We need a Swedish education system

The development of education year by year always change. Each government compete to find the best methods of children education system, we might colaborate some system each other to find the best one. One of them that we can considere is swedish education system. Is there something special with system there ?

check this out.

Every year thousands of children reach the pinnacle of academic achievement – three As at A-level. Last year 13,500 school pupils scaled that mountain top. Quite a cause for celebration.

But hidden within that, apparently, impressive figure is a story. Of those 13,500, just 189 were students who had been eligible for free school meals. And the number who qualify is substantial. Around 15 per cent of pupils take free school meals. And yet just 0.15 per cent of those who get the best exam results in our schools come from that background of disadvantage. That is a scandal. And it's changing that desperately unjust situation which drives the Conservative plan for radical school reform.

We believe schools should be engines of social mobility – where talent and hard work can help individuals overcome accidents of background and the barriers thrown up by prejudice and disadvantage. And we are concerned that the education system isn't delivering social mobility at the moment. As they go through school, the most disadvantaged pupils fall behind their peers.

It's because we wanted to overturn that injustice that we looked to social democratic Sweden for reform. Fifteen years ago the Swedes decided to challenge declining standards by breaking the bureaucratic stranglehold over educational provision and welcome private providers into the state system.

Since they introduced their reforms, 900 new schools have been established in Sweden, a country with a population one-sixth the size of England. Those new providers have not only created schools with higher standards than before, the virtuous dynamic created by the need to respond to competition from new providers has forced existing schools to raise their game. There is a direct correlation between more choice and higher standards – with the biggest improvements in educational outcomes being generated in those areas with the most new schools.

There have been claims that the Swedish reforms have increased social segregation but I saw all-ability comprehensives with a higher than average number of ethnic minority pupils.

It's the bureaucratic system in our own country which disproportionately favours the wealthy by allowing selection through house price. We believe that a system based on challenging complacent monopolies would give poorer parents better opportunities. New providers would naturally want to open up in areas where the parents are desperate for better schools. Areas like predominantly working-class Lewisham, where half of parents say they aren't happy with the choice of secondaries.

We would encourage new providers to locate in areas of disadvantage – through a pupil premium rewarding schools for taking children from the poorest backgrounds.

There is already evidence that what has worked in Sweden can work here. In Hackney new schools have been created outside bureaucratic control. One of them, Mossbourne, is one of the best comprehensives in the country.

And far from driving segregation, these new schools have driven up standards all round. The success of new schools has acted as a spur to their neighbouring maintained schools. A rising tide lifts all. This must be just the start. We must offer every parent access to a school of their choice.

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THE REAL REASON TO TEACH

Motivation can come from many sources. People can be motivated by fear. They can also be motivated by money. Competition can also motivate. True motivation, however, comes from doing what one loves to do.

The love of teaching children is the purest form of motivation in education today. Leadership should recognize that quality in teachers and be wary of anything that destroys that desire.

As I come to the close of thirty years of teaching, I find myself having the same thoughts that so many of my veteran colleagues conveyed to me throughout the years. “It is not the love of teaching that burns out in a teacher, it is all the other stuff.” Sad to say, but I have to agree.

Teaching used to be about children. It has become about proving ourselves. Competition against some standard has become more important than guiding children to adulthood. It once was enough that a child walked out of class feeling like they learned something. Today they have never learned enough.

When children play a game they never can win, they stop playing. Many teaching staffs today become apathetic and passive aggressive because they feel like they can never do enough. Constant pressure to “raise the bar” has led some educators to adopt a “bunker mentality”, hiding from administrative mandates. More and more is added to the plate with nothing ever being taken off. Good teachers know in their hearts that the most important focus of their job is to help students reach their potential. When students reach their potential that should be enough.

It used to be that the greatest goal of education was a happy student. Now it is a test score. We have become so focused on proving ourselves to people who don’t really matter to our kids that we have forgotten our kids who should really matter most.

In our attempt to dot every “I” and cross every “T”, we are creating institutions instead of communities. If we are going to take the humanity out of education then we need to replace teachers with computers and relationships with ipods. I believe in our ever increasing high tech world, students are looking for that human spirit to connect with.

Education is not about competition, it is about nurturing children. Children are not only interested in how things work; children are also interested in how life works. That is a lesson they cannot learn from a computer or curriculum. Self worth is only gained through relationships with other human beings. Teachers who love their students instill that worth. When that bond of worth exists learning is enriched.

My first ten years in education I taught the curriculum. My second ten years I taught children the curriculum. My last ten years, I just taught children.

As I wind down my career, I know it is not about the money. I know now it was not about competition or fear. It is the love of children that motivates for thirty years. I only hope educators in the future do not become so overburdened that they burn out on teaching before they achieve that same realization.

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Choosing a homeschool language arts curriculum for your family

What does a homeschool language arts curriculum need to have to make it useful, interesting and comprehensive? Are there language arts lesson plans which I can use over a number of ages?

Well, firstly we need to consider what language arts lessons makes a language arts curriculum? It would need to include reading, writing, speaking and listening. Getting to finer details, it would need to teach writing skills from handwriting to written sentences and paragraphs. It should teach interesting use of words, sentence grammar and the use of a variety of sentence structures. It should include listening, reading aloud, discussion of character, themes, actions, morals and personal application.
Quite a range of skills!

How do we go about selecting a homeschool language arts curriculum which achieves all our aims?

There are a few options available to the homeschooling family:
Firstly, one may decide to choose a number of textbooks or workbooks to teach the various language arts lessons. Unfortunately, this leads to a number of purchases for each child for each year. You would need to check out whether the books are consumable or used as a text?


The positive in using this method, is that the parent would feel like the bases are covered - all the boxes are adequately ticked and the child should therefore be educated in this area. The downside is that a workbook style usually does not engage the child and parent in a meaningful, interactive, thoughtful discussions. If literature is used in the textbook or workbook, it is often just an excerpt and is difficult to get excited about. Another negative is that the language arts lessons in the workbooks are spread out over a convenient (for publishers) 12 year period, as though those being educated need 12 years to get it. This means there is usually a lot of repetition of concepts from one year to the next. Also, it is hard for a parent to really see what the student is learning in language arts if there are a number of children.

On the other hand, reference books on language arts contain the essence of language arts and can be used as guides which one refers to in order to answer a question on grammar, usage, spelling, writing skills in the context of learning.
The second option is to choose programs which focus on a specific language arts skill and use that homeschool curriculum to consolidate the skill. This can be done effectively if you treat the skill area as a body of knowledge which can be taught over a short period of time. Grammar, for example, does not need to be taught over 12 years.

I like to teach grammar in stages - for example, teach the parts of speech, and then refer to it in incidental learning. Then, after a few months of consolidating what we have learned by natural immersion, we would continue our study of grammar and look at noun functions, or diagrammaing a sentence. We would study the concepts, and then implement it in our every day studies. A curriculum we have enjoyed using with this approach has been Winston Grammar.
The third option is to teach language arts across all curriculum areas - in the context of other studies.

Each curriculum area (History, Science, Literature) have texts to read. The best thing you can do is to choose the most excellent literature in each subject area and use that as a basis of their reading.

Each book you read aloud in these curriculum areas, or each book your child reads from in these areas will provide topics which will be the content of their writing. All you need to do is to be creative to suggest a response to their reading in different forms.

