This is the time of year when seniors should be applying to 3-5 colleges, getting their recommendation letters finalized and sending off official transcripts, but many of them haven't done anything yet. Procrastination seems like the most obvious culprit, but perhaps the answer lies somewhere deeper in the human psyche. Paralysis by fear of the unknown, or the simple uneasiness that comes with all of life's periods of transition stops many kids from taking the necessary steps to begin let alone finish the application process. That fear is often much more prevalent with kids who will be first generation college students, and whose parents have little or no experience with the dynamics of the entire college process.
If that's you or your kid, seek out a mentor, counselor or family friend who has gone to college, and then, just do it! No time is better than the present. Also, if you're looking for help with the college application process, need an accomplished motivational speaker or need a new approach to ACT prep, I provide all of those, and other related services, too. Check them out at http://betterfly.com/il/chicago/college-and-higher-education-entrance-betterists/user-65034
Tuesday, October 11, 2011
Thursday, August 4, 2011
Get Accepted...The Education Doctor is in!
It's that time of year again, and soon High School Seniors will be filling out college applications, and many of them will lack what it takes to get accepted. Sloppily written or typed application forms, or not knowing what to say in an essay and just a lack of experience will cause a lot of those applications to end up on the reject pile at colleges and universities across the Nation.
As a Guidance Counselor, I work closely and personally with students to help them choose the best schools for them, and know what admissions officers are looking for. However, like most counselors, the demands of the school day simply does not allow for the time or environment to give the direct one-on-one attention that we'd really like to provide.
So, it may be worth looking into some individualized attention outside of the school system; much like getting a tutor to help with that tricky math class, finding an application review specialist, may be a perfect solution. Let's face it: teenagers procrastinate for a bevy of reasons, but in my experience, it's usually just a fear of the unknown. Wouldn't it be nice to have an experienced mentor to get them going and walk them through the application process, and then review their essays or personal statements and ensure that the application is up to snuff?
Normally, I don't self-promote, but today I'm going too. I offer one-on-one application review and support with over 15 years working directly with students. So here is what I can do:
I'll review, help you or your student improve and work on transforming your (or their) ideas and goals into applications that get admission offers.
Do you have a less then perfect transcript or low test scores? I'll show you how to make a connection, find the right school for you and overcome your obstacles.
I'll work with you to refine a winning application essay or personal statement that's sure to get you noticed. I'll share insider tips with you and work closely on editing and proofreading your entire application.
I have helped hundreds of successful students and I can help you and your apprehensive student, too.
If you're interested, and would like to learn more, click on my Betterist link Get Accepted...The Application Doctor is in! and I'm sure you'll be happy with the service I provide.
Best wishes on a successful school year.
As a Guidance Counselor, I work closely and personally with students to help them choose the best schools for them, and know what admissions officers are looking for. However, like most counselors, the demands of the school day simply does not allow for the time or environment to give the direct one-on-one attention that we'd really like to provide.
So, it may be worth looking into some individualized attention outside of the school system; much like getting a tutor to help with that tricky math class, finding an application review specialist, may be a perfect solution. Let's face it: teenagers procrastinate for a bevy of reasons, but in my experience, it's usually just a fear of the unknown. Wouldn't it be nice to have an experienced mentor to get them going and walk them through the application process, and then review their essays or personal statements and ensure that the application is up to snuff?
Normally, I don't self-promote, but today I'm going too. I offer one-on-one application review and support with over 15 years working directly with students. So here is what I can do:
I'll review, help you or your student improve and work on transforming your (or their) ideas and goals into applications that get admission offers.
Do you have a less then perfect transcript or low test scores? I'll show you how to make a connection, find the right school for you and overcome your obstacles.
I'll work with you to refine a winning application essay or personal statement that's sure to get you noticed. I'll share insider tips with you and work closely on editing and proofreading your entire application.
I have helped hundreds of successful students and I can help you and your apprehensive student, too.
If you're interested, and would like to learn more, click on my Betterist link Get Accepted...The Application Doctor is in! and I'm sure you'll be happy with the service I provide.
Best wishes on a successful school year.
Thursday, July 21, 2011
What Every Child Needs: A Parent That Can Fail
The more I fail the more I learn. Great advice-to learn from our mistakes, but it can be a pretty unsettling feeling as a parent. For years, I've given other people advice about their kids, and I've always known that it's much easier to give advice than to actually execute it, especially in my own life. Telling someone else what's best for their kids comes, oddly enough, much easier than actually applying it with my own kids. Luckily, the more I fail as a father, the more I've come to understand what every child needs to thrive through an honest, yet often unsettling analysis of my mistakes. In no particular order kids need:
PATIENCE:
Having the kids home for summer and not wanting to put them in summer camp has tested my patience mightily. The nearly constant bickering and unabated sibling rivalry that is not uncommon with school age children has caused me to snap at my kids on several occasions already this summer, but worst of all, I've found my self being aggravated by their mistakes...broken window screens, random bits of food products left in their rooms, the unaccounted number of doors left open with the air on and the more typical gamut of childhood faux pas. I really snapped the other day when one of them opened my contact case and lost one contact from a week old set. Sigh...aah...what the hell. After I finished my tirade and felt guilty about losing it, only then did I remember what every child needs: patience and understanding. My moment of anger allowed me to forget that they grow, learn and develop via their errors. Yes...parenting will test your patience-a lot, and it's frustrating and expensive, but we all signed up for it, didn't we?
ACCEPTANCE
It seems really obvious that a parent would appreciate their own children and their individual gifts and unique talents, but as with everything else related to parenting, it's just not that simple. Whether we like to admit it or not, we tend to relate better to at least one of our children better than our other little blessings, and that can be fertile ground for a parenting disaster. My 8 year old son is a little carbon copy of me, and not only do we look alike, we tend to like the same things: from baseball and every other sport under the sun to sophomoric humor, to pretty girls and being a little mischievous every now and then. Unquestionably, we have a special and undeniable father-son bond, which is incredible, except that it is often offensive to my oldest daughter, who looks upon our testosterone laden amalgam with disdain, and often, even if wrongly, feels unaccepted. While we share many commonalities, they are more subtle and less obvious to her tender heart, and I struggle to connect with her just as mightily as I so naturally bond with the little boy called mini-me. She is smart, careful, and loves school, magic, drama and band...all beautiful qualities and exceptional hobbies, but her hobbies just don't hold my intrinsic interest like baseball, survival shows, Adam Sandler movies and swimsuit models.
Though I never do it intentionally, and because she is extremely sensitive, my neanderthal-like maleness often leaves her feeling a little less accepted then my son. Again, parenting is hard work, and we all fail once in a while-some of us more than others-but we must accept the responsibility to make our children feel and know they are accepted, special and unique individuals, who hold a special place in our hearts. Perhaps, I'll put down my baseball glove, drop the remote and take my daughter to a magic show and then to one of our local art museums, which she would love and absorb with the same passion my son has at a baseball game or watching the latest episode of Sponge Bob Square Pants.
PRAISE AND ENCOURAGEMENT
Too often, and quite naturally, we take the ones we love for granted, and I am guilty of this misgiving way to much with my own children. It's more than just telling them you're proud of them, it's expressing utter delight and joy for the things that make you proud of them. Sometimes it's that simple smile of acknowledgement of their individual attributes that matters most. Sadly, as a child I remember being discouraged more often than being praised, and it took a while to overcome that as an adult. I remember the pain of coming home with mostly A's on my report card in high school after never doing that well before, and my father rather than showing his approval pointed out the B's. This was his way of parenting: good was never good enough...so at some point in my younger years, I stopped bringing girl friends home because he inevitably pointed out their flaws rather than their strengths. Now, to be fair, my father loved me, and in spite of his flaws, he ultimately provided for us and we all turned out okay, but I'm certain, I wouldn't have struggled as hard or as long with finding myself had he been a little more forthcoming with his praise and encouragement.. Though I'm not perfect, I do my level best to praise and encourage my children's efforts and accomplishments, knowing full well my support will allow them to develop creativity, a sense of adventure and most importantly a confidence in who they are.
RESPECT
I've always heard the greatest gift we can give our children is to respect and honor their mother, which, to be honest, is often times easier said then done-even in the best of times. For his flaws in the areas of praise and encouragement, my father was not just a bastion, but a veritable superstar model of respect and love for my mother. He loved and honored her passionately until the day she died, and I've always appreciated and carried that with me. Unfortunately, most times marriages don't turn out for the best, but even when they are in the midst of failure or have failed, it's important for both parents to do their best to treat each other with respect and value what the other has to say, at least in front of the children. Sadly though, as human beings with emotions and feelings, it becomes so easy to show disrespect, but the harm it does to our children's psyches is undeniable. Every time I say something mean or disrespectful I feel remorseful, and almost immediately thereafter, I try to learn from my failings and return to the basic underpinnings of good parenting: treat others as you'd like to be treated yourself. Each time I fail to remember the golden rule and it's value to my children, it always leaves me unsettled, yet reflective and hopeful. Certainly, it's not about being perfect, but rather trying to do better by learning from our mistakes as we try to model respect. The lesson of respect is a powerful one for our children, especially when love is no longer part of the marital or post-marital equation.
