What is It?Pinterest is a
social networking/marketing site that lets you upload and store images
in an organized manner. Before Pinterest, teachers could surf the web
and bookmark or add web pages they were interested in to Favourites on
their computer. If they wanted to store these ideas in a more compact
fashion they could copy and paste photos and text onto a Word Document.
The Pinterest system allows you to "pin" a photo, page or piece of text
immediately onto a board. Teachers could then create a variety of
different boards labelled by topic such as Math Ideas, Phonics
Flashcards or Writing Topics to paste these photos on to.
How Can Teachers Use It?
Pinterest is fairly new but there are some sites for teachers that
can be found by going to the Pinterest site. By typing in different
topics such as Education or Teacher Ideas, different photos, websites or
blogs will come up on the page to choose from. Many websites and blogs
outside of Pinterest are now adding a Pinterest option to their sites so
visitors can save or re post information with a click of a button.
Pinterest boards can be useful for ideas that can easily be
communicated visually through a photograph. Some ideas would include
flashcards, posters, worksheets, and art activities. It is an easy way
for a teacher to share with others what she is doing in the classroom.
Since teaching can be an isolating activity, teachers rarely have time
to visit other classrooms. Like teaching blogs, the more teachers that
post to Pinterest will help to make the profession more
interactive.Teachers often try to reinvent the wheel when they could use
an idea that another professional has already taken the time to invent.
Posting your projects and ideas suggests that you are okay with others
using your ideas.
What Are Problems With Pinterest?
There are a few cons when it comes to using Pinterest. One is that
the Pinterest education sites are lacking in materials that are harder
to communicate, such as concepts or ideas that have to be gotten across
by using more than one picture or a few words. Additionally, teachers
who worry about their ideas being credited should be wary of posting.
Pinterest does have a PinEtiquette note that states that sources should
be credited, but there does not seem to be a way to control this, and
some stock photo sites have complained about this problem. Finally, be
careful about posting or sharing photos that include children. Parent
permission should be granted first if you are going to post the picture
online.
Why Will Teachers Use Pinterest?
Teachers who use Pinterest find that it is a useful and easy way to
organize and store ideas that they can use in the classroom. They
appreciate that their information can easily be accessed on both their
home and school computers. As the Pinterest site grows, so will the
amount of useful resources that teachers can access. While some teachers
do admit, like other Pinterest users, that they get caught up in
pinning and repinning pretty pictures, many do actually use the ideas
they post to their boards in the classroom.
Wednesday, 7 August 2013
How to Talk about Age in the English Language
In English, you can talk about age in a number of different ways to
say how old someone or something is. For example, you can talk about
exact or similar age, or you can be less precise and indicate the
approximate age of a person or thing.
Asking about Age
When you want to ask about the age of a person or thing, you use the following formula:
How + old + the conjugated form of the verb be + a person or thing + question mark
When you want to state the exact age of a person or thing, you use the conjugated form of the verb be followed by a number. For example:
You can also express someone's exact age by placing a compound adjective in front of a noun:
Talking about Approximate Age
When you're not sure exactly how old someone is, or when you do not want to state their exact age, then you can use the verb be followed by the prepositions about, under and over, or the adverbs nearly and almost, and a number. For example:
When you want to say that someone's age is similar to someone else's, you can use the expressions such as my age, your own age, or her parents's age. For example:
If you want to say how old something is, you can use the verb be followed by a number and followed by years old.
A very common way of stating the age of a thing is to use a compound adjective in front of the noun referring to it. For example:
Asking about Age
When you want to ask about the age of a person or thing, you use the following formula:
How + old + the conjugated form of the verb be + a person or thing + question mark
- How old are you? / How old is your brother?
When you want to state the exact age of a person or thing, you use the conjugated form of the verb be followed by a number. For example:
- My sister is twenty-five.
- My sister is twenty-five years old.
- My sister is twenty-five years of age. (years of age is more formal than years old and is more common in written English)
- My friend has two little boys aged eight and ten.
