If one monitors Mass Media reporting or at least tracks mainstream reports one will definitely recollect some notorious cases of teachers’ sexual harassment, which shock public. Indeed such cases are not that rare nowadays. Sure, sexual harassment is probably most dishonorable examples of violating teacher’s ethics and is even a subject of criminal law. However, even minor misdemeanors may turn into breaking ethical code of conduct.
Teachers are the people, who should serve for students not only as examples of high education but of decent behavior as well. That is why each violation of teacher’s ethics may cause some really serious consequences and turn into crucial mistakes. For example, ignoring some student may lead to personal complexes because a young personality will feel depressed and underestimated. Of course, much depends on child’s family, surrounding, but as it was stated from the very beginning school is the place where children spend a great part of their time and that’s why they are growing as personalities at school. It is vital that they grew in a healthy atmosphere, surrounded by professional teachers that would be able to not only give knowledge but give lessons of ethics too.
http://www.articlejoe.com/Article/Teacher-s-Ethics/29684
As long as children go to school to get knowledge and develop themselves, so long teachers are in need. And as long as teachers are working with young personalities, so long the question of their professional ethics is staying on the agenda. Ethics can be inborn but it can and should be developed. Some people are born tactful, tolerant and moral enough to become good professionals in terms of ethics. Some are taught how to behave in order to correspondent to necessary requirements of ethical conduct. What kind of a person one needs to be to be an ethical teacher? Certainly, a teacher has to be loyal meaning being patient to students and caring about them, despite individual abilities of this or that student. Teacher should not shout at students and demonstrate irritation. That doesn’t mean that teachers should allow everything or let alone allow disrespect. When conducting a class, a good teacher should cultivate mutual respect and absolute tolerance. And thus he has a right to demand the same attitude. Today students rarely hear about punishment, which was an indispensable element of education some centuries or even decades ago. Some conservative-minded people claim that punishment brought positive fruit in the form of students’ commitment to discipline and self-discipline, as a result. Anyway, today corporal punishment is believed to be an atavism and a way to humiliate students, while humiliation can hardly be a good companion in any educational process. Teachers’ ethics should not allow teachers choose “favorites” in the group and differentiate students. If one monitors Mass Media reporting or at least tracks mainstream reports one will definitely recollect some notorious cases of teachers’ sexual harassment, which shock public. Indeed such cases are not that rare nowadays. Sure, sexual harassment is probably most dishonorable examples of violating teacher’s ethics and is even a subject of criminal law. However, even minor misdemeanors may turn into breaking ethical code of conduct.
Teachers are the people, who should serve for students not only as examples of high education but of decent behavior as well. That is why each violation of teacher’s ethics may cause some really serious consequences and turn into crucial mistakes. For example, ignoring some student may lead to personal complexes because a young personality will feel depressed and underestimated. Of course, much depends on child’s family, surrounding, but as it was stated from the very beginning school is the place where children spend a great part of their time and that’s why they are growing as personalities at school. It is vital that they grew in a healthy atmosphere, surrounded by professional teachers that would be able to not only give knowledge but give lessons of ethics too.
http://www.articlejoe.com/Article/Teacher-s-Ethics/29684
Choosing The Right School
These days the major concern of any parent is the education of their children. They start getting tense as soon as their children reach the school going age. Nowadays most of the American parents send their children to public schools but there is also a significant increase in parents who choose private schools. Amidst these schools Christian or parochial schools are also increasing. Although parents generally like to enroll their child in Christian school depending on their beliefs, thinking and neighborhood but still there is confusion in choosing the best school for the child.
The majority of children can excel in either public or private school. The choice between the two depends on the options offered and the price of enrollment. When making the choice between public or private schooling, consider all your available options.
The major deterrent regarding Christian schools is the expense of tuition. You will have to consider your budget and look for scholarships that many schools offer. Thankfully, most private schools offer financial assistance or are willing to discuss the topic of tuition with parents. Many schools offer discounts on tuition if parents are willing to spend some time to assist in functions or activities.
If you are a parent with a religious bent of mind and want the same values to be inculcated in your ward then Christian schools are the best place. They make your wards aware of religious beliefs and make them head towards a better future. But if you're fine with religious beliefs but not a Christian then go for some other options available in your community.
Private schools usually provide more specific education for children. They cater to the child's individual needs. They usually have a small teacher student ratio, which makes it possible for them to interact with each child. No wonder, kids with learning disabilities often perform better in a private institution.