HONESTY
Amidst my numerous mistakes and parental failures, is one area that never fails, and that is being honest with my children. Not only do we talk about the importance of being honest, but I am honest with them when I inevitably fail, or make one of my numerous mistakes. Children need to know that their parents are fallible and can admit to those very human weaknesses. By doing so, we build a deep trust and sense of authenticity that enables our children to build upon our core values and to take them further as they grow toward adulthood. Above all else, and when everything you do seems to go wrong, there is one sure-fire, tried and true thing that always works and every child needs most:
LOVE
We can screw everything else up, but because children are resilient, pure at heart and forgiving they always respond to love. Show it, say it and reinforce it everyday, and in spite of all else, your kids will turn out okay, if not even thrive. Simple, but effective is the daily hug and these three simple words: "I LOVE YOU."
In the end, and as difficult and challenging as parenting is, I am always bolstered and reassured, despite my flaws, by love-both for and from my kids. It really is just that simple: show them your affection and tell them how much you love and care for them and the other things tend to fall into place, even if you screw up every so often, or like me, a lot.
Just like our children, parents learn from their mistakes and get better with time.
PATIENCE:
Having the kids home for summer and not wanting to put them in summer camp has tested my patience mightily. The nearly constant bickering and unabated sibling rivalry that is not uncommon with school age children has caused me to snap at my kids on several occasions already this summer, but worst of all, I've found my self being aggravated by their mistakes...broken window screens, random bits of food products left in their rooms, the unaccounted number of doors left open with the air on and the more typical gamut of childhood faux pas. I really snapped the other day when one of them opened my contact case and lost one contact from a week old set. Sigh...aah...what the hell. After I finished my tirade and felt guilty about losing it, only then did I remember what every child needs: patience and understanding. My moment of anger allowed me to forget that they grow, learn and develop via their errors. Yes...parenting will test your patience-a lot, and it's frustrating and expensive, but we all signed up for it, didn't we?
ACCEPTANCE
It seems really obvious that a parent would appreciate their own children and their individual gifts and unique talents, but as with everything else related to parenting, it's just not that simple. Whether we like to admit it or not, we tend to relate better to at least one of our children better than our other little blessings, and that can be fertile ground for a parenting disaster. My 8 year old son is a little carbon copy of me, and not only do we look alike, we tend to like the same things: from baseball and every other sport under the sun to sophomoric humor, to pretty girls and being a little mischievous every now and then. Unquestionably, we have a special and undeniable father-son bond, which is incredible, except that it is often offensive to my oldest daughter, who looks upon our testosterone laden amalgam with disdain, and often, even if wrongly, feels unaccepted. While we share many commonalities, they are more subtle and less obvious to her tender heart, and I struggle to connect with her just as mightily as I so naturally bond with the little boy called mini-me. She is smart, careful, and loves school, magic, drama and band...all beautiful qualities and exceptional hobbies, but her hobbies just don't hold my intrinsic interest like baseball, survival shows, Adam Sandler movies and swimsuit models.
Though I never do it intentionally, and because she is extremely sensitive, my neanderthal-like maleness often leaves her feeling a little less accepted then my son. Again, parenting is hard work, and we all fail once in a while-some of us more than others-but we must accept the responsibility to make our children feel and know they are accepted, special and unique individuals, who hold a special place in our hearts. Perhaps, I'll put down my baseball glove, drop the remote and take my daughter to a magic show and then to one of our local art museums, which she would love and absorb with the same passion my son has at a baseball game or watching the latest episode of Sponge Bob Square Pants.
PRAISE AND ENCOURAGEMENT
Too often, and quite naturally, we take the ones we love for granted, and I am guilty of this misgiving way to much with my own children. It's more than just telling them you're proud of them, it's expressing utter delight and joy for the things that make you proud of them. Sometimes it's that simple smile of acknowledgement of their individual attributes that matters most. Sadly, as a child I remember being discouraged more often than being praised, and it took a while to overcome that as an adult. I remember the pain of coming home with mostly A's on my report card in high school after never doing that well before, and my father rather than showing his approval pointed out the B's. This was his way of parenting: good was never good enough...so at some point in my younger years, I stopped bringing girl friends home because he inevitably pointed out their flaws rather than their strengths. Now, to be fair, my father loved me, and in spite of his flaws, he ultimately provided for us and we all turned out okay, but I'm certain, I wouldn't have struggled as hard or as long with finding myself had he been a little more forthcoming with his praise and encouragement.. Though I'm not perfect, I do my level best to praise and encourage my children's efforts and accomplishments, knowing full well my support will allow them to develop creativity, a sense of adventure and most importantly a confidence in who they are.
RESPECT
I've always heard the greatest gift we can give our children is to respect and honor their mother, which, to be honest, is often times easier said then done-even in the best of times. For his flaws in the areas of praise and encouragement, my father was not just a bastion, but a veritable superstar model of respect and love for my mother. He loved and honored her passionately until the day she died, and I've always appreciated and carried that with me. Unfortunately, most times marriages don't turn out for the best, but even when they are in the midst of failure or have failed, it's important for both parents to do their best to treat each other with respect and value what the other has to say, at least in front of the children. Sadly though, as human beings with emotions and feelings, it becomes so easy to show disrespect, but the harm it does to our children's psyches is undeniable. Every time I say something mean or disrespectful I feel remorseful, and almost immediately thereafter, I try to learn from my failings and return to the basic underpinnings of good parenting: treat others as you'd like to be treated yourself. Each time I fail to remember the golden rule and it's value to my children, it always leaves me unsettled, yet reflective and hopeful. Certainly, it's not about being perfect, but rather trying to do better by learning from our mistakes as we try to model respect. The lesson of respect is a powerful one for our children, especially when love is no longer part of the marital or post-marital equation.
HONESTY
Amidst my numerous mistakes and parental failures, is one area that never fails, and that is being honest with my children. Not only do we talk about the importance of being honest, but I am honest with them when I inevitably fail, or make one of my numerous mistakes. Children need to know that their parents are fallible and can admit to those very human weaknesses. By doing so, we build a deep trust and sense of authenticity that enables our children to build upon our core values and to take them further as they grow toward adulthood. Above all else, and when everything you do seems to go wrong, there is one sure-fire, tried and true thing that always works and every child needs most:
LOVE
We can screw everything else up, but because children are resilient, pure at heart and forgiving they always respond to love. Show it, say it and reinforce it everyday, and in spite of all else, your kids will turn out okay, if not even thrive. Simple, but effective is the daily hug and these three simple words: "I LOVE YOU."
In the end, and as difficult and challenging as parenting is, I am always bolstered and reassured, despite my flaws, by love-both for and from my kids. It really is just that simple: show them your affection and tell them how much you love and care for them and the other things tend to fall into place, even if you screw up every so often, or like me, a lot.
Just like our children, parents learn from their mistakes and get better with time.
Thursday, June 23, 2011
Please join me and my friends on Team Emily as we run in our fight against cancer.
Welcome to TEAM EMILY!
Several of us are training to participate in The Bank of America Chicago Marathon in October and other events this fall as members of The Leukemia & Lymphoma Society's (LLS) Team In Training. At any rate, I'll be anchoring the effort for the Chicago Half Marathon in September. All of us on Team In Training, no matter which personal goal we've set, are raising funds to help stop leukemia, lymphoma, Hodgkin lymphoma and myeloma from taking more lives. We are completing this event in honor of all individuals who are battling blood cancers, but there is a very special little girl, and a schoolmate of my son, John. Emily Beazley,who is serving as special motivation to us, is eight years old and was recently diagnosed with T Cell Lymphoblastic Lymphoma. Emily is a courageous little girl who wants to be back at school with her friends but instead is facing cancer with a fight and determination that is truly amazing. We are running to help raise money that can go to research so that the doctors and specialists have effective treatments at hand so not only can survivors like Emily beat cancer they can do so with more good days than tough days. These people are the real heroes on our team, and we need your support to cross the ultimate finish line - a cure!
Emily has a special place in my son's heart and because of that bond, I was able to meet her mom, who is a gracious, strong and courageous lady herself, and with all those factors, I knew I had to do something more than tell her I was sorry. I've decided to join the fight, and show my support through my own effort to live a more fit life as an example to my own children.
Please make a donation to support Team Emily in our participation in Team In Training and help advance LLS's mission.
We hope you will visit my web site often. Be sure to check back frequently to see our progress. Thanks for your support!
Greg
Tuesday, June 21, 2011
Tribute to Clarence Clemons...Every Good Education Includes Great Music
Check out this great piece by Dave Miller of Chicagoconcertgoers.com that captures the greatness and legacy of Clarence Clemons. Thanks for the happiness and education, Clarence.
http://www.chicagoconcertgoers.com/index.php?option=com_content&view=article&id=123%3Aremembering-clarence-big-man-clemons&catid=37%3Apast-reviews-&Itemid=49
http://www.chicagoconcertgoers.com/index.php?option=com_content&view=article&id=123%3Aremembering-clarence-big-man-clemons&catid=37%3Apast-reviews-&Itemid=49
Monday, June 13, 2011
Summer Vacation: Nature's Alternative to the Mega-Waterparks
School's out for summer, and if you're like me and Alice Cooper, you're more ready for a summer vacation then your kids are. Certainly, by now they have mentioned those giant mega-parks like the ones you'll find in Wisconsin Dells, and while it's undeniable that taking your kids there will earn you big points on the coolest parent meter, what will you have taught them in the end? Sure, White Wolf River Lodge, or one of its counterparts, is decorated in the outdoors style, but it's really just an expensive inauthentic, bogus version of the real thing. So this year, I've made a deal with my kids, one night at the Madison Holiday Inn's Cypress Cove, which for $115 bucks got me free admission to the tamed down waterpark, a themed children's suite with bunkbeds and all their meals included, in exchange for 4 more days of authentic adventure, learning and history in Devil's Lake State Park. After we leave Madison (a great place in it's own right), via Route 113, where we'll cross Lake Wisconsin / Wisconsin River on the Merrimac Car Ferry, the Colsac III http://www.dot.wisconsin.gov/travel/water/merrimac-history.htm ( it and it's predecessors have carried people across the river since 1844), we'll spend our time camping, hiking, swimming and exploring one of the most unique geologically, ecologically and biologically diverse areas in our region, if not our nation.