You can also express someone's exact age by placing a compound adjective in front of a noun:
- My neighbor is a twenty-three-year-old (compound adj.) student.
- I have a four-month-old (compound adj.) baby.
- I have a four-months-old baby. incorrect
Talking about Approximate Age
When you're not sure exactly how old someone is, or when you do not want to state their exact age, then you can use the verb be followed by the prepositions about, under and over, or the adverbs nearly and almost, and a number. For example:
- I think he's about fifty. / She must be under twenty. / I'm sure she's nearly thirty. / He was only a little over forty years old. / I'm almost twenty.
- Most students in my class are above/below the age of twenty.
- I listened to Elvis Presley all the time when I was in my teens.
- He is in his twenties/thirties/forties, etc.
When you want to say that someone's age is similar to someone else's, you can use the expressions such as my age, your own age, or her parents's age. For example:
- I know a lot more about life than most girls my age.
- The couple was about her parents' age. / The detective was about his own age.
If you want to say how old something is, you can use the verb be followed by a number and followed by years old.
- My house is about forty years old.
A very common way of stating the age of a thing is to use a compound adjective in front of the noun referring to it. For example:
- Mr. Black's rattling, twenty-year-old car stands in front of his house
Paramedic College Grants
One of the most assuring sights at a traumatic event is the arrival
of a paramedic. It may be at an auto accident or assisting in bringing a
new life into the world. No matter what the medical situation, the
expertise of a well-trained paramedic is vital in easing pain or saving
lives.
The Role of the Paramedic
Before deciding on a career as a paramedic, there should be a clear understanding of the training involved and what the eventual job will call for. This includes being comfortable in working under stress as well as being a member of a team.
The ability to communicate easily with both the person needing attention and other medical care professionals is crucial.
While not being qualified as a doctor, a paramedic may sometimes perform similar duties in an emergency situation. The paramedic may have the responsibility to perform some necessary surgical procedures and know how to dress wounds.
Training to be a Paramedic
In choosing to become a paramedic, the first step is obtaining information about state-accredited schools and organizations that offer the courses and training. These may include hospitals, ambulance services, and private and community colleges. One-year and two courses may be available and some may off a Bachelor of Science Degree program.
Even after a course of study is completed, the paramedic will be required to renew the license every two or three years.
Services Provided by a Paramedic
A well-trained paramedic can respond to any medical emergency with competence. This includes expertise in using advanced life support techniques such as ventilators and defibrillators, being able to administer medication, oxygen, and drip fluids.
Lifesaving decisions about treatment are sometimes required of a paramedic in providing pre-hospital emergency care. These can include cardio-pulmonary resuscitation, immobilization, use of traction among other emergency functions.
Salaries for Paramedics
The salary earned by a paramedic in 2011 ranged from $30,000 to $50,000 a year with a median salary in the United States of $38,363. For a paramedic with less than one year of experience, the salary can range from about $21,000 to $40, 000.
The more experience a paramedic has may be reflected in the salary. In the US, some states pay paramedics more than in others ranging in salaries starting at about $15,000 to as much as $87,000.
Hourly salaries can range from as low as $13 an hour to as high of $20 depending upon location, the training of the paramedic and amount of experience.
Salaries of paramedics often depend on past experience, location of the job, and the amount of training in preparation to be medical care professional.
In thinking about becoming a paramedic, the pros and cons should be carefully considered. This is a profession that deals with people during some of the worst experiences in their lifetimes. It not only requires patience and understanding but the ability to respond quickly to traumatic situations. However, it can be one of the most satisfying careers in the field of healthcare.
The Role of the Paramedic
Before deciding on a career as a paramedic, there should be a clear understanding of the training involved and what the eventual job will call for. This includes being comfortable in working under stress as well as being a member of a team.
The ability to communicate easily with both the person needing attention and other medical care professionals is crucial.
While not being qualified as a doctor, a paramedic may sometimes perform similar duties in an emergency situation. The paramedic may have the responsibility to perform some necessary surgical procedures and know how to dress wounds.