When looking towards the future, private high schools tend to have a better placement rate in colleges and universities all over the nation. Certain private schools are associated with top level colleges and universities, including the coveted Ivy league schools. These private institutions are more like college preparatory schools instead of traditional high schools.
Some Christian private schools offer certain programs like art, drama, music, science, literature, mathematics, civics, or sports. In contrast, many public schools can no longer afford to run these specialized programs due to financial constraints. It's not surprising that kids who are interested in specific aspects of schooling gravitate towards private schools. Private schools cater to the child's interests and needs and ensure success in both the academic and extracurricular activities.
It's always advisable to take your child's opinion before you decide enrolling him or her in a Christian private institution instead of a private school. Whatever the final decision, it should be favorable for your child. So, consider your options carefully and visit several schools in your area to find the perfect school for your child.
http://www.articlejoe.com/Article/Choosing-The-Right-School/29820
The majority of children can excel in either public or private school. The choice between the two depends on the options offered and the price of enrollment. When making the choice between public or private schooling, consider all your available options.
The major deterrent regarding Christian schools is the expense of tuition. You will have to consider your budget and look for scholarships that many schools offer. Thankfully, most private schools offer financial assistance or are willing to discuss the topic of tuition with parents. Many schools offer discounts on tuition if parents are willing to spend some time to assist in functions or activities.
If you are a parent with a religious bent of mind and want the same values to be inculcated in your ward then Christian schools are the best place. They make your wards aware of religious beliefs and make them head towards a better future. But if you're fine with religious beliefs but not a Christian then go for some other options available in your community.
Private schools usually provide more specific education for children. They cater to the child's individual needs. They usually have a small teacher student ratio, which makes it possible for them to interact with each child. No wonder, kids with learning disabilities often perform better in a private institution.
When looking towards the future, private high schools tend to have a better placement rate in colleges and universities all over the nation. Certain private schools are associated with top level colleges and universities, including the coveted Ivy league schools. These private institutions are more like college preparatory schools instead of traditional high schools.
Some Christian private schools offer certain programs like art, drama, music, science, literature, mathematics, civics, or sports. In contrast, many public schools can no longer afford to run these specialized programs due to financial constraints. It's not surprising that kids who are interested in specific aspects of schooling gravitate towards private schools. Private schools cater to the child's interests and needs and ensure success in both the academic and extracurricular activities.
It's always advisable to take your child's opinion before you decide enrolling him or her in a Christian private institution instead of a private school. Whatever the final decision, it should be favorable for your child. So, consider your options carefully and visit several schools in your area to find the perfect school for your child.
http://www.articlejoe.com/Article/Choosing-The-Right-School/29820
Educate Children the "Fun Way" with Inquisitive Teacher Supplies
Teaching children can be difficult if no one is having fun. Both the teacher and children can be miserable. That's why so many teacher supply stores have opened on the Web in recent years. Many teachers have discovered that adding a few inquisitive (and fun) educational supplies to their classrooms brings better learning and a happier atmosphere for years and years. You can make learning fun for your students and improve morale for an entire classroom using just a few of these.
Success Training that's not "Boring"
Find teacher supplies that bring learning to life. What's better - reading from pages in a book or seeing the real thing? Children today are programmed to learn from what they see and hear. They watch television and videos, they play video games, use computers, etc. All these activities focus on seeing and hearing - not reading. Sure, children must learn to read their school curriculum. But why not add some interesting visual objects to the classroom to enhance what they are learning.
Here are some examples:
*Spanish Class:
For an elementary Spanish class, give each child a Spanish beanbag. Have them read some Spanish text or memorize some words, and then allow them to shake the beanbag when they know the answer to a question. Another idea for this class is to teach them some songs in Spanish and let them make up simple skits using the Spanish language.
*Math Class:
If you teach an elementary Math class, use flash cards and have students compete to see who can tell the answer first. Students love games and competitions! You can also divide them into teams and give the winning team a reward.
*History Class:
For older students, use study slides with important events to teach dates, places and names in history. These help to simplify the memorization process when many dates and events must be studied for a test.
*Algebra Class:
If you teach an algebra class, you understand that some kids love it, some hate it. There are great books for teachers and parents to show you how to help all students learn algebra. One example is the helpful book titled "Helping Students Understand Algebra Step by Step."