Give your kid's some good material for their "What I did this Summer" back to school report!
Did you know that there are thriving numbers of Black Bears, or that there are even Rattlesnakes and some of the country's best Rock Climbing and Bouldering all within 3 hours drive of Chicago? I bet not, but my kids have already started to learn about it, and in a few weeks, will get to experience it-even if my wise and safety-orientated 10-year old daughter rightly questions my logic that includes taking children to such dangerous environs. We'll sleep in an authentic plains style Tepee, learn about the forces of the last Ice Age and swim on a near pristine beach and in a lake with real sand and fish, not plastic tubes and fake palm trees. Sure, I'll probably give in and take them to Circus World (historically important, by the way) and even spend some time in the tourist trap called Wisconsin Dells (less the 30 minutes from Devil's Lake), but I guarantee what my kids remember most will be the life-lessons and things they experience in the great outdoors.
There are so many natural wonders and encounters to be had for a lot less then you'll spend at Great America, Crystal Cove or Grizzley Jack's Water Resorts all within a few hours of Chicago (or any metropolitan area) that it would be a complete and total shame not to take advantage of true summer fun and indelible lifelong learning experiences. If you're not ready to give up the mega-park addiction, try to balance it with, at minimum, a day trip to encounter at least one natural, historic or geological site on your next road trip.
I wonder if I can convince my Little Princess and Mickey-loving 6-year old daughter to eschew her dreams of Disney World for a trip to the Everglades? My son is already down with the idea...are you?
Friday, May 20, 2011
Book Review: Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms.
Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms by Tyrone Howard can be whetted down to the simple premise that for any significant closing of the achievement gap, educators must do more than simply take pity on the poor disenfranchised students that have been placed upon their doorsteps, or take solace and pride in their colorblind, feel good approach to instruction. Rather than continue to lower standards because of their unintentional, yet racially tinged stereotypes, or pat themselves on their collective backs for being able to deliver a color-blind one size fits all curriculum, Tyrone Howard makes a passionate call for educators to drink deeply in the knowledge that race and culture truly matter in schools, and that we must differentiate instruction in a way that takes account for the historical, socioeconomic, and psychological manifestation of racism and cultural bias in our unequal, uniquely unfair, and at times. undemocratic nation. Moreover, he sets the course and provides the means for navigating the difficult, often daunting challenge presented by America’s socioeconomic jungle known as the achievement gap. That journey is filled with obstacles, implicit dangers and unseen pitfalls that Howard proves can be overcome through a process that moves past the ill-conceived and misguided path of good intentions, disheartened acceptance of the status quo and an unwillingness to change direction, and leads us down the glory road of achievement and success regardless of race, culture or socioeconomic standing. What he does best, though, is provide the shortest and most direct route to that magnificent goal by asking each of us to accept an arduous, yet valiant mission. An unparalleled assignment that requires deeper understanding, resiliency of unprecedented levels, as well as highly informed and skilled educators, who are willing to tackle the great white elephant sitting in the corner , and the restructuring of archaic methods and paradigms.
In chapter one, the author explains in great depth the achievement gap. Defining the specifics and putting light on a very ironic twist of the American Dream, he sets the tone for the impassioned wake-up call that is to follow. People from around the world have come to America in droves because of the perceived educational and socioeconomic opportunities they believe exist in our home of the brave and land of the free, only to come to a place where many of its current citizens have been failed by it schools. In stark contrast to the American Dream scenario is a situation that sees a highly segregated and, for many, an ineffectual educational system, where the remnants of deeply seeded racism and social inequality still leave deeps cut across the carotid artery of the American soul. Moreover, Howard is able to succinctly disaggregate data, and gives meaningful context to the historical and socioeconomic aspects that characterize the achievement gap. Further still, he looks at the unsettling information found in the NAEP or as it is often called the “Nation’s report card,” which paints a bleak picture of the more than two decade trend showing that “persistent gaps have existed in the education outcomes of White and certain Asian American students in comparison to their African American, Latino, and Native American counterparts across several important indicators of school success” (Howard, 2010, p. 14). What becomes clear is that the effects of generations of overt racism followed by decades of an unintentional, subtle and perhaps, more insidious form of discrimination, have left our nation with an ever-widening achievement gap; an educational abscess, which continues to fester, and as it grows deeper, it becomes a more acute and malignant malady.
However, as with most illnesses, even the most debilitating, there are a variety of treatments that can be applied to the issue. Like a highly skilled surgeon, in chapter two, Howard thoroughly assesses his patient and uses that information to develop a course of action. What he discovers is a country rapidly changing as it grows older, and despite its earlier incarnation as a mostly Eurocentric and protestant nation, it is becoming a country where its non-white population will no longer be in the majority. An explosion in the population growth of its Latino citizens (and non-citizens) has implications for the long term health of not only America’s disadvantaged and poor population, but for the well-being of the very teachers, most of whom are white, and entrusted with educating its disparate citizens, even as they may lack the cultural skills and understanding to do so effectively. The primary challenge for educators is that they must adapt to a growing and collectively more diverse student body, for which they have already shown a failure to effectively educate. This conundrum calls for a restructuring of educational theories, practices and policies, but the question remains: can a system with deeply entrenched beliefs and a certain level of system-wide complacency be inspired, or even prodded slowly toward the change that, even the most staunchly and unapologetically ingrained amongst us must admit, is crucial, especially if we are to compete in the ever growing and competitive global marketplace. The reality is undeniable and it calls for an immediate response to address these cultural, racial and social inequalities that continue to cripple us as a nation. Yet, and still, there is hope for a more equitable and functional future through a sincere belief in multicultural education and authentic reform, which addresses the entire spectrum and is wide in scope and focus.
While, on many levels, most educators have good intentions and are well-meaning, they are often handicapped by their own theoretical backgrounds and traditional assumptions regarding culture and how it applies to pedagogy. In chapters 3 and 4, Howard provides a new and more applicable definition of culture, which he describes as far more complex than the narrow and simplistic version most educators have conceptualized. He goes on to describe applicable and germane practices that can be utilized to provide more meaningful instructional outcomes for all students as educators struggle to close the achievement gap. “To do so, we also must examine our own cultural frameworks and recognize that our own ways of being are not necessarily shared and embraced by others: ‘Even without being immersed in another cultural system, comparisons of cultural ways may create discomfort among people who have never before considered assumptions of their own cultural practices’” (Howard, 2010, p. 16; Rogoff, 2003, p.14). This simple, but direct reality, is perhaps, the best and most powerful section of Howard’s book because it asks educators to take account of their own culture, biases and to turn their pedagogical approach toward their students into a student centered paradigm, rather than from within their own internal realities and typical, yet antiquated teacher-centered instructional methods. Howard advises that for those of us concerned about this educational malapropos, we should gain a strong grasp of “culturally responsive pedagogy” and improve our knowledge and skills to more deeply engage our students in meaningful and culturally relevant instruction. “Culturally responsive pedagogy embodies a professional, political, cultural, ethical and ideological disposition that supersedes mundane teaching acts; it is centered in fundamental beliefs about teaching, learning, students, their families, and their communities, and an unyielding commitment to see student success to become less rhetoric and more of a reality” (Howard, 2010, p. 67). The reality is that for widespread closing of the achievement gap, successful programs, initiatives and even single lessons must be replicated and shared on a grand scale.
What of race? Does it still play a part in educational outcomes? How can it be addressed and move beyond its status as the White Elephant in the room no one apparently sees? In chapter 5, Howard looks at this highly loaded and delicate topic, and, in recounting the works of W.E.B. DuBois and the equally significant Cornell West, tells us that indeed race still matters, saying, “a plethora of scholars, philosophers, researchers, and practitioners have lamented the way in which we talk (and do not talk) about race and its manifestations in our everyday lives” (2010, p. 91). Certainly, the issue of race is always lurking near the surface, waiting to rear its ugly head at a moment’s notice, yet many people seem unwilling or even afraid to mention it, like a an ostrich sticking it’s head in the sand to avoid a prowling predator. Needless to say, if nothing is done to avert the danger, our nation like the unwitting ostrich will be consumed by the vicious animal typified by: hate, uneasiness and or simple ignorance. Some educators proudly espouse their “colorblind” approach to teaching, while others hold fast in their paternalistic ideologies that float in the murky waters of unintentional racism as they dummy down curriculum and feign pity on their students of color. While neither is overtly racist, both are highly injurious and continue to widen the achievement gap. This often passive ignorance of why race matters is an endemic and insidious issue that needs to be burned out through its core, otherwise it will lead to a place where “educators [continue to] ignore race or adapt colorblind approaches, while failing to realize that the greater avoidance of the topic denies students an essential part of their being, and only increases the likelihood of race becoming an explosive topic” (Howard, 2010, p.100). As Howard so eloquently shows in some of his most qualitative research, race matters, it matters and is uniquely and significantly real and painful for many of today’s students of color. He calls for us to move toward what he calls a post-racial paradigm where the economic, social and historical implications of racism are taken into account and openly discussed in a less opaque place, eliminating much of the uncertainty, trepidation and disagreement that currently keep our heads collectively stuck in the sands of racial disharmony.