Training to be a Paramedic
In choosing to become a paramedic, the first step is obtaining information about state-accredited schools and organizations that offer the courses and training. These may include hospitals, ambulance services, and private and community colleges. One-year and two courses may be available and some may off a Bachelor of Science Degree program.
Even after a course of study is completed, the paramedic will be required to renew the license every two or three years.
Services Provided by a Paramedic
A well-trained paramedic can respond to any medical emergency with competence. This includes expertise in using advanced life support techniques such as ventilators and defibrillators, being able to administer medication, oxygen, and drip fluids.
Lifesaving decisions about treatment are sometimes required of a paramedic in providing pre-hospital emergency care. These can include cardio-pulmonary resuscitation, immobilization, use of traction among other emergency functions.
Salaries for Paramedics
The salary earned by a paramedic in 2011 ranged from $30,000 to $50,000 a year with a median salary in the United States of $38,363. For a paramedic with less than one year of experience, the salary can range from about $21,000 to $40, 000.
The more experience a paramedic has may be reflected in the salary. In the US, some states pay paramedics more than in others ranging in salaries starting at about $15,000 to as much as $87,000.
Hourly salaries can range from as low as $13 an hour to as high of $20 depending upon location, the training of the paramedic and amount of experience.
Salaries of paramedics often depend on past experience, location of the job, and the amount of training in preparation to be medical care professional.
In thinking about becoming a paramedic, the pros and cons should be carefully considered. This is a profession that deals with people during some of the worst experiences in their lifetimes. It not only requires patience and understanding but the ability to respond quickly to traumatic situations. However, it can be one of the most satisfying careers in the field of healthcare.
To Improve Education, Improve the Lives of Children
The nation needs to recruit, support, and retain great teachers. But
even the greatest teachers and school principals in the world cannot
reduce inequalities and end poverty. They can make a colossal difference
in the lives of their students. Unfortunately, the corporate education
reform movement expects them to work miracles in the face of rising poverty and income inequality.
Like the No Child Left Behind reform effort, Race to the Top assumes that test results are the way to grade and reward or punish teachers, schools, and administrators as well as students. As a former test publisher, this writer knows that standardized assessments are developed to measure student performance, not teacher and school quality.
Reduce Poverty, Improve Student Achievement
Ask those who develop standardized tests, such as the people working at Educational Testing Service in Princeton, New Jersey, whether their assessments show a correlation between low scores and poverty. Consider their SAT. The highest SAT scores are recorded by students who come from the most affluent families. Those who test from the poorest backgrounds score the lowest.
Children from impoverished families need more than good schools. They crave safe neighborhoods, economic security, better diets, health clinics, first-rate early childhood education and facilities, arts programs, and rewarding after-school activities that keep kids from working single parent, latchkey homes off the streets. How can teachers and schools possibly provide all those necessities?
Look to Finland
This article demonstrates how Finland’s public school system succeeds by rejecting the constant testing foundation upon which the American reform system is built. In Finland, it is difficult to get into teaching. Entry is limited and competitive. Standards for new teachers are high. The profession is highly esteemed.
The American reform model, Race to the Top, is based on the corporate free market. Students are the products. Parents are the consumers. Teachers are the laborers. Teachers’ unions are the obstacles to efficient management. In Finland, however, all teachers and principals are members of the same union. Together, they work with the Ministry of Education to negotiate salaries, benefits, and working conditions in order to achieve one goal: best possible education.
Finland would never allow government officials, law makers, and corporate reformers to decide how to measure the quality of those who practice the teaching profession. Why? Because those people may be professionals, but they aren’t teachers. Teaching is not the profession of an accountant or a bank manager. As a true profession, teaching is expected to be self-regulating. Administration must be left to the practicing professionals.
To improve the profession, success in Finland tells us to raise entry standards, upgrade teacher education, and increase salaries. Demand academic excellence, a master’s degree, and certification from new teachers. Refuse to reinforce education’s low status as a profession by recruiting bright but barely-trained novices at low pay for a mere two-year commitment.
Teach for America, a Good Idea, But . . .