As you engage with an author of a classic novel, historical fiction, poetry, play, history or science classic, everyone will be affected. Through this simple approach of reading, enjoying and discussing what was read, all language arts skills can be covered.

The classic brings us into a time period, allows us to live alongside real characters, experience life in their shoes for a while. It compels us to question, analyse moral judgements, enjoy and be moved by characters, their decisions and the circumstances of their lives. The classic brings us in touch with excellent literature, not only based on the content, but also on the writing style of the author. It encourages us to model our writing on what we have read and enjoyed. Once encouraged to model our writing on the excellent literature, we need to be familiar with grammatical terms to describe structure and style. We need to copy and learn from what is great.
This method allows us to improve our own writing by a natural immersion method of enjoying what is great.

A young child will copy the most excellent passages - practicing their handwriting or cursive as they copy. An older child will investigate the structures which made the writing so excellent - describe the methods and then use it as a base for his/her own writing. All children and adults can be engaged in conversation and discussion about the author, the techniques used, the allusions and metaphors used by the author, the characters, the plot, the decisions made and the outcome.

Will a child be engaged in this type of learning? Does this integrated approach to langugage arts cover what we normally think of when we consider language arts lesson plans? Yes!

So, how can this be done? Once again, programs which I have found to be most useful are those which have become more like reference guides for the teacher. In a sense, through my homeschooling journey, the materials which have shaped me are those which have taught me to teach, rather than those which tell me what to do each day. One such program is "Teaching the Classics: A Socratic Method for Literary Education."

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Poor 'need more school support'

More support for poor children is needed if Britain wants to overcome the educational attainment gap between rich and poor, researchers have said.

A London School of Economics report said Britain had relatively low "social mobility", as measured by earnings.

More poor children now stayed at school beyond 16 but university expansion had benefited the better off, it confirmed.

Philanthropist Sir Peter Lampl, who commissioned the study, said school "choice" applied only to the affluent.

Earnings

"Those from less privileged backgrounds are more likely to continue facing disadvantage into adulthood, and the affluent continue to benefit disproportionately from educational opportunities," he said.

All the main political parties say they would improve the education system to give children better access to good schools.

But Sir Peter Lampl said parental "choice" would still be a reality only for affluent families with cars.

"Who is exercising choice?" he said. "It's pretty obvious. There is a lot of rhetoric by the politicians about school choice but making it practically available to everybody just isn't happening."

The report is mainly historical and defines mobility in terms of the adult earnings of children born to families at different ends of the income scale.

Researchers combined their own analysis of Britain, the US, [West] Germany and Canada, with other work on Britain, the US, Sweden, Norway, Finland and Denmark.

Role of education

The British focus was on boys born in 1958 and in 1970.

Many more from the poorest quarter remained in the poorest quarter as adults in the more recent study, the report said - while among the most affluent, far more remained affluent.

The researchers assessed the role of education, noting that "many commentators and political parties link mobility and the education system", and also included more recent children.

"Over the 1990s young people from poorer backgrounds have clearly taken up the opportunity to stay on in post-compulsory education, as never before," they said.

But the report confirms previous studies such as that by the Higher Education Funding Council for England showing that at degree level, inequality rose.

"The clear conclusion here is that the expansion of higher education in the UK has benefited those from richer backgrounds far more than poorer young people."

Direct support

They found a "causal" link between family income and educational attainment but this was "modest".

So reducing child poverty would help, but only to an extent.

"We need also to use more direct means such as early years' education, improved schools for poor communities and financial support to pursue post-compulsory education."

This was the policy direction the government seemed to be taking, they said.

But this was currently "insufficient for the task at hand".

The report makes no mention of the abolition of most grammar schools - accessible on academic merit rather than affluence - during the years under review.

But one of the researchers, Professor Stephen Machin, told The Times: "The grammar school system was seen at the time as being very elitist. But it is ironic that probably that system got more people through from the bottom end than the system we have today."

The Labour Party proposes making it easier for successful schools to expand - but specifically excludes grammars from that policy.

The Conservative Party says it would let good schools expand, creating extra places so that within five years 100,000 more people would get their first choice of school.

The Liberal Democrats say choice will not exist until there is a consistently high standard of education for all children, with high quality teaching appropriate to their age, needs and interests.

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Studying Abroad Personal and Academic Benefits

The ease of world-wide communications and travel coupled with unprecedented access to the Internet has spawned a truly global marketplace. One of the best ways for today’s college students to prepare to take their places in that arena is by leaving behind the familiar halls of their respective academic institutions and venturing out to study abroad.

“I think they come back with a greater appreciation of who they are, what they have and how lucky they are to be able to do these kinds of things,” said Dr. Sharynn Tomlin, director of International Studies at Angelo State University. “It really opens their eyes to the world and the possibilities out there. They learn that they don’t know everything and it generates a curiosity in them.”

Study abroad programs of varying lengths are available at most colleges and universities and many institutions are currently expanding their programs in response to the “shrinking” world. Independent programs are also available to students whose schools do not offer study abroad. Whichever route they choose, students involved in international study get what is often a once-in-a-lifetime experience that provides them with a variety of personal benefits.

ASU alum Josh Briones actually made two study abroad trips to Heriot-Watt University in Scotland, once as an undergrad and then again as a graduate student. He got to experience first-hand the academic advantages of foreign study.

“I really enjoyed the fact that the study abroad programs offer many hands on/real life experiences added on top of the classroom time,” Briones said. “It’s not every day that a student studying the World Trade Organization, the European Union or British Parliament gets to actually visit those places. They were truly exciting and exhilarating learning experiences and I would not trade my study abroad trips for anything.”

In addition to the academic experience, completing a study abroad program can often inspire students to adopt a new, more positive attitude that carries them to even greater success when they return to college and then head out to face the world.

“If you are an educator at the college level, it is really rare to see the impact that you have on an individual student,” said ASU government professor Dr. Ed Olson. “Occasionally, it will happen in the classroom or in your office, but you don’t see the kind of impact that you see on one of these international experiences. I have literally seen students’ lives changed right before my eyes, girls becoming women, boys becoming men and uneducated people becoming educated in a matter of weeks.”

Often, parents of study abroad students will also notice a change in them upon their return. Jan and Richard Roberts sent three of their sons to study abroad. Two of them went to Scotland to study business and one went to Costa Rica to study biology and ecological tourism.

“When they went to the university and then graduated, there was a sense of new confidence in them that came about through those years,” Jan said. “I think the same thing happened when they went on their international trips. They came back with a new inner confidence like ‘hey, I’m a grown-up now and I can deal with life.’”

Another major benefit of international study is the opportunity for students to meet the people and experience the cultures of other countries. ASU junior Jamie Mandujano found out just how enlightening that can be when he spent a semester studying at the University of Paris-Dauphine.

“It is really an opportunity to immerse yourself in another world that is not so different from ours, yet surprises you at every turn,” Mandujano said. “You gain a different perspective and you get to meet people from all parts of the world that you learn from and who become your good friends. I think it also lets you get away from the ‘normal,’ giving you the chance to grow and realize your full potential. Nothing can compare to it and you may never again come close to such an amazing experience.”

Whitney Meeks, who spent a summer studying in Scotland, echoed those sentiments.