The second to last chapter, entitled “Developing Cultural Competence and Racial Awareness in Classroom Teachers is one of the most applicable chapter in the entire book. In it, Howard (2010) keenly looks at how to help educators, both the newly initiated and the grizzled veterans, to obtain, develop and broaden their existing cultural understanding, competence and racial awareness, which he sees as critical for teaching in today’s pluralistic and diverse schools. In the end, he details very specifically the requisite tools that all educators, and those seeking to improve the educational circumstances in our nation, need, if we are to close the achievement gap in any real and meaningful way. Simply put, he gives us the recipe to successfully “acquire the skills, knowledge, and dispositions needed to become effective teachers and researchers in multicultural classrooms,” (p.112) and to become more productive and egalitarian citizens, who seek an authentic leveling of the socioeconomic and racial playing field.
In the final chapter of Howard’s (2010) tome, he provides four cases where the achievement gap has been reduced significantly through the diligent efforts of school leaders, teachers, parents and most importantly, students. He identified five important themes that he found to be the most predominant in the success he witnessed in the mostly low-income schools of color he studied over a 3 year period. As a result of their efforts, these schools broke the demoralizing trend and narrowed the so-called achievement gap found in similar schools nationwide. Upon further review, Howard (2010) found the following practices and beliefs systems most essential to their miraculous success: “(1) visionary leadership, (2) teachers’ effective practices, (3) intensive academic support, (4) the acknowledgement of race, and (5) parental and community engagement” (p. 130). The significance of visionary leaders can’t be understated, and is, perhaps, the most important aspect of eliminating the academic deficits found in too many of our nation’s schools. These leaders show an unbending belief in their student’s and work hard to dispel the naysayers and disbelievers, but perhaps their greatest skill is their ability to exemplify the effort it takes to succeed, and the high standards that must be set on a continuous and inflexible basis. They improved all areas of the school from staff, instructional services to the building itself, which, collectively added together, inspired pride and confidence in all of those who had a stake in the success of the school.
Improving and creating effective instructional practices, is the most obvious, yet most enduring factor leading to the success of these underdog schools. In these schools, “teachers spent more time on task in classrooms; there were few interruptions, distractions and disrupting of instructional time. The teachers had effective management practices, appeared to build classroom community, were able to multitask effortlessly, and had multiple ways of assessing students” (Howard, 2010, p.137). Beyond that, rigor was evident and accelerated learning was more common than remediation and re-teaching, but perhaps, most importantly, teachers in these schools brought out a sense of competency, self-belief and a strong understanding of their students’ backgrounds and held themselves accountable for the success of their students.
While rigor and high expectations are par for the course at these schools, they also have established a commitment to their at-risk students by developing intensive academic interventions and enrichment opportunities for them. Moreover, the staff at these schools provided the spaces and places for enrichment to occur in a proactive and transformational way. Furthermore, an explicit acknowledgement of race and its subsequent implications were common at these schools, and were discussed openly and comfortably across the staff, community and student body. Lastly, and particularly significant for me, a crucial facet that is often missing in many of our most underperforming schools was the significant role played by parents and even the community at-large. Parents at these schools were treated as equal partners in, rather than as obstacles to the success of their children. Both parents and community partners were made to feel welcomed and integral parts in the achievement of the students and schools, and were actively and thoughtfully engaged in the process of building an atmosphere of success.
In the final section of the book, Howard calls for our national leadership and ordinary citizenry to look with a critical eye toward our so-called democratic ideals and the inequality that still pervades in many disparate parts of our country. Do we truly believe in our ideals and are we “committed to providing all students a first-rate, rigorous, humanistic, culturally and socially responsive education that will allow them to compete in a technological age and global society” (Howard, 2010, p.149)? The answer to that important and enduring question still remains to be answered, but, as Howard believes, because “our collective fates” depend on the success and growth of all of our nation’s children, that important transformation can happen through the efforts and support of our country’s last and greatest line of defense: its educators.
I have clearly identified the strength and positive aspects in the author’s ideas and supported them throughout. Nevertheless, I did find one negative aspect in his otherwise masterful work: while he clearly identified the 5 primary qualities that can lead to the elimination of the achievement gap, I was left wondering, what about the schools and communities where abject realities dictate otherwise. What of the schools that lack inspired and visionary leadership, or where parental and community apathy outweigh the engaged and supportive constituents? All the same, Howard’s (2010) work was truly enlightened and proactive in its tenor. Of particular merit and usefulness were his chapters describing the nature of cultural understanding as it has been interpreted and his conception of a better and cultural responsive pedagogy, and also his chapter on why race still matter, and as he states, “to give readers a better understanding of how racial ideas, beliefs, and attitudes continue to influence educational practices” (p. 5) was particularly pertinent. Perhaps, the most applicable chapter for initiating a diverse curriculum in any educational organization was his last. Howard (2010) provides very explicitly five core principles that can be implemented immediately to create what he says Dr Martin Luther King (1967) referred to as “the fierce urgency of now” (p.130). Simply put, this is the most significant lesson from the entire work: something drastic must be done immediately then ardently believed in, if we are to swiftly and irrevocably close the achievement gap.
Tuesday, May 10, 2011
Projects on Regions of the United States | eHow.com
Here is a special post from my work at ehow.com , just for social studies teachers...enjoy!
Projects on Regions of the United States | eHow.com
Projects on Regions of the United States | eHow.com
How to Get a MS Certification for a Nurse Aide | eHow.com
How to Get a MS Certification for a Nurse Aide | eHow.com
Tuesday, May 3, 2011
Saving the Dinosaur: Adapting Your Conception of Education to Meet the Flip, Part Three
If you decided to stick with me through the first two parts of my diatribe on the need for a more appropriate and effective use of technology in education as it exists today, I'll assume you're with me and believe that best practice teaching must include sound, creative and thoughtfully implemented technology. The simple fact is that today's student is ingrained with an innate ability and natural inclination for technology that makes it almost inexcusable for a teacher to dismiss its relevance or use it simply to computerize traditional strategies.
As Professor Andy Berning discusses in his Appropriate Use of Technology in Education blog, the ultimate goal of effectively incorporating technology into your lessons, and, in a larger sense, your school or district, is to bring added value. As he writes, "Value means that the innovations in question brings something to the process that was not previously there.Value means pushing beyond computerizing the status quo (cramming) and discovering what new dimensions technology can bring." Essentially, what he's saying to us is this: Don't put your old lecture notes into a power point, or have your students look up definitions online at dictionary.com, and claim to be on the cutting-edge. Use technology to energize, invigorate and optimize your lessons and schools, not to make yourself feel better by making token efforts every once in a while. Don't be that teacher...you know, the one the younger teachers make fun of because of their continued use of the funny blue-inked mimeographs from 1985 that they borrowed from the Fast Times at Ridgemont High teachers companion guide. Nice going, Mr. Hand.
Okay, to be frank, I abhor preachy "know-it-alls" who stand on their soapboxes complaining and finding fault, but never providing solutions or answers that address the problems they so vehemently object to. So, with that being the case, and not wanting to be a blithering hypocrite, I'll shut up and try to provide some solutions.
Perhaps, at least in my mind, the most powerful strategy for implementing technology is the use of Asynchronous communication, or time-delayed learning that allows students and teachers to interact at various points in time and locales in a more responsive and efficient method than simple face to face exchanges. Research shows that Emails, text-massaging, blogs, and computer conferencing have increased total communication and for many non-traditional students it is a "safer," and more convenient way to interact, and for teachers, it enables them to teach far more content and reach many more students than they could otherwise accomplish.
Researchers, Arthur Chickering and Stephen Ehrmann suggest that "Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding." Enter technology, again. Creating a class Wiki, or a web page where users-students in this case-can add and edit content collectively, is an exciting and powerful tool that ensures collaboration, shared learning and a feeling of collective ownership and pride. Check out the PBWorks website to set-up and create free wiki pages and get tutorials, templates and examples of what other educator's have done with this exciting Web 2.O technology.
Use technology that activates learning and engages the student. Options include simulation software that allows students to utilize real world tools in a safe environment. Think about using non-computer technologies to create apprentice like scenarios where students utilize various tools to create work. For example, a science teacher teaching about sound waves, could have her students design a transistor radio or even a simple amplification system. Such use of real world tools and instruments engages the students and brings the content (sound waves) to life, providing a deeper level of meaning that theory alone almost always misses.
Use technology to provide feedback more efficiently, Technology that lets students spend more time on task and increase their and your own efficiency. The examples are too numerous to mention, but think about the software programs and applications that are meant to optimize time and production.