*English Class: For elementary English students that are just learning to read and write, use Phonics programs to boost learning. These have been proven by experts to work for years.
All these classroom supplies and learning materials can usually be found easily at an online teacher supply site. And, there are many other classroom supplies and teacher resources to aid you such as congrats stickers, charts and seals, crowns, reward ribbons, teacher's aid DVDs, posters, maps, games, projectors, classroom furniture, etc.
Helping Children Strive to do their Best
Using unique educational supplies, you can actually boost the morale of your students and create a great learning atmosphere. This helps you interact with students and get to know them one on one. You can help them achieve success in your class and many others to come. Use these products to create an environment where kids can excel. Set individual goals for each student on a weekly basis. Reward them for reaching their goals. If possible, have a set "game day" once a month where you and the students play a game just for fun. They will love you for it!
Students need to know that their achievements are getting noticed. Use teacher supplies such as stickers and achievement ribbons to show them how proud you are. If you have a student that doesn't want to participate, allow him/her to be the one in charge on the team occasionally. Remember, leaders want to do their best and they expect it of their teams as well!
These are just a few ideas to get you started with fun learning. You can find hundreds of teaching products and educational help aids at online teacher supply stores, and often at a great price.
http://www.articlejoe.com/Article/Educate-Children-the--Fun-Way--with-Inquisitive-Teacher-Supplies/30099
Success Training that's not "Boring"
Find teacher supplies that bring learning to life. What's better - reading from pages in a book or seeing the real thing? Children today are programmed to learn from what they see and hear. They watch television and videos, they play video games, use computers, etc. All these activities focus on seeing and hearing - not reading. Sure, children must learn to read their school curriculum. But why not add some interesting visual objects to the classroom to enhance what they are learning.
Here are some examples:
*Spanish Class:
For an elementary Spanish class, give each child a Spanish beanbag. Have them read some Spanish text or memorize some words, and then allow them to shake the beanbag when they know the answer to a question. Another idea for this class is to teach them some songs in Spanish and let them make up simple skits using the Spanish language.
*Math Class:
If you teach an elementary Math class, use flash cards and have students compete to see who can tell the answer first. Students love games and competitions! You can also divide them into teams and give the winning team a reward.
*History Class:
For older students, use study slides with important events to teach dates, places and names in history. These help to simplify the memorization process when many dates and events must be studied for a test.
*Algebra Class:
If you teach an algebra class, you understand that some kids love it, some hate it. There are great books for teachers and parents to show you how to help all students learn algebra. One example is the helpful book titled "Helping Students Understand Algebra Step by Step."
*English Class: For elementary English students that are just learning to read and write, use Phonics programs to boost learning. These have been proven by experts to work for years.
All these classroom supplies and learning materials can usually be found easily at an online teacher supply site. And, there are many other classroom supplies and teacher resources to aid you such as congrats stickers, charts and seals, crowns, reward ribbons, teacher's aid DVDs, posters, maps, games, projectors, classroom furniture, etc.
Helping Children Strive to do their Best
Using unique educational supplies, you can actually boost the morale of your students and create a great learning atmosphere. This helps you interact with students and get to know them one on one. You can help them achieve success in your class and many others to come. Use these products to create an environment where kids can excel. Set individual goals for each student on a weekly basis. Reward them for reaching their goals. If possible, have a set "game day" once a month where you and the students play a game just for fun. They will love you for it!
Students need to know that their achievements are getting noticed. Use teacher supplies such as stickers and achievement ribbons to show them how proud you are. If you have a student that doesn't want to participate, allow him/her to be the one in charge on the team occasionally. Remember, leaders want to do their best and they expect it of their teams as well!
These are just a few ideas to get you started with fun learning. You can find hundreds of teaching products and educational help aids at online teacher supply stores, and often at a great price.
http://www.articlejoe.com/Article/Educate-Children-the--Fun-Way--with-Inquisitive-Teacher-Supplies/30099
Ten Easy Ways to Help Kids Learn: A Brain-based Learning Strategy that Really Works
Susan's a math whiz and Caleb's an artist extraordinaire. That's, great but wouldn't it be better if Caleb could improve in math and Susan could develop some artistic skills? They can and it's easy.
Researchers have recently discovered that whole-brain learning or brain-based learning is an efficient and effective learning strategy that helps kids (parents and teachers, too) learn anything easily without struggling.