“It was an excellent opportunity for me to experience the culture of other countries,” Meeks said. “Study abroad is also one of the only ways to actually experience what you learn in a book. The world is a huge place made up of people with millions of different ideas.”

International study trips can change the lives of today’s college students and better prepare them to strike out on their own and take on all the challenges that life can present. LaQueta and Harold Shelburne certainly believe that after sending all three of their daughters on international study trips.

“If you and your child have a good relationship such that you can trust them to go over there and spend your money and the university’s money wisely and come back a better, more knowledgeable person, I absolutely would recommend it,” LaQueta said. “We don’t live in this world by ourselves and we are not a country unto ourselves. You can read about stuff in a book, but when you are over there, it’s just a completely different thing.”

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Making Math Relevant

Math education needs to adapt to the needs of future biologists, says Claudia Neuhauser, an HHMI professor at the University of Minnesota, Twin Cities. According to Neuhauser, biology students are often fed math designed for engineers—with little relevance to to their field of study. Now, she's one of a number of faculty members around the country teaching her students quantitative skills within the context of biology.

HHMI: WHAT'S DRIVING THE MOVEMENT TO REVAMP MATH EDUCATION FOR UNDERGRADUATES?

CMN: The math we teach biology students is not the math they need. First, the quantitative education we give them is often restricted to calculus, but the calculus we teach them is usually geared more toward engineering than biology. Second, biologists need to be able to sift through large data sets, but right now, we don't teach undergraduates data analysis. Today, we can sequence entire genomes, and we're developing networks of sensors that can continuously record things like temperature and moisture from the environment. These systems produce huge amounts of data, and to work with them students need a good grounding in statistical analysis and computer science tools like data mining.

However, I don't think we can just send them out to take a semester of computer science or a semester of statistics. We need to integrate these tools into the biology curriculum, because when you learn something in context, you can see its relevance immediately, and it sticks a lot better.

HHMI: WHEN DID IT HIT YOU THAT STUDENTS WEREN'T GETTING WHAT THEY NEEDED?

CMN: When I first came to Twin Cities, I taught the first-year calculus course. The students just hated it; there was this sense of hostility in the classroom. So I asked, “Who am I teaching here?” It turned out the class was full of biology majors. We used examples like calculating the amount of material you need to build a corrugated metal roof, and the students had no idea why we were teaching them this stuff. So I designed a calculus course based on biological scenarios they may encounter later in school or once they graduate. The students got much more interested. After I did that, I started working with other faculty members to make math—especially data analysis—part of their own courses.

HHMI: CAN YOU GIVE ANOTHER EXAMPLE OF MAKING MATH RELEVANT?

CMN: Fishing is big in Minnesota, and there is a differential equation that describes fish growth, used by some states' departments of natural resources to determine minimum catchable sizes. I used this sort of real-world system to teach differential equations in the calculus course.

HHMI: ARE OTHER SCHOOLS MAKING SIMILAR CHANGES IN THEIR COURSES?

CMN: There's been a shift at many schools toward focused calculus courses for biology students. Lou Gross at the University of Tennessee integrates data analysis and statistics into the first-year calculus course. He's been one of the driving forces behind the push for more statistics. In general, though, there has been much less done with data analysis than with calculus. I think part of the reason is that calculus is the traditional bedrock in the curriculum, and it's very hard to make the dramatic changes necessary to shift the focus to data analysis. Especially at large universities, courses are taught in different departments, and the faculty may or may not know each other. It's sort of a silo structure. You have to have a biology person and a math person or a computer science person sit down and decide they want to break out of the silos. It's a slow process.

HHMI: IS THERE A QUICKER WAY TO MAKE IT HAPPEN?

CMN: The best way is to create an integrated curriculum from the ground up. The big project I'm working on now is the health sciences major at our new campus in Rochester. Many of these students will go on to become doctors, dentists, nurses, and veterinarians. We're going to build a module-based curriculum, where the quantitative, life, and physical sciences and the humanities are taught in modules, and then students will have to combine what they learn in integrative lab courses. Biological information is increasingly stored in big, minable databases. It's going to be important for these students to be able to analyze those databases and do experiments based on the data.

Our goal is to give students the quantitative tools they'll need in 10 to 15 years, when they finish their schooling and take jobs. We know it's going to be a data-intensive world, and we know that the standard tools we currently teach them are not good enough.

Claudia Neuhauser, author of the textbook, Calculus for Biology and Medicine (Second edition; Prentice Hall), studies theoretical population biology.

Interview by Benjamin Lester

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MOBILE TECHNOLOGY FOR MOBILE STUDENTS

The Kentucky Migrant Technology Project (KMTP), sponsored through its parent agency, the Ohio Valley Educational Cooperative, serves public school children of migrant workers in more than 19 districts in the west-central part of Kentucky. The children's frequent moves cause discontinuity in their education. KMTP provides services and technology to help students overcome this discontinuity.

One of KMTP's newest services, project coordinator Mike Abell tells Education World, is the use of handheld computers. "Our goal is to provide portable technology students can use even if they don't have an Internet connection at home or at school," Abell explains.

Using a collapsible portable keyboard that opens up to about the size of a laptop computer's keyboard, migrant students can write short essays and homework assignments on their PDAs, Abell said. The students then use the built-in infrared communications capability to beam their completed assignments to a teacher's PDA. Once teachers have collected all their students' assignments, they can dock their PDAs to a desktop computer and upload all the assignments at once.

The devices also enable students to carry educational content around with them easily. Abell says students can store such resources as a Spanish-English dictionary, e-books, and content from an online course that they download to a school computer and transfer to the device.

Abell says the handheld device is an "affordable, portable appliance" that's "easier to use, more affordable, and more reliable" than a laptop. He calls the KMTP program "one of the first efforts to merge education and technology into an affordable package that can demonstrate results."

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At Struggling School, Pride Displaces Failure

When the first round of state test results for the Newton Street School came back in late June, the teachers double-checked the numbers, then triple-checked. No mistake: The scores were up.

Relief turned to satisfaction that Newton was not just another failing school with low test scores. This time, nearly 80 percent of its fourth graders had passed math, 69 percent language arts, and 77 percent science, all double-digit increases from the previous year, and one of the biggest overall gains in the Newark school system. The third-grade scores also rose, with 56 percent passing math and 67 percent language arts (there is no third-grade science test).

Buried beneath the numbers were hard-won victories by students like Hakim McKenzie, 10, who repeated third grade this year. Hakim failed the math test last year because he did not understand the questions, stumped by words like “estimate” and “reduce.” This year, he not only passed math but also scored high enough to earn an “advanced proficient” designation.

“It’s the first thing I’ve been good at,” said Hakim, a shy boy with a toothy grin who has earned the nickname Little Teacher among his classmates because he helps them with math homework. “My friends say, ‘How did you get that good in math?’ I say that I use books and my teacher, Mr. Kilgore, helps me. I feel like I’ve achieved something really good.”

The rising test scores highlight a year of ambitious change at Newton that has succeeded in restoring pride and hope to a beleaguered school, one that had been worn down by academic setbacks and buffeted by street violence just outside its doors. Newton, with 500 students in prekindergarten through eighth grade, has faced the increasing likelihood of being shut down or overhauled after failing to meet federal testing benchmarks under the No Child Left Behind Act for seven consecutive years.