Learning that is social has shown positive impacts on student achievement. God forbid, but consider utilizing social media sites under controlled conditions. Instead of letting student cell phone use frustrate you, embrace it as a productivity tool..Twitter, facebook and myspace are tools, not the devil's playground. Certainly, even computers, calculators and books have all at one point in time been looked upon just as capriciously, but when regulated with appropriate use guidelines and consequences for inappropriate use, those tools, like social media now, can and do provide endless educational rewards.
Hopefully, I've given some useful solutions, and maybe even provided some food for thought, but most importantly, I've shown that if you haven't made the technology flip yet, you are running the risk of becoming a dinosaur, whose existence is doomed by a stubborn inability to adapt to changing conditions. My research, readings and own personal observations lead me to believe that a major change in how we approach, distribute and evaluate education is coming within the next 3-5 years. My prediction is that though teachers will always be important, their role will change from instructors, who direct from the front of teacher-centric classrooms to facilitators and content consultants providing expertise on the side of a new student-centric model.
Safe travels my hardy cyber-friends. It's a brave new world, and a world without dinosaurs.
Check out this eminently funny, but absolutely poignant and pertinent video.
As Professor Andy Berning discusses in his Appropriate Use of Technology in Education blog, the ultimate goal of effectively incorporating technology into your lessons, and, in a larger sense, your school or district, is to bring added value. As he writes, "Value means that the innovations in question brings something to the process that was not previously there.Value means pushing beyond computerizing the status quo (cramming) and discovering what new dimensions technology can bring." Essentially, what he's saying to us is this: Don't put your old lecture notes into a power point, or have your students look up definitions online at dictionary.com, and claim to be on the cutting-edge. Use technology to energize, invigorate and optimize your lessons and schools, not to make yourself feel better by making token efforts every once in a while. Don't be that teacher...you know, the one the younger teachers make fun of because of their continued use of the funny blue-inked mimeographs from 1985 that they borrowed from the Fast Times at Ridgemont High teachers companion guide. Nice going, Mr. Hand.
Okay, to be frank, I abhor preachy "know-it-alls" who stand on their soapboxes complaining and finding fault, but never providing solutions or answers that address the problems they so vehemently object to. So, with that being the case, and not wanting to be a blithering hypocrite, I'll shut up and try to provide some solutions.
Perhaps, at least in my mind, the most powerful strategy for implementing technology is the use of Asynchronous communication, or time-delayed learning that allows students and teachers to interact at various points in time and locales in a more responsive and efficient method than simple face to face exchanges. Research shows that Emails, text-massaging, blogs, and computer conferencing have increased total communication and for many non-traditional students it is a "safer," and more convenient way to interact, and for teachers, it enables them to teach far more content and reach many more students than they could otherwise accomplish.
Researchers, Arthur Chickering and Stephen Ehrmann suggest that "Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding." Enter technology, again. Creating a class Wiki, or a web page where users-students in this case-can add and edit content collectively, is an exciting and powerful tool that ensures collaboration, shared learning and a feeling of collective ownership and pride. Check out the PBWorks website to set-up and create free wiki pages and get tutorials, templates and examples of what other educator's have done with this exciting Web 2.O technology.
Use technology that activates learning and engages the student. Options include simulation software that allows students to utilize real world tools in a safe environment. Think about using non-computer technologies to create apprentice like scenarios where students utilize various tools to create work. For example, a science teacher teaching about sound waves, could have her students design a transistor radio or even a simple amplification system. Such use of real world tools and instruments engages the students and brings the content (sound waves) to life, providing a deeper level of meaning that theory alone almost always misses.
Use technology to provide feedback more efficiently, Technology that lets students spend more time on task and increase their and your own efficiency. The examples are too numerous to mention, but think about the software programs and applications that are meant to optimize time and production.
Learning that is social has shown positive impacts on student achievement. God forbid, but consider utilizing social media sites under controlled conditions. Instead of letting student cell phone use frustrate you, embrace it as a productivity tool..Twitter, facebook and myspace are tools, not the devil's playground. Certainly, even computers, calculators and books have all at one point in time been looked upon just as capriciously, but when regulated with appropriate use guidelines and consequences for inappropriate use, those tools, like social media now, can and do provide endless educational rewards.
Hopefully, I've given some useful solutions, and maybe even provided some food for thought, but most importantly, I've shown that if you haven't made the technology flip yet, you are running the risk of becoming a dinosaur, whose existence is doomed by a stubborn inability to adapt to changing conditions. My research, readings and own personal observations lead me to believe that a major change in how we approach, distribute and evaluate education is coming within the next 3-5 years. My prediction is that though teachers will always be important, their role will change from instructors, who direct from the front of teacher-centric classrooms to facilitators and content consultants providing expertise on the side of a new student-centric model.
Safe travels my hardy cyber-friends. It's a brave new world, and a world without dinosaurs.
Monday, April 25, 2011
Saving the Dinosaur: Adapting Your Conception of Education to Meet the Flip, Part Two.
Recent studies indicate that a flip is coming that will transform education. According to Dr. Andrew Berning's research on the appropriate use of technology in education at the University of Texas-Arlington, "Ninety-six percent (96%) of U.S. students ages 9 to 17 who have Internet access use social-networking technology to connect with their peers. Nearly sixty percent (60%) of these students report discussing education-related topics online, such as college or college planning, learning outside of school, and careers." Further still, a study done by Dr. Robert Marzano found that student achievement was improved by a stunning 16% when technology was incorporated into teacher lesson plans. Researchers from South Dakota State, Penn State and Lock Haven University found that social media sites like Twitter can increase student engagement and improve their grades substantially (see http://www.sdstate.edu/news/articles/twitterresearch.cfm ). According to researcher Ray Junco, "It was clear that students were highly engaged with us and with each other on Twitter and that had a significant effect on their overall academic success," which begs the question, why are such tools so frequently besmirched by educators?
What can technology do for students and teachers? According to Berning's blog, Appropriate Use of Technology in Education:
1.Technology can increase achievement.
2.Technology can facilitate creativity.
3.Technology can bring relevance and creativity into the learning environment.
4.Technology can facilitate experiences too expensive or too dangerous to do in real time.
5.Technology can offer alternative means for students to demonstrate what they know.
6.Technology can individualize and personalize instruction.
7.Technology can increase productivity for staff and students.
8.Technology can prepare students for a digital workplace and economy.
9.Technology can increase communication between educators and stakeholders in the community.
10.Technology can facilitate data driven decisions.
11.Technology can increase retention and decrease dropouts.
12.Technology can increase achievement.
13.Technology can facilitate creativity.
14.Technology can bring relevance and creativity into the learning environment.
15.Technology can facilitate experiences too expensive or too dangerous to do in real time.
16.Technology can offer alternative means for students to demonstrate what they know.
17.Technology can individualize and personalize instruction.
18.Technology can increase productivity for staff and students.
19.Technology can prepare students for a digital workplace and economy.
20.Technology can increase communication between educators and stakeholders in the community.
21.Technology can increase retention and decrease dropouts.
22. Technology can Level the Playing Field -- Adaptive/Assistive
23. Technology can Provide Opportunity to Advance for gifted/accelerated learning.
24. Technology can allow Differentiation and student centered learning
25. Technology can allow students to control pace of learning
26. Technology can allow Social Learning
27. Technology can provide Instant Access to Information
28. Technology allows for alternative structures of teaching e.g. Master teacher, teacher aid, master lecturer etc.
29. Technology can allow better communications/feedback with parents and stakeholders
30. Technology can provide access to Unserved and Non Consumers
31. Technology Lower the Barrier to Entry for Publishing --Anyone can publish
32. Technology can allow educators to implement gaming and other modern forms of learning.
33. Technology can Manage large numbers of learners
34. Technology can adapt to learning style
35. Technology can make serve 24/7/365
Dr Andrew Berning's blog can be found at http://appropriateuse.blogspot.com/2011/03/review-module-three-introduce-module.html
Coming in Part Three: Best practices for adapting your lessons to incorporate technology and my prediction about where I see education going in the next few years...
What can technology do for students and teachers? According to Berning's blog, Appropriate Use of Technology in Education:
1.Technology can increase achievement.
2.Technology can facilitate creativity.
3.Technology can bring relevance and creativity into the learning environment.
4.Technology can facilitate experiences too expensive or too dangerous to do in real time.
5.Technology can offer alternative means for students to demonstrate what they know.
6.Technology can individualize and personalize instruction.
7.Technology can increase productivity for staff and students.
8.Technology can prepare students for a digital workplace and economy.
9.Technology can increase communication between educators and stakeholders in the community.
10.Technology can facilitate data driven decisions.
11.Technology can increase retention and decrease dropouts.
12.Technology can increase achievement.
13.Technology can facilitate creativity.
14.Technology can bring relevance and creativity into the learning environment.
15.Technology can facilitate experiences too expensive or too dangerous to do in real time.
16.Technology can offer alternative means for students to demonstrate what they know.
17.Technology can individualize and personalize instruction.
18.Technology can increase productivity for staff and students.
19.Technology can prepare students for a digital workplace and economy.
20.Technology can increase communication between educators and stakeholders in the community.
21.Technology can increase retention and decrease dropouts.