Like the Peace Corps, the students coming from the best universities and colleges who want to make a difference, especially in the lives of poor kids, are drawn to TFA. They commit to teaching for two years in distressed urban and rural schools.
Hundreds of millions of dollars have been raised to support TFA since it was founded by Wendy Kopp, a Princeton student who developed the model as her Princeton senior thesis in 1989. The U.S. Department of Education recently awarded $50 million to TFA, the conservative Walton Foundation gave another $49.5 million, and $100 million more has been raised from other foundations and donors.
Every year, thousands of eager young students are selected and trained for five weeks. Then, off they go to teach America’s most vulnerable children and earn a starting salary. School districts reward TFA with about $5,000 per new teacher.
Can a Few Thousand TFA Members Transform a Profession of More Than 3 Million Teachers?
A few thousand college graduates who work for two years cannot cure the inequities in American society. Yes, the Peace Corps volunteers also serve poor communities for two years, but not as professional Foreign Service officers.
What has TFA achieved? They boast about model cities where their teachers have achieved improvements as measured by test scores. In Washington, D.C., TFA alumni Michelle Rhee was named chancellor in 2007, four years after federally sponsored tests began to be administered to assess performance. Test scores did indeed improve, but the district’s achievement gap between black and white schools continues to be the largest in America. In fact, it is two times greater than most other big city schools, according to the federal government.
They also brag about New York City achievements. A state investigation in July 2010 proved that tests had somehow become easier. New York City test scores and the achievement gaps between ethnic and racial groups collapsed back to 2002 levels.
The third TFA model city, New Orleans, is presented as proof that nonunion charter schools are the wave of the educational future. Public schools there were wiped out by Hurricane Katrina. Today, about 70 percent of New Orleans students attend charter schools under the instruction of TFA teachers. The State of Louisiana reports that 79 percent of the state’s charter schools received grades of Ds and Fs.
Also, most big city public school districts cannot be replaced by a few, scattered charter schools operating union-free under the management of different entrepreneurs, boards of directors, investors, and usually with no transportation and extra-curricular services.
To improve American education, the federal, state, and local governments might do well to recall the words of John Maynard Keynes: “The important thing for Government is not to do things which individuals are doing already, and to do them a little better or a little worse; but to do those things which at present are not done at all.”
And where should the federal, state, and local officials begin? As the late Tony Judt said, “Of all competing and only partially reconcilable ends that we might seek, must come first.”
Like the No Child Left Behind reform effort, Race to the Top assumes that test results are the way to grade and reward or punish teachers, schools, and administrators as well as students. As a former test publisher, this writer knows that standardized assessments are developed to measure student performance, not teacher and school quality.
Reduce Poverty, Improve Student Achievement
Ask those who develop standardized tests, such as the people working at Educational Testing Service in Princeton, New Jersey, whether their assessments show a correlation between low scores and poverty. Consider their SAT. The highest SAT scores are recorded by students who come from the most affluent families. Those who test from the poorest backgrounds score the lowest.
Children from impoverished families need more than good schools. They crave safe neighborhoods, economic security, better diets, health clinics, first-rate early childhood education and facilities, arts programs, and rewarding after-school activities that keep kids from working single parent, latchkey homes off the streets. How can teachers and schools possibly provide all those necessities?
Look to Finland
This article demonstrates how Finland’s public school system succeeds by rejecting the constant testing foundation upon which the American reform system is built. In Finland, it is difficult to get into teaching. Entry is limited and competitive. Standards for new teachers are high. The profession is highly esteemed.
The American reform model, Race to the Top, is based on the corporate free market. Students are the products. Parents are the consumers. Teachers are the laborers. Teachers’ unions are the obstacles to efficient management. In Finland, however, all teachers and principals are members of the same union. Together, they work with the Ministry of Education to negotiate salaries, benefits, and working conditions in order to achieve one goal: best possible education.
Finland would never allow government officials, law makers, and corporate reformers to decide how to measure the quality of those who practice the teaching profession. Why? Because those people may be professionals, but they aren’t teachers. Teaching is not the profession of an accountant or a bank manager. As a true profession, teaching is expected to be self-regulating. Administration must be left to the practicing professionals.