One feature of brain-based learning involves using both the right side and the left side of the brain. Although nobody is just left brain or just right brain, most of us have a dominance.
Susan's math aptitude means she is probably left-brain dominant, and Caleb, the artist, has a right-brain dominance.
Learning to read and write requires using both sides of the brain. So does learning math and even doing art. In fact, doing just about anything well, including thinking clearly, and even problem solving, involves using the right and left hemispheres of the front part of the brain.
How do you accomplish this? Easy. Just move across the center mid-line of your body. Every time you move your right arm to your left side or your left arm to your right side, you're crossing the mid-line and improving learning, thinking, and problem solving. Now you're using brain-based learning.
Works for kids. Works for you. Try these parenting tips and teacher resources today.
1. Give yourself a big hug.
2. Tell kids the only rule is to cross the mid-line of the body, right hand to left side, left hand to right side. Now let them invent ways of doing this.
3. Dance the hula. Or twirl a hula hoop.
4. Take a Brain Boosters TeleClass. Sign up at www.brainboostersforyourkids.com Or a Brain Gym class. Sign up at www.BrainGymClasses.com
5. Do the twist. (So you weren't dancing in the 50s and 60s? Ask somebody to show you how to twist or get a dance video.) Twist with the kids while you listen to some old Chubby Checker songs.
6. Rake some leaves with your kids, making sure you're raking off to the side instead of straight in front of you.
7. Play a board game. (Use your right hand to move your piece when it's in the left corner and vice versa.)
8. Practice using your non-dominant hand to reach for things on the opposite side of your body. Even writing and drawing with your non-dominant hand helps. (You'll get better with practice.)
9. Do Yoga and Tai Chi. Lots of moves cross the mid-line.
10. Cross your ankles and arms in front or in back when you're doing jumping jacks. Kids can usually do this. If you can't, try it in a swimming pool.
This brain-based learning strategy really isn't all that complicated. Lots of everyday kinds of activities get the whole brain active. Sitting around watching TV, however, isn't one of them! You and your kids have to move around and cross your mid- line. It's fun.
http://www.articlejoe.com/Article/Ten-Easy-Ways-to-Help-Kids-Learn--A-Brain-based-Learning-Strategy-that-Really-Works/16122
Researchers have recently discovered that whole-brain learning or brain-based learning is an efficient and effective learning strategy that helps kids (parents and teachers, too) learn anything easily without struggling.
One feature of brain-based learning involves using both the right side and the left side of the brain. Although nobody is just left brain or just right brain, most of us have a dominance.
Susan's math aptitude means she is probably left-brain dominant, and Caleb, the artist, has a right-brain dominance.
Learning to read and write requires using both sides of the brain. So does learning math and even doing art. In fact, doing just about anything well, including thinking clearly, and even problem solving, involves using the right and left hemispheres of the front part of the brain.
How do you accomplish this? Easy. Just move across the center mid-line of your body. Every time you move your right arm to your left side or your left arm to your right side, you're crossing the mid-line and improving learning, thinking, and problem solving. Now you're using brain-based learning.
Works for kids. Works for you. Try these parenting tips and teacher resources today.
1. Give yourself a big hug.
2. Tell kids the only rule is to cross the mid-line of the body, right hand to left side, left hand to right side. Now let them invent ways of doing this.
3. Dance the hula. Or twirl a hula hoop.
4. Take a Brain Boosters TeleClass. Sign up at www.brainboostersforyourkids.com Or a Brain Gym class. Sign up at www.BrainGymClasses.com
5. Do the twist. (So you weren't dancing in the 50s and 60s? Ask somebody to show you how to twist or get a dance video.) Twist with the kids while you listen to some old Chubby Checker songs.
6. Rake some leaves with your kids, making sure you're raking off to the side instead of straight in front of you.
7. Play a board game. (Use your right hand to move your piece when it's in the left corner and vice versa.)
8. Practice using your non-dominant hand to reach for things on the opposite side of your body. Even writing and drawing with your non-dominant hand helps. (You'll get better with practice.)
9. Do Yoga and Tai Chi. Lots of moves cross the mid-line.
10. Cross your ankles and arms in front or in back when you're doing jumping jacks. Kids can usually do this. If you can't, try it in a swimming pool.