22. Technology can Level the Playing Field -- Adaptive/Assistive
23. Technology can Provide Opportunity to Advance for gifted/accelerated learning.
24. Technology can allow Differentiation and student centered learning
25. Technology can allow students to control pace of learning
26. Technology can allow Social Learning
27. Technology can provide Instant Access to Information
28. Technology allows for alternative structures of teaching e.g. Master teacher, teacher aid, master lecturer etc.
29. Technology can allow better communications/feedback with parents and stakeholders
30. Technology can provide access to Unserved and Non Consumers
31. Technology Lower the Barrier to Entry for Publishing --Anyone can publish
32. Technology can allow educators to implement gaming and other modern forms of learning.
33. Technology can Manage large numbers of learners
34. Technology can adapt to learning style
35. Technology can make serve 24/7/365
Dr Andrew Berning's blog can be found at http://appropriateuse.blogspot.com/2011/03/review-module-three-introduce-module.html
Coming in Part Three: Best practices for adapting your lessons to incorporate technology and my prediction about where I see education going in the next few years...
Thursday, March 31, 2011
Saving the Dinosaur: Adapting Your Conception of Education to Meet the Flip
Visualize a monolithic and inflexible system in which the user is unable to penetrate the structure or even bend the framework. If you've got a vision of a caveman trapped in a box canyon without a rope or even a rudimentary stone hammer to chip away at the canyon walls, then you've seen the peril that too many American school children face.
The current model of American Education is like a dinosaur that will inevitably be forced to change or die like the triceratops, stegosaurus and tyrannosaurus 65 million years before. Some folks argue whether it was an impact event, or a failure to adapt to changing conditions that led to the demise of our paleolithic predecessors, but unless we are struck with a meteor of catastrophic proportions in the next few years, it will be our failure to recognize and adapt to the changing conditions so ever-present in the world around us. While educational reformers yap about this and that, and blather away about standards-based learning, academic rigor and other educational psychobabble, the simple truth is that nothing will really have a meaningful impact until we realize that the conditions for learning have changed, and students are bored by our current monolithic, teacher-centered cookie-cutter system.
While we waste our precious time playing the political shell-game trying to stay one-step ahead of big-brother, and the achievement score police, who keep making standardized testing companies like ACT rich as the pockets of sleaze-ball politicos get fuller, we're allowing American education to die on the vine. Sadly, as we continue to bore students with ACT prep-driven instruction, and retest after practice retest them into zombie-like creatures, we continue to prohibit the very tools that students do their most effective learning with. How ironic is it that most students process and retain more information from their cell phones, MP3 players and other devices, which bring the world to them via YouTube, social media sites like Twitter and countless other highly adaptable and individualized technologies then they learned in school last year?
Have I angered you, yet? Sorry, but be angry; then realize that the conditions have changed, or to put it in educational psychobabble, the paradigm has shifted, and if you want to exist, you'll need to adapt. That means allowing kids to use their I pads, wikis and facebook to learn; it's what they do best. It means changing the way you do things in your class, and realizing it's about your students not you. It means accepting that the best tools for instruction are tools that your students are, most-likely, more proficient with than you. It means that you have to actually use technology to create project-based 21st century global lessons, instead of using that fancy new whiteboard to replace the blackboard, or merely putting your notes into a simple power point or using the computer lab so that kids can utilize Microsoft Word. While those are all fine tools, you are basically using technology to replace the status quo, as University of Texas at Arlington Professor Andrew Berning has coined, which is at least a step, but understand for all intents and purposes you are still doing the same thing you've always done. Challenge yourself to learn about Web 2.O, cloud computing or an even fresher technology, and as you do, realize the benefits of those tools as you're asked to differentiate and individualize instruction.
But where is the evidence for the claims I've made, and what are some of the best practices for adapting your current methods?
Check back later, for part two of Saving the Dinosaur: Adapting Your Conception of Education to Meet the Flip to find those answers, and see my prediction about where education is going in the next few years. In the meantime, check out the link below for a little precursor:
Tech tool boosts learning, study confirms
The current model of American Education is like a dinosaur that will inevitably be forced to change or die like the triceratops, stegosaurus and tyrannosaurus 65 million years before. Some folks argue whether it was an impact event, or a failure to adapt to changing conditions that led to the demise of our paleolithic predecessors, but unless we are struck with a meteor of catastrophic proportions in the next few years, it will be our failure to recognize and adapt to the changing conditions so ever-present in the world around us. While educational reformers yap about this and that, and blather away about standards-based learning, academic rigor and other educational psychobabble, the simple truth is that nothing will really have a meaningful impact until we realize that the conditions for learning have changed, and students are bored by our current monolithic, teacher-centered cookie-cutter system.
While we waste our precious time playing the political shell-game trying to stay one-step ahead of big-brother, and the achievement score police, who keep making standardized testing companies like ACT rich as the pockets of sleaze-ball politicos get fuller, we're allowing American education to die on the vine. Sadly, as we continue to bore students with ACT prep-driven instruction, and retest after practice retest them into zombie-like creatures, we continue to prohibit the very tools that students do their most effective learning with. How ironic is it that most students process and retain more information from their cell phones, MP3 players and other devices, which bring the world to them via YouTube, social media sites like Twitter and countless other highly adaptable and individualized technologies then they learned in school last year?
Have I angered you, yet? Sorry, but be angry; then realize that the conditions have changed, or to put it in educational psychobabble, the paradigm has shifted, and if you want to exist, you'll need to adapt. That means allowing kids to use their I pads, wikis and facebook to learn; it's what they do best. It means changing the way you do things in your class, and realizing it's about your students not you. It means accepting that the best tools for instruction are tools that your students are, most-likely, more proficient with than you. It means that you have to actually use technology to create project-based 21st century global lessons, instead of using that fancy new whiteboard to replace the blackboard, or merely putting your notes into a simple power point or using the computer lab so that kids can utilize Microsoft Word. While those are all fine tools, you are basically using technology to replace the status quo, as University of Texas at Arlington Professor Andrew Berning has coined, which is at least a step, but understand for all intents and purposes you are still doing the same thing you've always done. Challenge yourself to learn about Web 2.O, cloud computing or an even fresher technology, and as you do, realize the benefits of those tools as you're asked to differentiate and individualize instruction.
But where is the evidence for the claims I've made, and what are some of the best practices for adapting your current methods?
Check back later, for part two of Saving the Dinosaur: Adapting Your Conception of Education to Meet the Flip to find those answers, and see my prediction about where education is going in the next few years. In the meantime, check out the link below for a little precursor:
Tech tool boosts learning, study confirms
Friday, March 25, 2011
Replacing Grandma's Cheesecake: So, What's the Issue with Reconfiguring the School-Year.
How do you feel about extending the school day and going to a year-long school calendar? Talk about a loaded question. Certainly, there has been a great deal of discourse surrounding this issue, and, of course, nothing seems to touch a cord with Americans as much as when they are asked to change the status quo. We like what we are comfortable with, and that goes even more so with education. We’ve always had a 40 week school year and summers off, so it must be good, right? Maybe, or maybe not, but if recent trends continue, change is coming.
In spite of those trends, there will continue to be a great deal of debate as some districts and school boards resist, while many others will follow suit with this emerging trend. With that being said, the purpose of this post is to shed a little light on the issue and provide some balance, which I hope informs and allows for each of us to make the best choice for our kids when the question is inevitably raised in our locales.
Without question, when most people hear “year-round” school, they immediately have a strong reaction one way or the other. One parent wrote, “I would hate it... These kids are burnt out. They need free time to play and have friends ....NO WAY TO LONGER DAYS AND GOING TO SCHOOL ALL YEAR... I ENJOY SPENDING TIME WITH MY KIDS... THE WAY IT IS SOME PEOPLE THINK OF SCHOOL AS A BABY SITTING SERVICE SENDING THE KIDS TO SCHOOL SICK.” Obviously, as the CAPS declare, she has very strong feelings and legitimate concerns, but in reality, a year-round school calendar would still provide the aforementioned kids with extensive free time and still enable them to spend quality time with their family. Nevertheless, most people immediately envision a schedule that leaves no time for summer vacations and the necessary mental break all students require to be at their best. In spite of those legitimate concerns, the reality is that the year-round model actually keeps kids from burning out and at the same time increases their retention rate, while eliminating the wasted time teachers spend re-teaching concepts that kids lose over the traditional 3 month summer break.
How is that possible, you say? Interesting that you should ask; so here is the reality of what a typical year-round program looks like: In the most common design, the school year is split into four nine-week terms followed by three-week vacation between each session. So essentially, the sequence is 45 school days followed by 15 days off not including weekends; basically breaking the year into 4 quarters. Other models provide 6 weeks off in the summer with 3 weeks off during the winter (holiday season) and another 3 week break in the spring. Another less popular, but fiscally prudent plan creates a multiple track plan that has the same 9 week quarters, but is divided between 4 groups of students, who have different breaks, so that at any given time only 3 of the 4 groups are in session. This model allows for more students to be taught during the same time period, which in theory would cost less money, and lower the overall class sizes across the curriculum (For more information and an extensive list of data-driven research, see http://www.ericdigests.org/2001-3/year.htm ).
The obvious benefit is that because the grading periods are shorter and the breaks more frequent, the likelihood of burn-out is greatly reduced and therefore, as logic indicates, the absentee rates would also be significantly cut for the same reasons.