Whether this is the year that Newton finally passes will not be known until August, when the results for grades five through eight of the all-important state test, called the NJ ASK, will be released. But there are still many hurdles ahead. Test scores typically drop in the middle grades, and could wipe out gains among third and fourth graders. Moreover, even with the rising scores in those grades, a sizable number of Newton students have still not mastered minimum basic skills.

On top of that, the State Board of Education last week decided to raise the bar on what it will consider a passing score — or the proficient ranking — on the tests for fifth through eighth graders taken in the spring.

For now, though, Newton pupils and teachers are savoring their moment. “I’m happy with the results, but I’m looking for greater results,” said Willie Thomas, 65, the principal for more than three decades. “It feels good when people say, ‘Did you see Newton’s scores?’ It feels good and it also feels strange.”

As the school year wound down last month, Newton’s third and fourth graders were feted like Olympians. They were applauded at a school assembly, presented with certificates— even those who did not pass received a certificate for effort — and excused from class for a “mini-field day” of relay races and games on the playground. During a celebration in the cafeteria, teachers passed out juice boxes and cut into two Costco sheet cakes decorated with a trophy and a “#1.”

“We are almost at 100 percent,” one fourth-grade teacher told the 60 or so students gathered around the metal picnic tables. “You all need to really scream about that because I’m so excited.”

The students roared back at her, their high-pitched voices reverberating down the hall.

The Newton experiment began last September after Mr. Thomas, under pressure from the lagging test scores, struck a partnership with the influential Newark Teachers Union and Seton Hall University to remake the school. Although the state has oversight of the Newark school district, Newton was given leeway to form a governance committee consisting of representatives of the teachers’ union and Seton Hall, along with district and state education officials, to approve daily operations ranging from intercom repairs to academic policies and teacher hiring.

The so-called new Newton, which has been touted as a model for education reform, not only raised the school’s profile within the district but also freed it from the usual bureaucracy and paperwork that dictate school life, Newton teachers and administrators said. With the support of the union, Newton was able to replace 6 of its 44 teachers, a turnaround for a place that had once been known as a “training ground,” of sorts, for teachers who failed in other schools. It also extended the school day by an hour for the middle grades.

Richard Perry/The New York Times

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Super Moms Secrets for Raising a Child With ADD

Cases of Attention Deficit Disorder, or ADD, have been on the rise in recent years. Doctors are finally realizing that a true physical disability can be present in both children and adults in order to cause them to have a reduced attention span and increased hyperactivity. If you're raising a child with ADD, what are some things you can do to help him cope with this condition, to still get a proper education, to learn boundaries, and to keep you from pulling out your own hair? There are some things you can remember when raising a child with ADD that will help with all these issues.

First, it's important to have a proper diagnosis when raising a child with ADD. Just because your child is inattentive or has a tremendous amount of energy doesn't mean he necessarily has ADD. If your child can sit and play video games for half an hour, chances are he doesn't have true ADD. Make sure you get a diagnosis from a doctor rather than just assuming you know what your child has.

Setting boundaries is still important when raising a child with ADD. It's tempting to think that since your child has an illness then he should just be allowed to run amok, but this is a mistake. Everyone needs to learn self-discipline and control regardless of how difficult it might be, and this is true when raising a child with ADD. While those boundaries may be more lax than with other children - you have them sit and do homework for five minutes instead of 30, for instance - you still need boundaries nonetheless. Talk to your child openly and honestly about these expectations. Tell him he needs to sit still for another few minutes before he can go play or do anything else. Set boundaries on their free time as well; this too is vitally important when raising a child with ADD. They may resist some structured activities or having to sit still but they need to understand that despite how difficult it is, they need to sometimes buckle down and show some self-control.

Every parent wants their child to be properly educated and this is true when raising a child with ADD, even though this presents some special considerations. It helps to break up lessons in shorter bursts of time rather than expect your child to sit still through hours of the same lesson. Schooling also needs to be more absorbing for a child with ADD as he will have a hard time allowing himself to be caught up in the lessons. Using visual aids and hands-on materials is always helpful for any child but even more so when raising a child with ADD. Getting out of the classroom and taking field trips helps to keep them involved with the lessons and attentive.

And as for yourself, remember that your child has a situation that is difficult. It's never easy raising a child with ADD but you need to show that much more patience every single day. Resist the urge to blame him for his lack of attention and remind yourself of how difficult it must be for him as well. Give yourself frequent breaks; walk away and do something else for a few minutes if you feel yourself getting irritated or impatient. It might also be beneficial to ask for some help; remember that you can't do everything by yourself. Let your child have some free time to himself where he can learn and explore on his own rather than thinking you need to structure every minute of every day. And don't hesitate to ask your doctor for help when raising a child with ADD. While you might hesitate to use medication, he or she can offer some further suggestions as to dietary changes and changes to your schedule that can help. Since they are always learning new information about children with ADD every single day, you may find that you can get some additional help for raising a child with ADD that you never expected.

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Ten Tips To Make Your Kids Read

Teaching kids to read opens the world to them. They can go anywhere and do anything through books. But in today's age of high-tech gizmos and video games often the last thing our kids want to do is read. But there are some easy and fun ways you can share your love of reading with your kids. Implement these few simple ideas and your kids will be engrossed in a good bok before you know it.

Read to Them
Kids love being read aloud to. Cuddling up on the couch with a good book is a wonderful way to spend time with your child. Even older children like to be read to, especially while they are involved in other hands-on type activities.

Have a Hide Away
Make a reading corner in your house. Fix up a cozy corner with beanbag chairs, or a large overstuffed pillow, a small bookcase. You won't have to look far when they get quiet to find them.

Scatter Books Around the House
Leave books lying around. Place books in the bathroom, on their nightstands, in the living room and even in the kitchen. When they are bored they will pick them up out of curiosity.

Get a Library Card
Get them their own library card. Children love having their own library cards and checking out books they choose, on their own.

Got to the Library Often
Visit the library often. Schedule a regular library day, and just let them sit and read for a while in the library. Take advantage of your local library's programs, such as story times, to help capture a child's interest in books.

Throw Out Book Teasers
Drop tantalizing hints about a book. Start reading one yourself that your children might like and "share" some tempting tidbits. When they want to know what happens - say , "Oh you will have to read it for yourself, you won't believe it!"

Add Some Fun Extras
Extend the book. Add fun activities that go beyond a book. When reading Heidi, look for the countries on a map, eat Swiss cheese for lunch or make some soft rolls for grandmother.

Pull Out the VCR
Watch a video about a book. Then say, "I wonder how close that was to the book? Maybe we should read that."

Make Your Own Books
Let them make their own books. Younger children especially love this. Something as simple as plain paper stapled together becomes a timeless treasure when they write their own stories. Let younger children tell you the story and you write it out and they illustrate it.

Set An Example
You cannot expect your children to love somethin you don't. If you want your kids to be readers you have to be too. It can be books, magazines, or even lovely coffee table books full of pictures. Just let them see you reading and read often together.

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Disrespect in the Classroom

“Now class”, says the 1st year teacher in one of her city’s most troubled high school, ‘let’s begin our writing prompt on what motivated you to come to school today.”

“I ain’t gonna do this &*^(#%, B…,” said one of her more demanding students.