This brain-based learning strategy really isn't all that complicated. Lots of everyday kinds of activities get the whole brain active. Sitting around watching TV, however, isn't one of them! You and your kids have to move around and cross your mid- line. It's fun.
http://www.articlejoe.com/Article/Ten-Easy-Ways-to-Help-Kids-Learn--A-Brain-based-Learning-Strategy-that-Really-Works/16122
Sunday, February 18, 2007
Parenting and Career Development
Overview
The family is a place in which children learn to interpret reality (Way and Rossmann 1996b). Parents serve as significant interpreters for children of information about the world and children's abilities (Hall, Kelly, Hansen, and Gutwein 1996). Researchers have studied the influence of parents and the family on children's career choice and development. Much of this research has demonstrated links between career development and such factors as socioeconomic status, parents' educational and occupational attainment, and cultural background. This Digest highlights a different body of research that considers the effects of family relationships. This research is based on attachment theory, which suggests that close relationships provide experiences of security that promote exploration and risk taking (Ketterson and Blustein 1997), and social learning theory, which views "early experiences as a basis for developing career self-efficacy and interests as well as career goals and choices throughout life" (Altman 1997, p. 241). The Digest looks at the ways in which parenting styles, family functioning, and parent-child interaction influence career development.
The Role of Parenting Styles
Roe, an early theorist, proposed that early childhood experiences play an indirect role in shaping later career behavior (Brown, Lum, and Voyle 1997). She suggested that parent-child relationships influence personality orientations and the development of psychological needs; vocational interests and choices are some of the ways in which individuals try to satisfy those needs (ibid.). Although Osipow (1997) and others point out the difficulty of demonstrating links between parenting styles and vocational choices, some research evidence is emerging.
Parenting styles are broad patterns of child rearing practices, values, and behaviors. Four types of parenting styles are indulgent (more responsive than demanding), authoritarian (highly demanding and directive but not responsive), authoritative (both demanding and responsive), and uninvolved (low in responsiveness and demandingness) (Darling 1999). The authoritative style balances clear, high expectations with emotional support and recognition of children's autonomy. Studies have associated this style with self-confidence, persistence, social competence, academic success, and psychosocial development (Bloir 1997; Strage and Brandt 1999). Authoritative parents provide a warm family climate, set standards, and promote independence, which result in more active career exploration on the part of children (Kracke 1997).
Although authoritarian parenting is associated with school success, pressures to conform and fulfill parents' expectations regarding education and careers can cause a poor fit between the individual and the chosen career, as well as estranged family relationships and poor mental health (Way and Rossmann 1996a). Families with uninvolved (or inactive) parents "seem unable to function well either because they cannot set guidelines, or because they do not pursue interests that involve places and persons outside the family" (ibid., p. 3). This makes it more difficult for children to develop self-knowledge and differentiate their own career goals from their parents' goals.
Family Functioning and Career Development
Overall family functioning, a broader concept that encompasses parenting style, includes such factors as parental support and guidance, positive or negative environmental influences, and family members' interaction styles (Altman 1997). Family functioning has a greater influence on career development than either family structure (size, birth order, number of parents) or parents' educational and occupational status (Fisher and Griggs 1994; Trusty, Watts, and Erdman 1997).
Parental support and guidance can include specific career or educational suggestions as well as experiences that indirectly support career development, such as family vacations, provision of resources such as books, and modeling of paid and nonpaid work roles (Altman 1997). The absence of support, guidance, and encouragement can lead to "floundering," the inability to develop and pursue a specific career focus. Lack of support can also take the form of conflict, when a parent pressures a child toward a particular career and may withdraw financial and emotional support for a career path not of the parent's choosing (ibid.).
Family functioning also includes the response to circumstances such as poverty, alcoholism, marital instability, and illness or death of family members. Sometimes an individual may respond to a stressful or negative family environment by making hasty, unreflective career choices in an attempt to escape or survive (ibid.). On the other hand, critical life events can spur a transformative learning experience that may shape a career and life direction (Fisher and Griggs 1994).