Another important factor to consider is that a large majority of teachers, about 60 percent, according to one source (see the aforementioned link), prefer the year-round model. In that vein, a local teacher, and parent, says, “I have thought that with the right calendar, it would be wonderful. The kids would have better retention and with more frequent mini breaks, I think the kids won't get so burned out this time of year.”
Certainly, as she goes on to say, “As a teacher, I understand contractual issues with extending the school [year] with regards to pay etc., “ but the benefits more than outweigh those minor roadblocks.
Another veteran teacher explains, “I would be okay with year round. My sister’s kids are year round, they have the same amount of time off; it's just broken up more though out the year. I think our students would be less burnt out if they had breaks between quarters or longer time between semesters.”
Of course, not all teachers feel the same way, as witnessed by the comments of one grizzled teacher, who believes that "if the U.S. wants to see our suicide rate double in teens, then go for it. Summer break is needed for students and faculty to recharge themselves and to learn effectively. It's not like a Corporate America job where you can hide in your cubicle for a day and "recharge" - there are no hiding spots in a classroom!”
While not everyone agrees about lengthening the school year, it is fair to say that the model as witnessed in competitively driven countries like Japan, does lead to higher youth suicide rates and more of the typically adult-onset health issues like ulcers and other stress-related maladies. However, the model we’d most likely see in the U.S. would assuage those undeniably valid concerns.
Perhaps, the best answer is somewhere in the middle: As a young, but gifted teacher writes, even as he opposes the notion of year-round school, “First, I believe the school day should not be lengthened, nor should the school year. The breaks should remain the same in duration, but be spread apart more. We are no longer an agrarian/agricultural area that needs free labor in the summer and early fall. These kids can't afford to forget the precious information they learn in school in an age where that is true wealth: knowledge and skill sets that are marketable.”
In spite of this uneasy dichotomy of opinion that surrounds this contentious issue, I have an uncanny feeling that much of the resistance really comes down to our emotional and psychologically conservative nature, which causes many of us to hold tight to what we know and have been accustomed to. Change is an uncomfortable thing, but is often the very element that leads to meaningful growth.
Consider for a moment that Grandma’s recipe calls for ingredients that were perfectly fine in the 1950s, but a recent study proves that one of those main ingredients causes lung cancer or some other equally heinous affliction. While I certainly love Grandma’s cheesecake, as a parent, I’d have to strongly consider finding a different recipe that was safe for my family to consume, and despite my yearnings for Grandma’s delicious recipe, I’d do so with the primary determinant being what was best for them. Unquestionably, when we evaluate our feelings about going to a year-long school calendar, we must analyze all the factors and then, above all else, decide with our primary motivation being what is in the best interest of our children; even if that means breaking with tradition.
And really...isn't Eli's Double Chocolate Chip Cheesecake every bit as good, if not better than, your Grandma's cheesecake?
And really...isn't Eli's Double Chocolate Chip Cheesecake every bit as good, if not better than, your Grandma's cheesecake?
Sunday, March 20, 2011
Are You a Helicopter Parent?
How much control should parents have in directing their child's life? It's a matter of perspective, I suppose, but certainly when parents control every decision, choice or option, they are crippling, and, in all actuality, retarding their child's growth. Do you support and guide your children from the side, or do you control their every move like a maniacal puppet master? The answer to that question has serious implications for your children.
Unfortunately, the competitive nature of our society has pushed parents into an unrealistic fear that if they don't make every decision for their kid, they may miss an opportunity, or fail to move to the top of the mythical, yet non-existent leader board of life. In reality, kids need space to fail, to make mistakes and to take responsibility for fixing their errors. Learning to overcome mistakes is one of the most powerful gifts we can bestow upon our children. Nevertheless, and with that being said, I certainly understand the innate and undeniable need to provide our children every possible advantage and to protect them from the inevitable missteps that ever adolescent takes. Yet, we must resist the natural tendency to give our kids the best of everything and deny our well-intended desire to save them from having to deal with hardships. Sometimes, the best lesson they can learn is what it's like to struggle a little, to know difficult times and to feel the pain of accepting the consequences of their actions, even if those consequences may occasionally set them back a step or two on the road to adulthood.
Sadly, many well-meaning parents have pushed their love too far, and in doing so, have taken the joy of life's simplest pleasures from their children. To wit: A young lady, who once loved soccer for its own sake, begins to look at it as a tedious, non-rewarding job. Why? Because an over-zealous parent pushes her to far in the misguided dream of a scholarship offer. Another child sits in the office of a therapist with a stress-related psychological malady after being pushed to hard academically, and is left feeling anxious. Perhaps, the unintended victim of the unrealistic expectations of an over-involved, goal driven parent. Meanwhile, another young adult is left trembling behind the walls of an apartment they can no longer afford, feeling irresponsible and unable to make logical everyday decisions. Unfortunately, their parents took care of everything important, micro-managed their life and gave them with very few responsibilities up to that point in their life.
How do you deal with your child? Do you pay all their bills, make sure they follow up with all of their school-related responsibilities, or ensure that all of their homework has been finished every night? Perhaps, you have filled out a few job applications for them, or signed them up for the ACT or SAT test, or completed all of their college applications...perhaps, you're a "Helicopter Parent!"
Despite our paternalistic instincts that say otherwise, the best answer to that question is that we need to give our kids space to grow, to develop basic life-skills and to manage their own responsibilities. Most importantly, parents must demonstrate self-control and restraint when it involves their children.
But what can parents do without being labeled with the obviously unfavorable "Helicopter" tag?
It's okay, you can go ahead and monitor grades, and step in when there is a problem, but calling the school after every subpar assignment or quiz result is a definite sign that you're hovering a little too close. Back off and give your child the opportunity to self-correct. How will your child learn to handle the requirements of everyday living, if you take care of everything for them? Observe and guide, rather the control and do...Inspire and motivate, but hesitate when the urge to micro-manage burns in your belly. Beyond all else, accept your child for who they are, don't compare them to anyone else, and allow them to make mistakes...even the occasional BIG ones. Their teachers and coaches, future mates, and most importantly, your own children will thank you later.
Unfortunately, the competitive nature of our society has pushed parents into an unrealistic fear that if they don't make every decision for their kid, they may miss an opportunity, or fail to move to the top of the mythical, yet non-existent leader board of life. In reality, kids need space to fail, to make mistakes and to take responsibility for fixing their errors. Learning to overcome mistakes is one of the most powerful gifts we can bestow upon our children. Nevertheless, and with that being said, I certainly understand the innate and undeniable need to provide our children every possible advantage and to protect them from the inevitable missteps that ever adolescent takes. Yet, we must resist the natural tendency to give our kids the best of everything and deny our well-intended desire to save them from having to deal with hardships. Sometimes, the best lesson they can learn is what it's like to struggle a little, to know difficult times and to feel the pain of accepting the consequences of their actions, even if those consequences may occasionally set them back a step or two on the road to adulthood.
Sadly, many well-meaning parents have pushed their love too far, and in doing so, have taken the joy of life's simplest pleasures from their children. To wit: A young lady, who once loved soccer for its own sake, begins to look at it as a tedious, non-rewarding job. Why? Because an over-zealous parent pushes her to far in the misguided dream of a scholarship offer. Another child sits in the office of a therapist with a stress-related psychological malady after being pushed to hard academically, and is left feeling anxious. Perhaps, the unintended victim of the unrealistic expectations of an over-involved, goal driven parent. Meanwhile, another young adult is left trembling behind the walls of an apartment they can no longer afford, feeling irresponsible and unable to make logical everyday decisions. Unfortunately, their parents took care of everything important, micro-managed their life and gave them with very few responsibilities up to that point in their life.
How do you deal with your child? Do you pay all their bills, make sure they follow up with all of their school-related responsibilities, or ensure that all of their homework has been finished every night? Perhaps, you have filled out a few job applications for them, or signed them up for the ACT or SAT test, or completed all of their college applications...perhaps, you're a "Helicopter Parent!"
Despite our paternalistic instincts that say otherwise, the best answer to that question is that we need to give our kids space to grow, to develop basic life-skills and to manage their own responsibilities. Most importantly, parents must demonstrate self-control and restraint when it involves their children.
But what can parents do without being labeled with the obviously unfavorable "Helicopter" tag?
It's okay, you can go ahead and monitor grades, and step in when there is a problem, but calling the school after every subpar assignment or quiz result is a definite sign that you're hovering a little too close. Back off and give your child the opportunity to self-correct. How will your child learn to handle the requirements of everyday living, if you take care of everything for them? Observe and guide, rather the control and do...Inspire and motivate, but hesitate when the urge to micro-manage burns in your belly. Beyond all else, accept your child for who they are, don't compare them to anyone else, and allow them to make mistakes...even the occasional BIG ones. Their teachers and coaches, future mates, and most importantly, your own children will thank you later.
Monday, March 14, 2011
Site of the Week and a Sneak Peak at Future Posts
Check out this really great initiative from the AdCouncil and the USOC, then encourage you kids and teams to play asterisk free by clicking http://www.playasteriskfree.com/.
Look for upcoming features on "Helicopter" Parenting, a look at the recent call for extended school days and year long schools, and my bold prediction about where technology will take education in the next ten years...