Although not quoted as such in Jonathan Kozoll’s “Savage Inequalities”, the tenor of the conversation undoubtedly was present when someone like he spends time in many of our schools. Is this an anomalous situation? Or, as it is perceived nation-wide, is it an ever growing problem?

Why is such profanity prevalent in our school halls? Why is it almost routine for a teacher like Baltimore art teacher Jolita Berry to be beaten senseless by a student and have it captured by a cell phone camera while others looked on and encourage it? The trauma has kept Ms. Berry from returning. Could it have something to do with her principal putting the blame on her, for using defensive words regarding feeling threatened by this student? When a teacher, young or older, newbie or tenured, knows that the climate in the school invites such vicious behavior it is no wonder that it is difficult to find committed teachers to stay on the job. It is a rare occurrence to see an assaulted teacher actually seeing criminal charges filed against the perpetrator, as is the case here. (Neufeld) It is no joke that teachers have called for ‘combat pay’ in some districts.

It was reported that Dallas was unable to attract the necessary number of new teachers, even with a $6,000 bonus. University of Texas researchers determined that to attract the amount of teachers needed would cost an average $20,000 for mid-career teachers. (Gardner)

School districts throughout the country are adding bonuses but finding that many of the recipients are bailing out and going to less challenging school districts. (Neufeld)

What has been the cause of the decay of civility and respect for teachers in America? Could it simply be an age old problem or are we seeing an explosion of disrespect unseen in our history? Growing up I clearly saw problems in our schools: cigarette smoking in the lavatories (as we called it then) may have been the more serious of offenses. We even had special schools, alternative schools we called it back then, for students who needed a greater sense of discipline in their lives. Fortunately, we were not exposed to ROTC in public schools to ‘offer’ such remedies. Talking back to teachers happened. Probably always have. If you had kids who talked back to their parents then you’d likely see them lash out at teachers. We weren’t all Beaver Cleavers but then again, we weren’t all Jim Starks either. (Rebel Without a Cause)

One wonders how much of this is a cultural problem. Quynh Nguyen wrote in the Minnesota Daily a simple reflection of how she views respect. She says, “In Asian society, students revere teachers for the simple fact that knowledge is power and that it is generous of teachers to share it.” (Nguyen) In America, we seem to memorize this mantra, “Knowledge is Power”, yet do not incorporate it into our being. It’s almost as meaningless as “Winston tastes good as a cigarette should” or “Ajax- laundry detergent- is stronger than dirt.” Can you hum them? A corollary to “Knowledge is Power” could be “Speak Truth to Power”. In our day, we see how useless that can sometimes be.

One other main consideration for why we see such chaos in our schools and why teachers are so disrespected can be easily traced to NCLB, No Child Left Behind. Ms. Berry is one of the more notable and nationally known victims of this federal law. One of the main aspects of it deals with how a school is labeled, vis a vis its discipline problems. Simply put, if a school were to take serious, even drastic action against a student who commits a serious violation, short of criminal assault, that school is eventually deemed unsafe and is threatened with restructuring, involuntary transfers of staff, demotions of administrative staff, etc. The message given is if to avoid punitive action, slide on the consequences to violators. The deeper message is directed to the student most likely to know how to play the system. That message is that one can get away with creating all kinds of hell for a classroom and can avoid suspension.

Often we see other ways of demeaning a teacher’s professionalism with everything from forced grade inflation to changing grades in order to increase graduation rates. In Prince George’s County the new directive is to provide educational plans, with parental sign offs, for any student who gets a D or failing grade on any assessment. Obvious response by some teachers is not to fail the student. This hurts the student but it could also add to the disrespect heaped on the teachers by some administrators. As incredibly burdened teachers are with paperwork, such plans for a failed assignment would be the breaking point for some. The perception by many teachers, not just in Prince George’s County, but all over, is that there is a serious disconnect between what the administration wants and what the teachers feel they are reasonably able to do.

Most teachers are hard working, sacrificing, dedicated teachers. We are insulted, abused, and often threatened by students. We are often insulted, abused, and threatened by administrators. Parents rarely come to the school for conferences. The person on the street will say how grateful he or she is that we are teachers but do nothing to support us. The media likes to focus on the crime stories in schools or the teacher that may have been involved with sex or drugs at the school level.

As Ms. Nguyen observed and questioned, where are our values? We should be asking why have we relegated our teachers to almost a meaningless status in America. All the aphorisms aside about how the one who teaches (like the man who teaches one to fish) is put on the highest pedestal does not equate with the treatment he or she gets once they’re in their professional environment.

Myles B. Hoenig

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First Lesson of the School Year: Just Be You

Each year, as we enter August, our thoughts turn away from suntans and beach balls and toward backpacks and book covers. With another school year, just around the corner, many children will soon face an interesting (and sometimes, scary) challenge --- fitting into a new situation.
A recent U.S. Census Bureau poll, regarding the 2008-2009 school year, estimated that 56 million students will be enrolled in grades kindergarten through twelve, this school year. Many of these children will be attending school for the first time or will be in a new school, for the upcoming school year. The question that the parents of these students must ask is: How do I better prepare my child for this transition? The answer can be as simple as a simple heart-to-heart talk.
When I was a child and preparing for my first day of kindergarten, I remember wondering whether the other children would accept me. I was concerned about whether I would make friends and in the back of my toddler-aged mind pondered how I would cope, if I was not accepted. Then, my parents told me something that has helped me through many difficult transitions: “Be you.”
On my first day of kindergarten and, thanks to a childhood of moving, my first day in many different schools, I walked onto the playground, saw the other childhood talking among themselves, and boldly worked my way into the discussion. On that first school day, and especially in kindergarten, I realized that I was not alone. My new status as a student, my teacher, and my school was just as scary for every child in attendance, that day. I was no different that anyone else and by quickly realizing this, I was better able to adapt.
The situation differs somewhat for children who are transitioning from one school to another, but the main philosophy remains the same. The key to preparing our children for a successful adaptation into a new school or life situation is to recognize the unique qualities, residing in each individual child, and then, help the child to use those qualities to his or her advantage. If the child is a good listener, then maybe he or she can become a buddy for another child who is feeling the same fears. If the child is creative, maybe he or she could create a “friendship badge” or something along those lines to give to the children of his or her classroom.
The most important lesson we can teach our children at the beginning of the school year is a lesson that will aid them in all facets of life. If we ask our children what they believe is their most redeeming quality, we help them to understand themselves better. Then, if we teach them that it is okay to be scared, sad, nervous, anxious, or bashful about a new situation and show them that long as they remain true to themselves and the qualities that make them special, their fears will fade away, our children will always have a gift more precious than gold. Not to mention, they will be better prepared to face each obstacle in life.
Good luck to your children and good luck to you, as their parents. Some of the most important lessons our children learn are those that we, parents, teach them. Do not delay, help your children today and have a wonderful school year!