Interactions between parents and children and among siblings are a powerful influence. Interactions can include positive behaviors such as showing support and interest and communicating openly, or negative behaviors such as pushing and controlling (Way and Rossmann 1996a). By sharing workplace stories, expressing concern for children's future, and modeling work behaviors, parents serve as a context for interpreting the realities of work (ibid.). Parent-child connectedness facilitates risk taking and exploration, which are needed for identity formation in general as well as for the formation of vocational identity (Altman 1997; Blustein 1997). Siblings can be a source of challenge and competition and a basis for comparison of abilities, thus providing a context for identity formation (Altman 1997). Because career development is a lifelong process, "family of origin continues to have an influence through the life span" (ibid., p. 242). Understanding early family experiences and relationships can help adults identify barriers to their career progress.
The Relational Context of Career Development
If the concept of career is considered a social construction, then one of the ways in which children form this concept is through social relationships. Parents' influence on career development stems from the continuous process of relationship with their children (Young et al. 1997). Analyzing career-related conversations between adolescents and their parents, Young et al. found "a reconstruction of the relationship between the parent and the adolescent through some aspect of career exploration" (p. 76). Their research demonstrates "how relationships and family functioning are embedded in career conversations and how the construction of career occurs in families" (p. 84).
Ketterson and Blustein (1997) also support the relational context of career development. They cite research demonstrating that secure parent-child relationships are associated with progress in career decision making, affirmative career self-efficacy beliefs, and career planfulness. Their study found that students who have secure attachments to parents engage in greater levels of environmental and self-exploratory activity. They conclude that secure, comfortable relationships are critical in helping students take the risks necessary in exploring new settings and roles.
Way and Rossmann (1996a,b) explore the question of differences in individuals' ability to make successful career transitions. Their research used an ecological systems perspective to show how development is influenced by relationships with others and with the environment. Their interviews with youth and adults identified a proactive family interaction style that significantly contributes to career readiness. Proactive families--
* are well organized, cohesive, and expressive
* speak their mind and manage conflict positively
* seek out ways to grow
* are sociable
* make decisions through democratic negotiation
* encourage individual development
* are emotionally engaged
Using an authoritative parenting style, proactive parents help children learn to be autonomous and successful in shaping their own lives. They also transmit values about work and teach important lessons in decision making, work habits, conflict resolution, and communication skills, which are the foundation of career success.
Of course, family systems intersect and interact with other systems such as gender, race, and class. Poverty, lack of access to opportunities, and gender-role expectations can hamper the career development process. However, the work of Altman (1997), Bloir (1997), Blustein (1997), and Fisher and Griggs (1994) shows how close family connections and strong role models can be facilitative factors in confronting these barriers.
http://www.kidsource.com/education/parenting.career.html
The family is a place in which children learn to interpret reality (Way and Rossmann 1996b). Parents serve as significant interpreters for children of information about the world and children's abilities (Hall, Kelly, Hansen, and Gutwein 1996). Researchers have studied the influence of parents and the family on children's career choice and development. Much of this research has demonstrated links between career development and such factors as socioeconomic status, parents' educational and occupational attainment, and cultural background. This Digest highlights a different body of research that considers the effects of family relationships. This research is based on attachment theory, which suggests that close relationships provide experiences of security that promote exploration and risk taking (Ketterson and Blustein 1997), and social learning theory, which views "early experiences as a basis for developing career self-efficacy and interests as well as career goals and choices throughout life" (Altman 1997, p. 241). The Digest looks at the ways in which parenting styles, family functioning, and parent-child interaction influence career development.
The Role of Parenting Styles
Roe, an early theorist, proposed that early childhood experiences play an indirect role in shaping later career behavior (Brown, Lum, and Voyle 1997). She suggested that parent-child relationships influence personality orientations and the development of psychological needs; vocational interests and choices are some of the ways in which individuals try to satisfy those needs (ibid.). Although Osipow (1997) and others point out the difficulty of demonstrating links between parenting styles and vocational choices, some research evidence is emerging.
Parenting styles are broad patterns of child rearing practices, values, and behaviors. Four types of parenting styles are indulgent (more responsive than demanding), authoritarian (highly demanding and directive but not responsive), authoritative (both demanding and responsive), and uninvolved (low in responsiveness and demandingness) (Darling 1999). The authoritative style balances clear, high expectations with emotional support and recognition of children's autonomy. Studies have associated this style with self-confidence, persistence, social competence, academic success, and psychosocial development (Bloir 1997; Strage and Brandt 1999). Authoritative parents provide a warm family climate, set standards, and promote independence, which result in more active career exploration on the part of children (Kracke 1997).