Also, be on the lookout for a recap of my trip to the 2011 Connections Conference in St. Charles, Illinois. In the meantime, be sure to check out the following link:
http://www.connectionsproject.ilstu.edu/
http://astore.amazon.com/thesch08-20
Helicopter Parents Video
Look for upcoming features on "Helicopter" Parenting, a look at the recent call for extended school days and year long schools, and my bold prediction about where technology will take education in the next ten years...
Also, be on the lookout for a recap of my trip to the 2011 Connections Conference in St. Charles, Illinois. In the meantime, be sure to check out the following link:
http://www.connectionsproject.ilstu.edu/
http://astore.amazon.com/thesch08-20
Saturday, March 12, 2011
7 Not-So-Secret Secrets to the College Admission and Scholarship Process
Whether your student is in 3rd grade, middle school or getting ready to take the ACT this spring, you've more than likely wondered if there are any secrets to gaining the favor of college admissions officers and scholarship committees.
While it may be obvious that grades are important, and the almighty ACT or SAT tests have traditionally been important determinants, there are other things that can make your student very appealing to even the most selective and discerning schools. A recent trend has witnessed many of the most prestigious schools going to a test-optional admission process. See the fair test website link below for a list of well-over 825 schools that have de-emphasized the standardized test scores or don't even require them as part of their application criteria.
See the searchable listing of schools.
College Admissions, Peterson's Guide to (Peterson's Guide to College Admissions)
Do you recognize any of these schools?
Build a strong portfolio with each of the 7 aforementioned criteria and you are sure to attract, not only top colleges, but you may even snag a scholarship or two along the way. Most importantly, students need to start the process of building their portfolio early, even as early as the grammar school years, and certainly, they shouldn't wait for the start of their Senior year.
College Admissions, Peterson's Guide to (Peterson's Guide to College Admissions)
While it may be obvious that grades are important, and the almighty ACT or SAT tests have traditionally been important determinants, there are other things that can make your student very appealing to even the most selective and discerning schools. A recent trend has witnessed many of the most prestigious schools going to a test-optional admission process. See the fair test website link below for a list of well-over 825 schools that have de-emphasized the standardized test scores or don't even require them as part of their application criteria.
See the searchable listing of schools.
College Admissions, Peterson's Guide to (Peterson's Guide to College Admissions)
Do you recognize any of these schools?
 |
| University of Iowa |
- American University
- Arizona State
- UCLA
- Knox College
- DePaul (recently announced a move to test-optional admissions)
- Kansas State
- University of Iowa
- George Mason University
- Rollins
- Wake Forest University
- Life Experience: Whether it was a part-time job at the local burger joint, or a family vacation to Europe, students need to take account for the things they've experienced and be able to elaborate about them in a way that shows they are well-rounded and have a life beyond the world of academia.
- Volunteer: For the same reasons you need to document other life experiences, it is vital to give back and show a sincere and philanthropic side to your character. From giving blood, to walking for breast cancer or weekly visits to a food pantry or nursing home all those experiences count and need to be documented in a personal statement.
- Awards: Keep track of any award and certificates that have been earned. It's all part of developing a strong admissions resume, and while we all can't be valedictorians, pretty much anyone can get a CPR certificate or other awards or letters of recognition with minimal effort.
- Extra-curricular Activities: Participate, participate, participate! I recommend joining at least one sport, club or activity per semester, but if possible join one of each. Nothing looks more impressive than a student who plays a sport, joins the band and is part of the literary club. While it may seem to be overly demanding and you might worry about the impact on grades, studies, and many years of experience, show that students who are actively involved in extra-curricular activities actually have higher gpa's than the general student body.
- Hobbies: Yes, Virginia, it's all about selling yourself, and the best way to do that is to show depth of personality. Like a used car salesperson, students need to emphasize their strengths and highlight all of their unique features, while minimizing any weaknesses. Do you sing, paint or crotchet? If it makes you stand out from the rest of the crowd, all the better.
- Skills, abilities and interests: Human nature being what it is, most people undersell and don't give themselves credit for the things they do. Can you type 50 w.p.m., or do you know how to create a website, or a blog? Do you belong to amnesty international? Can you speak a little Spanish or are you really organized? Personal attributes, computer skills and even the most basic language skills are all important, so don't under-value them.
- Develop Relationships: Develop relationships with people who can positively comment on each of the previous 6 areas. Teachers, counselors, employers, community and religious leaders can really help you by writing a strong letter of recommendation or even putting a call in to the right person. Then, during the application process, make a connection with a college admissions representative and seek out there advice without pestering them.
 |
| University of Maryland |
College Admissions, Peterson's Guide to (Peterson's Guide to College Admissions)
Monday, March 7, 2011
Thursday, March 3, 2011
So, Your Kid is Going Away to College...What They Need to Know to Survive, and Thrive.
I was talking to a colleague the other day and our discussion turned to the type of student programming we need to provide in the coming months, when, as it invariably does at this time of the year, it turned toward our Senior Class and life after high school. Immediately thereafter, I decided that I'd post about what kids should expect during their first year away at College.
Motivated, and eager to write, I began my research without haste, when unexpectedly, I came across an article that was not only well-written, cogent and right on the mark, but told from the perspective of an immensely talented young lady, who is nearing the completion of her first year of college.
Rather than try to recapture a vague and sadly outdated knowlege of college life from my own hazy, and ever fading recollections, I'm going to share a terrific article written by Jackie Morris, a Pre-Pharmacy Major at Purdue University, who has nailed it with "College Freshman Dos and Don'ts" on a cool little website called ManageMyLife.com.
* Taken directly from http://www.managemylife.com/ and with permission from her "pseudo-agent" and biggest fan; her exceedingly, and rightfully proud Dad, Mr. Mike Morris.
College Freshman Dos and Don'ts
http://astore.amazon.com/thesch08-20
Motivated, and eager to write, I began my research without haste, when unexpectedly, I came across an article that was not only well-written, cogent and right on the mark, but told from the perspective of an immensely talented young lady, who is nearing the completion of her first year of college.
Rather than try to recapture a vague and sadly outdated knowlege of college life from my own hazy, and ever fading recollections, I'm going to share a terrific article written by Jackie Morris, a Pre-Pharmacy Major at Purdue University, who has nailed it with "College Freshman Dos and Don'ts" on a cool little website called ManageMyLife.com.
* Taken directly from http://www.managemylife.com/ and with permission from her "pseudo-agent" and biggest fan; her exceedingly, and rightfully proud Dad, Mr. Mike Morris.
College Freshman Dos and Don'ts
http://astore.amazon.com/thesch08-20
Wednesday, March 2, 2011
For Teachers' Eyes Only: A Walk in the Woods
A Walk in the Woods
Imagine the possibilities within your own discipline….
We have an abundance of hiking opportunities within several minutes of our school here in the suburbs of Chicago. If you’d like to find out more, Susan Post has published a wonderful book entitled Hiking Illinois, which is full of great day hikes, detailed maps and rich accounts of the flora, fauna and history of Illinois, or find a similar book for your region by Googling Day Hikes. While not a hiking companion guide, Bill Bryson’s "A Walk in the Woods" is another great book sure to inspire your students with his accounts of the ubiquitous and mysterious Appalachian Trail.
Imagine the power of nature...
Unleash it in your classroom by taking your classes on a hike. Envision the connections you’d make, whether you teach Flora and Fauna, PE, Environmental Science, Art or even English. Students can tap into several modes of intelligence: visual, kinesthetic, interpersonal, spatial and naturalistic among others when they are allowed to experience learning outside the classroom. In particular, many children, who are labeled special needs students in our focus on linguistic and logical-mathematic learning, can show off their gifts in the other intelligences. While meeting the needs of many students who are not as successful in the traditional classroom setting, hiking as an educational endeavor can also unlock career related skills and job possibilities. Problem solving, attention to detail, the ability to improvise and self-reliance are just a few of the myriad jobs skills that are directly brought out through hiking.
Imagine the possibilities within your own discipline….
The artist within is drawn out of even the most artistically inhibited when inspired by the awesomeness of nature. The writer within all of us, like Thoreau before, beckons to our own Walden Ponds. Had Frost not taken a stroll in nature, would he have found his road less travelled? What about a young Margaret Mead...contemplate for a moment the path her life may have taken, had she not been introduced to nature at an early age. What careers, or future leaders will you inspire by allowing your classes to take a walk in the woods?
We have an abundance of hiking opportunities within several minutes of our school here in the suburbs of Chicago. If you’d like to find out more, Susan Post has published a wonderful book entitled Hiking Illinois, which is full of great day hikes, detailed maps and rich accounts of the flora, fauna and history of Illinois, or find a similar book for your region by Googling Day Hikes. While not a hiking companion guide, Bill Bryson’s "A Walk in the Woods" is another great book sure to inspire your students with his accounts of the ubiquitous and mysterious Appalachian Trail.
For those of you with an even more adventurous side, you might consider setting up a lesson built around Geocaching, You can even activate some prior knowledge by having your classes watch an episode or two of the really amazing and hip Livewell Network's (also found on your local ABC affliate) Motion, which brings the inspiring beuaty of the outdoors into our family rooms every week via the equally hip host, Greg Aiello. Check out these links to find out more about Motion and Geocaching:
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