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Searching for Scholarships

Parents have been dreaming of this time since they walked out the maternity ward holding their little bundle of joy in their arms. The proud dad talks about his son going off to Harvard, Yale or Duke, while his mom beams with delight as she stands their dreaming of him becoming a doctor, lawyer or politician. We watch them as they grow so quickly and wonder where did the time go. It's like the commercials we watch everyday. One minute we are rocking them and kissing away their "boo boos" and the next thing we know they are asking for the keys to the car and money for gas. Everyone is so excited. This is a great time in everyone's lives. Seniors are getting ready for senior pictures, getting that class ring, preparing for their last Home Coming Dance and Senior Prom and finally Graduation Day. And then, all of a sudden, a lightening bolt strikes and everyone is scrambling. His parents are asking each other "What is happening?" "How are we going to pay for this"? How are we going to pay for the next four years for Johnny to attend Duke? He has his heart sat on meeting Coach K, with the other freshmen during midnight madness. He wants to camp out in Krzyzewskiville and get tickets and be a part of the Cameron Crazies as they cheer on the Blue Devils. It's a tradition he has heard about for so many years and he can hardly wait to get there.

But lets back this dream up a little. When Johnny was in elementary school did mom and dad make sure he was mastering those math drills and learning his phonics? Did they help him memorize his vocabulary list for the week and listen to the new sentences he was now learning to create from his new word bank? Did mom and dad sit down with him and see to it that homework was done every night? Did they read to him and then have him read to them? Did mom and dad stress the importance of a solid education in order for him to secure his future? Were mom and dad active with his teachers to make sure he was being challenged, and not just being given " busy work"? Did they search and find summer study programs to help enrich his education. Did Johnny participate in all of the special programs and tutorials that were being offered at his school, at church or in the community outreach programs? Did Johnny's parents surround him with the foundation he would need to prepare himself to take full advantage of the opportunities a college degree would afford him? His parents are asking did they do enough? But lets look at what Johnny is thinking. Now the reality sits in and he realizes that he is now an official Blue Devil. But will he and his family be able to meet their financial obligation? What will he be offered in his financial aid package? Has he taken full advantage of his educational opportunities over the years? He still had not received the results from his 11th grade PSAT exam but is hoping that he may have scored high enough to receive national recognition. But just in case he doesn't, he isn't worried because he knows he is certainly eligible for financial aid in some form. So he chooses to begin plan B. He begins his own scholarship searches. He knows that scholarships never have to be repaid. He knew that the Career Center was the place to begin his search. The Career Center would have up to date Scholarship books, scholarship announcements and applications, not just locally but nationally as well. Johnny now starts to review his unofficial transcript and evaluates his GPA and current SAT test scores. He was so happy that he had been able to take advantage of an SAT tutorial to prep him for his second SAT exam. That tutorial helped him raise his score by several hundred points. He compares his GPA, test scores, community service, if requested, with the scholarship criteria that he has discovered on registered scholarship websites, books and announcements. He has now discovered a wealth of financial opportunities. He is now beginning to understand why his parents, counselors and teachers had been urging him to always do his best, study hard and always be sure to give something back to the community, in way of service, because it will pay off in the end. He knows there are hundreds of scholarships available not only as a result of his GPA, test scores, but also based on his extra curricular activities. Johnny knows that he can select and apply to each scholarship that fits his profile.

But many of Johnny's classmates have said that it is too exhausting to sit there and start applying for the vast number of scholarships that are available. Many of his friends won't apply which means the odds will shift in his favor, depending on the population that the scholarship is targeting. However he remembered reading an article in the Career Center about a young man that had applied and received so many scholarships that basically all of his financial needs were met. As a result of remembering that story Johnny decided that he was going to apply for every scholarship for which he met the criteria. He knew that as a result of his academic achievements, hard work, extra curricular activities, and dedication he would have a good chance to be the recipient of numerous scholarships. He also reminded his parents that they would need to have their FAFSA filled out and ready to be submitted as soon as possible beginning January 1 at 12:01am. He did not want to take any chances and find out that they had missed the FREE financial aid that they were entitled to receiving.

Students should remember that scholarships vary from small amounts such as $100 to hundreds of thousands of dollars throughout their college career. These scholarships are there to help defray the enormous cost students are facing when choosing their college. There are numerous philanthropic organizations, companies, employers, donors, etc. who want to make a difference in their lives. A $100 scholarship could pay for that math book. you need for calculus. If you collect enough $100 scholarships, your total will be in the thousands. Scholarships will provide monies for tuition, books and fees, and never have to be repaid. There are numerous criteria when selecting students for scholarships. Depending on the type of scholarship the student is applying for will depend on who can apply. Foe example, there are scholarships for students who are first time generation to attend college; scholarships based on ethnicity; religion; financial hardships; strictly merit based; merit based and need; and strictly need; scholarships based on your major; scholarships specific to a career; just to name a few. There are also athletic scholarships (and some of these also require a certain GPA or SAT score). Many times the student will have to write an essay. They can usually use one of the essays that had been prepared for their college application. With some minor adjustments, it will usually be more than adequate. (After all, you know you've written a brilliant essay to accompany your College Application). Then there are the scholarships that the college or university is offering to outstanding students who meet their required GPA's, SAT scores, and in some cases PSAT scores. You may also receive a scholarship based on being related to a graduate of that school. The criteria will vary depending on the scholarship.

Students need to know that there is money available. You don't have to be the #1 student in your class or have received a perfect score on your SAT. (Although that doesn't hurt) But you need to prepare yourself to be marketable. Make sure you have decent grades; test scores; community service and extracurricular activities. And by all means don't forget to list in your section for activities, your involvement with your Church, Temple and Synagogue. Do your research to see what is available for you. There are Scholarship Websites, Scholarship Books, Scholarship Announcements and Applications that the College/Career Coordinators provide to the students and are available in their Career Centers as well as in the Counselors Offices. There is NO EXCUSE for a student not to be able to get any information on any advertised scholarship. However if any student is ever asked to provide a FEE for a scholarship service, they need to RUN, NOT WALK, AWAY. Just as you researched and sought out the perfect college for your perfect match…. you also have to search out the perfect scholarship for your perfect match.

Janet Harris, College/Career Coordinator at Rockville High School in Rockville, Maryland.

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Guide for Parents: Preparing Your Child Early for College

This article describes different strategies to help prepare your child early for college. Early preparation may make the admissions process much easier and can increase the chances of your child being accepted into a desirable school.

Early College Preparation Tips
Ideally, preparing for college should begin before your child is in high school. Planning early may help eliminate some of the stress you and your child may feel as the end of high school nears.

Saving for College
You may want to begin a college fund as soon as possible, because college is expensive and becoming more so each year. The type of college plan you decide on may depend on your income level and expenses. By preparing early, you may be able to save your child from relying on loans, which can put him or her at an economic disadvantage after graduation.

Showing the Importance of Education
Another way you can help your child prepare for college doesn't need to involve money at all. Demonstrating the value of education, learning and curiosity is the necessary first step to helping your child succeed, both in higher education and in life. You might try reading books together, going to the bookstore, playing educational games or surfing through educational websites together. By demonstrating your own enthusiasm for education, you can ignite a lifelong love of learning in your son or daughter.

Cultivating Confidence and Responsibility
A sense of confidence and responsibility not only helps ease the transition from high school to college, but it's also vital for success in later life. Self-confidence can help your teenager approach professors with questions or problems and will make socializing with other students much easier. Helping your child to set difficult goals and encouraging him or her to follow through on them is one method of developing confidence and a sense of responsibility. In general, it's important to set boundaries and show that you expect your son or daughter to make mature decisions -- while also learning from the occasional mistake.