Although authoritarian parenting is associated with school success, pressures to conform and fulfill parents' expectations regarding education and careers can cause a poor fit between the individual and the chosen career, as well as estranged family relationships and poor mental health (Way and Rossmann 1996a). Families with uninvolved (or inactive) parents "seem unable to function well either because they cannot set guidelines, or because they do not pursue interests that involve places and persons outside the family" (ibid., p. 3). This makes it more difficult for children to develop self-knowledge and differentiate their own career goals from their parents' goals.
Family Functioning and Career Development
Overall family functioning, a broader concept that encompasses parenting style, includes such factors as parental support and guidance, positive or negative environmental influences, and family members' interaction styles (Altman 1997). Family functioning has a greater influence on career development than either family structure (size, birth order, number of parents) or parents' educational and occupational status (Fisher and Griggs 1994; Trusty, Watts, and Erdman 1997).
Parental support and guidance can include specific career or educational suggestions as well as experiences that indirectly support career development, such as family vacations, provision of resources such as books, and modeling of paid and nonpaid work roles (Altman 1997). The absence of support, guidance, and encouragement can lead to "floundering," the inability to develop and pursue a specific career focus. Lack of support can also take the form of conflict, when a parent pressures a child toward a particular career and may withdraw financial and emotional support for a career path not of the parent's choosing (ibid.).
Family functioning also includes the response to circumstances such as poverty, alcoholism, marital instability, and illness or death of family members. Sometimes an individual may respond to a stressful or negative family environment by making hasty, unreflective career choices in an attempt to escape or survive (ibid.). On the other hand, critical life events can spur a transformative learning experience that may shape a career and life direction (Fisher and Griggs 1994).
Interactions between parents and children and among siblings are a powerful influence. Interactions can include positive behaviors such as showing support and interest and communicating openly, or negative behaviors such as pushing and controlling (Way and Rossmann 1996a). By sharing workplace stories, expressing concern for children's future, and modeling work behaviors, parents serve as a context for interpreting the realities of work (ibid.). Parent-child connectedness facilitates risk taking and exploration, which are needed for identity formation in general as well as for the formation of vocational identity (Altman 1997; Blustein 1997). Siblings can be a source of challenge and competition and a basis for comparison of abilities, thus providing a context for identity formation (Altman 1997). Because career development is a lifelong process, "family of origin continues to have an influence through the life span" (ibid., p. 242). Understanding early family experiences and relationships can help adults identify barriers to their career progress.
The Relational Context of Career Development
If the concept of career is considered a social construction, then one of the ways in which children form this concept is through social relationships. Parents' influence on career development stems from the continuous process of relationship with their children (Young et al. 1997). Analyzing career-related conversations between adolescents and their parents, Young et al. found "a reconstruction of the relationship between the parent and the adolescent through some aspect of career exploration" (p. 76). Their research demonstrates "how relationships and family functioning are embedded in career conversations and how the construction of career occurs in families" (p. 84).
Ketterson and Blustein (1997) also support the relational context of career development. They cite research demonstrating that secure parent-child relationships are associated with progress in career decision making, affirmative career self-efficacy beliefs, and career planfulness. Their study found that students who have secure attachments to parents engage in greater levels of environmental and self-exploratory activity. They conclude that secure, comfortable relationships are critical in helping students take the risks necessary in exploring new settings and roles.
Way and Rossmann (1996a,b) explore the question of differences in individuals' ability to make successful career transitions. Their research used an ecological systems perspective to show how development is influenced by relationships with others and with the environment. Their interviews with youth and adults identified a proactive family interaction style that significantly contributes to career readiness. Proactive families--
* are well organized, cohesive, and expressive
* speak their mind and manage conflict positively
* seek out ways to grow
* are sociable
* make decisions through democratic negotiation
* encourage individual development
* are emotionally engaged
Using an authoritative parenting style, proactive parents help children learn to be autonomous and successful in shaping their own lives. They also transmit values about work and teach important lessons in decision making, work habits, conflict resolution, and communication skills, which are the foundation of career success.
Of course, family systems intersect and interact with other systems such as gender, race, and class. Poverty, lack of access to opportunities, and gender-role expectations can hamper the career development process. However, the work of Altman (1997), Bloir (1997), Blustein (1997), and Fisher and Griggs (1994) shows how close family connections and strong role models can be facilitative factors in confronting these barriers.
http://www.kidsource.com/education/parenting.career.html
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