The Nuts and Bolts
Helping your son or daughter study for the SAT or ACT exam is a great way to show your support during the college preparation process. Practice tests for both exams are available, as are extensive preparation guides. Filling out college applications correctly and sending them out on time is also essential for the college preparation process, while visiting different campuses may help your student get a better idea of which college best fits his or her needs.

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Every Child Needs The Arts

By : Charles Fowler, D.M.A.

The arts are windows on the world in the same way that science helps us see the world around us. Literature, music, theater, the visual arts, the media (film, photography, and television), architecture, and dance reveal aspects about ourselves, the world around us, and the relationship between the two. In 1937, German planes flying for Franco in the Spanish civil war bombed a defenseless village as a laboratory experiment, killing many of the inhabitants. In Guernica, Pablo Picasso painted his outrage in the form of a vicious bull smugly surveying a scene of human beings screaming, suffering, and dying. These powerful images etch in our minds the horror of a senseless act of war.

Similar themes have been represented in other art forms. Benjamin Britten's War Requiem gives poignant musical and poetic expression to the unpredictable misfortunes of war's carnage. Britten juxtaposes the verses of Wilfred Owen, a poet killed during World War I, with the ancient scriptures of the Mass for the Dead. In Euripides' play The Trojan Women, the ancient art of theater expresses the grievous sacrifices that war forces human beings to endure. The film Platoon, written and directed by Oliver Stone, is a more recent exposition of the meaning of war, a theme that has been treated again and again with telling effect in literature throughout the ages. The theme of human beings inflicting suffering upon other human beings has also been expressed through dance. One example is Dreams, a modern dance choreographed by Anna Sokolow, in which the dreams become nightmares of Nazi concentration camps.

This theme and many others are investigated, expressed, and communicated through the arts. Through such artistic representations, we share a common humanity. What would life be without such shared expressions? How would such understandings be conveyed? Science is not the sole conveyor of truth. While science can explain a sunrise, the arts convey its emotive impact and meaning. Both are important. If human beings are to survive, we need all the symbolic forms at our command because they permit us not only to preserve and pass along our accumulated wisdom but also to give voice to the invention of new visions. We need all these ways of viewing the world because no one way can say it all.

The arts are acts of intelligence no less than other subjects. They are forms of thought every bit as potent as mathematical and scientific symbols in what they convey. The Egyptian pyramids can be "described" in mathematical measurements, and science and history can hypothesize about how, why, and when they were built, but a photograph or painting of them can show us other equally important aspects of their reality. The arts are symbol systems that permit us to give representation to our ideas, concepts, and feelings in a variety of forms that can be "read" by other people. The arts were invented to enable us to react to the world, to analyze it, and to record our impressions so that they can be shared. Like other symbol systems, the arts require study before they can be fully understood.

Is there a better way to gain an understanding of ancient Greek civilization than through their magnificent temples, statues, pottery, and poetry? The Gothic cathedrals inform us about the Middle Ages just as surely as the skyscraper reveals the Modern Age. The arts may well be the most telling imprints of any civilization. In this sense they are living histories of eras and peoples, and records and revelations of the human spirit. One might well ask how history could possibly be taught without their inclusion.

Today's schools are concerned, as they rightly should be, with teaching literacy. But literacy should not-must not-be limited to the written word. It should also encompass the symbol systems of the arts. If our concept of literacy is defined too narrowly as referring to just the symbol systems of language, mathematics, and science, children will not be equipped with the breadth of symbolic tools they need to fully represent, express, and communicate the full spectrum of human life.

What constitutes a good education anyway? Today, one major goal has become very practical: employability. Children should know how to read, write, and compute so that they can assume a place in the work force. Few would argue with that. Considering the demands that young people will face tomorrow in this technological society, the need for literacy in English language, mathematics, science, and history is critical. But this objective should not allow us to overlook the importance of the arts and what they can do for the mind and spirit of every child and the vitality of American schooling.

Educational administrators and school boards need to be reminded that schools have a fundamental obligation to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the total being. The arts can often serve as that fuel. They are the ways we apply our imagination, thought, and feeling through a range of "languages" to illuminate life in all its mystery, misery, delight, pity, and wonder. They are fundamental enablers that can help us engage more significantly with our inner selves and the world around us. As we first engage one capacity, we enable others, too, to emerge. Given the current dropout rate, whether the entry vehicle to learning for a particular human being happens to be the arts, the sciences, or the humanities is less important than the assured existence of a variety of such vehicles.

The first wave of the education reform movement in America focused on improving the quality of public education simply by raising standards and introducing more challenging course requirements at the high school level. The second wave has focused on improving the quality of the nation's teachers. The third wave should concentrate on the students-how to activate and inspire them, how to induce self-discipline, and how to help them to discover the joys of learning, the uniqueness of their beings, the wonders and possibilities of life, the satisfaction of achievement, and the revelations that literacy, broadly defined, provides. The arts are a central and fundamental means to attain these objectives.

We do not need more and better arts education simply to develop more and better artists. There are far more important reasons for schools to provide children with an education in the arts. Quite simply, the arts are the ways we human beings "talk" to ourselves and to each other. They are the language of civilization through which we express our fears, our anxieties, our curiosities, our hungers, our discoveries, and our hopes. They are the universal ways by which we humans still play make-believe, conjuring up worlds that explain the ceremonies of our lives. The arts are not just important; they are a central force in human existence. Every child should have sufficient opportunity to acquire familiarity with these languages that so assist us in our fumbling, bumbling, and all-too-rarely brilliant navigation through this world. Because of this, the arts should be granted major status in every child's schooling.

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Preparing Students for the Inclusional Classroom

To ensure maximum success for the student who will be place in the inclusional classroom/mainstreamed, here is a handy checklist to ensure that sucess is maximized for both teacher and student.

No surprises please! The child needs to know what to expect. This means making sure they fully understand the rules and routines expected. The child should be well prepared and fully understand what consequences are when the rules are broken.
The regular classroom teacher has been fully informed of the child's strengths, weaknesses and how to maximize success for the child. The teacher needs to know how long the child can focus for and what the preferred learning style is. The regular teachers needs to know the child's level of functioning and how to use any specialized equipment the child may have. The teacher needs to be committed to maximizing success for the student.
The regular classroom students need to be prepared for the incoming student. It helps to have a few peers support the child and become the child's special friend(s). The teacher will need to make sure the rest of the class understand why it is important to fully include the the child.
The regular classroom teacher will need to know what type of support is in place once the child is in the mainstream/regular class.
The child's parents should be involved in the process. They will need to meet with the regular teacher and have confidence that their child's interests are a priority, good relationships are essential.
The parents should be given information on what to expect and how they can help and home in a supportive role.
The child's IEP should be well known by the regular teacher and the parents should be able to have confidence that the IEP will be fully implemented and revised as necessary based on the child's needs and strengths and to maximize the learning opportunities.
The classroom environment must be maximized to support the child which will vary depending upon the nature of the special needs. The special education teacher will work with the regular classroom teacher to ensure that the classroom environment supports the child.
There are huge social, emotional and academic benefits to mainstreaming, however, everyone needs to be on the same page and committed to success on behalf of the student. It is also important to note that change takes time, there will be a period of adjustment and during this period, patience and ongoing commitment will be required.

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Steps to Success in Your Freshman Year

The transition between high school and college can be a challenging time even for the most academically-prepared student. College is a lot different than high school and first-year students who are ready for the challenge are more likely to succeed. In college, you'll encounter different teaching styles, a new environment, and the responsibility of balancing multiple tasks with time management. Here are some tips to help make your freshman year a great success:

You are responsible for your academic success. Keep up with your deadlines, exams, etc. It's your responsibility to plan your time and schedule so you can complete your assignments and papers on time and study for exams. At the beginning of the semester, your professors will hand out a class syllabus that includes test dates, deadlines for papers and projects, and the reading schedule. During the first week of classes, take a few minutes to mark the important dates in your planner or calendar.

Don't be shy about visiting your professors. No matter if your class is small or large, stop by or make an appointment to see your professor if you have questions or need guidance. The location and office hours should be included in the syllabus you get at the beginning of the semester.

Get the most out of your classes. Pay attention, sit up front and take notes. Get to know other students in your classes with whom you can study and share notes.

It's perfectly normal to feel homesick. For most students, freshman year is the first time they've been away from home for an extended period of time. It's natural to miss your family and friends, home-cooked meals, and pets. You'll find that as you get involved at college and make new friends, these feelings will fade. And if you get really lonely, home is just a phone call away.

Take advantage of the academic resources your school has to offer. Many schools teach classes and workshops on study skills, test-taking, writing, tutoring and academic orientation. Familiarize yourself with the library. If you're having trouble adjusting or if you have personal issues, set up an appointment with your school's counseling service. And don't forget to use the recreational facilities – exercise is a great way to reduce stress.

Good advising is essential. Your academic advisor helps you select the proper courses for your program when you register each semester. Your advisor is also a good source for academic information and policies. If you don't know who your academic advisor is, contact your college or department and set up an appointment.

Get involved! College is about more than books and grades. It's a time for exploring, meeting new people and gaining experience. Join an academic or social club, check out Greek life, attend cultural events such as films, concerts and plays, participate in intramural athletics. The best way to get tuned in to campus life is to live on campus your freshman year. Take advantage of events and programming in your residence hall. The more you connect to all aspects of student life, the more likely you are to succeed academically and make the transition to college.

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Graduating from High School? Now what?

Maybe four more years of school does not sound appealing to you, maybe the hefty price tag colleges and universities carry is a big turn off, or maybe you just don't think college is right for you; don't worry, you have plenty of options.

Associates Degrees
Two-year programs can be a great compromise — earn an Associate's Degree in Dental Hygiene, Criminal Justice, Nursing, Computer Science — the list is endless. Some of the most popular jobs for Associate's Degree holders include: Computer Specialists, Nuclear Technicians, Dental Hygienists, Fashion Designers, and Nuclear Medicine Technologists.

Apprenticeships
Looking to combine work and school? Apprenticeships offer great opportunities for students to become skilled in a wide range of trades. Apprenticeships are paid positions in which you study and learn a trade from a master of the trade. Local labor unions are the best resource to find apprenticeships in your area.

Full-time jobs
Use local staffing agencies, Internet job banks, newspaper classifieds, and people you know. There are many different ways to find a job – the method you choose will be impacted by the type of job you are interested in finding. Always tap your resources: does your best friend's mom work for a company you think is really great? Talk to her; she may have a lot of information that will be really helpful to you. Ask your parents, neighbors, aunts and uncles. Maybe they are doing something now or have done something in the past that really interests you — learn from their mistakes and successes. Also look into service fields. Call, visit, or look at the web pages of your local fire company or ambulance service. Check out the requirements and make some phone calls to set up appointments with representatives to get more information.

Internships
Not ready to commit to a full time job? Look into internship opportunities. Many companies offer internships in a variety of areas. As an intern, you will be able to learn about many aspects of a business. The short-term commitment means you could do two to three internships in a year to get a look at a few different positions and companies. To find an internship, hit the web. Many large companies list internships online along with full-time opportunities. General Internet searches are a good starting point too — you never know what your area has to offer. Even large job search databases sometimes list internships — it can't hurt to check it out! The military offers many options: with seven service branch opportunities, it is all about finding the right fit for you. There are about 152 different careers to choose from and a number of benefits both during and post service. You will get specialized, high-tech training in a field of your choice and tuition help after service. Keep in mind the reality of being in the military and the prospect of active duty: Research carefully.

Take some time for yourself – travel!
Many organizations offer study abroad programs for high school and post-high school students. Do a lot of research and find a program that fits you. Spending a few months or even a full year in another country will not only help you pick up a new language, but you will be introduced to a new culture and ways of thinking. Most of these programs include setting you up with a host family and some sort of schooling. You could also make your own plans to travel or perhaps work abroad. Make sure you do TONS of research and have concrete plans. To work abroad, you will need special clearances — so research early! You may also look into programs that are specific to working abroad. These may be service oriented such as teaching English as a Second Language or more varied. Check out the study abroad office at a local college or university: they have all kinds of literature on programs for study, working, and traveling. They also have great connections for student travel discounts and safety measures. If you think you may want to go abroad, get your passport now – it may take some time, so don't wait until the last minute.

Get involved in your community!
Community service is an increasingly popular option for students after high school. With a little searching, you will find a number of national service organizations that offer a wide range of opportunities to serve. Also research local service or community organizations, in many cases these organizations will have national contacts or offer programs that would be perfect for you. If you want to combine travel and service, look for international service opportunities. You can find programs that work with youth, or senior citizens, literacy or community development, the environment or teaching, and many other areas of focus. This is a great opportunity to get some of that "real world experience" everyone is always talking about. Knowing that the possibilities are endless is so important before you start your search — if you don't find exactly what you are looking for at first, keep digging because chances are it is there.

Remember to talk to your parents, friends, or a mentor; often people that know you well will be able to come up with great ideas for options that never even crossed your mind. Make sure you do your research; know what you are signing up for and all of the requirements, all the benefits too. Make a list of options and look at them carefully; find what is right for you. Most importantly, don't rule anything out; there is a first time for everything, and you may find exactly what you are looking for in a place you would never have thought to look. Good Luck and Happy Hunting!

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Teaching Basics by the Arts

Teachers who taught reading reported that children who learned to draw and see through my visual alphabet had dramatic increases in letter recognition and reading readiness. These teachers noticed that the motivation to read expanded when the children drew the characters and subjects from their books. Drawing the content of science, geography, and social studies lessons resulted in noticeable differences in speed of learning and retention. When teachers used the abstract design lessons to teach math concepts, they witnessed children break through conceptual blocks with ease while having fun.

Teachers observed that students who had attention problems could learn through drawing to stay on track for unbelievable lengths of time. In order to achieve realistic drawings the students automatically learned to focus, concentrate, and problem solve. With motivation at its peak, teachers witnessed peak learning of course content. After a year of using the program, school districts began reporting as much as 20 percent increases in reading, writing, and math scores. This phenomena occur when teachers integrated music, movement, visual games, journal writing, and other artistic fields of study into their lessons.

The arts are coming back, stronger than ever, whether they get funded or not. In the last ten years the awareness and implementation of the arts increase dramatically. At a time when art budgets are still threadbare, teachers have educated themselves in how to use the arts as one of the most powerful teaching tools they have. The reason the shift is taking place is because it works.

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