To improve the profession, success in Finland tells us to raise entry standards, upgrade teacher education, and increase salaries. Demand academic excellence, a master’s degree, and certification from new teachers. Refuse to reinforce education’s low status as a profession by recruiting bright but barely-trained novices at low pay for a mere two-year commitment.
Teach for America, a Good Idea, But . . .
Like the Peace Corps, the students coming from the best universities and colleges who want to make a difference, especially in the lives of poor kids, are drawn to TFA. They commit to teaching for two years in distressed urban and rural schools.
Hundreds of millions of dollars have been raised to support TFA since it was founded by Wendy Kopp, a Princeton student who developed the model as her Princeton senior thesis in 1989. The U.S. Department of Education recently awarded $50 million to TFA, the conservative Walton Foundation gave another $49.5 million, and $100 million more has been raised from other foundations and donors.
Every year, thousands of eager young students are selected and trained for five weeks. Then, off they go to teach America’s most vulnerable children and earn a starting salary. School districts reward TFA with about $5,000 per new teacher.
Can a Few Thousand TFA Members Transform a Profession of More Than 3 Million Teachers?
A few thousand college graduates who work for two years cannot cure the inequities in American society. Yes, the Peace Corps volunteers also serve poor communities for two years, but not as professional Foreign Service officers.
What has TFA achieved? They boast about model cities where their teachers have achieved improvements as measured by test scores. In Washington, D.C., TFA alumni Michelle Rhee was named chancellor in 2007, four years after federally sponsored tests began to be administered to assess performance. Test scores did indeed improve, but the district’s achievement gap between black and white schools continues to be the largest in America. In fact, it is two times greater than most other big city schools, according to the federal government.
They also brag about New York City achievements. A state investigation in July 2010 proved that tests had somehow become easier. New York City test scores and the achievement gaps between ethnic and racial groups collapsed back to 2002 levels.
The third TFA model city, New Orleans, is presented as proof that nonunion charter schools are the wave of the educational future. Public schools there were wiped out by Hurricane Katrina. Today, about 70 percent of New Orleans students attend charter schools under the instruction of TFA teachers. The State of Louisiana reports that 79 percent of the state’s charter schools received grades of Ds and Fs.
Also, most big city public school districts cannot be replaced by a few, scattered charter schools operating union-free under the management of different entrepreneurs, boards of directors, investors, and usually with no transportation and extra-curricular services.
To improve American education, the federal, state, and local governments might do well to recall the words of John Maynard Keynes: “The important thing for Government is not to do things which individuals are doing already, and to do them a little better or a little worse; but to do those things which at present are not done at all.”
And where should the federal, state, and local officials begin? As the late Tony Judt said, “Of all competing and only partially reconcilable ends that we might seek, must come first.”
A Bad Idea?
Performance related pay schemes work well in manufacturing where the
workers performance can be assessed by simple criteria such as time
taken to complete the process, number of units produced, and quality of
units produced. The best performing workers produce the highest number
of quality items in the least amount of time and deserve more pay for
saving the time and money of their employers. This system assumes the
same inputs, essentially the same processes, and the same required
outputs. The high performing worker may alter the processes in some way
but for all workers the inputs and outputs are constants. The process of
teaching individuals involves a multitude of variables at each and
every stage.
Students as Raw Materials
The supposed Jesuit maxim 'Give me a child until he is seven and I will give you the man.' proposes that working with an infant full time from birth to seven years can give some lasting predictable outcome but the reality is that most teachers only teach a particular student for two to four years out of their compulsory thirteen years of formal education (NSW Australia) and this only commences after the child is four and a bit years old. Every teacher from preschool to University relies to a certain degree on the prior learning of their students. Is it fair to evaluate a particular teacher's performance without taking into account the nature of the 'raw materials' they have been given? This nature is not only determined by the students previous educational experiences but by factors such as their family composition, moral and ethical upbringing, socio-economic background (not only of the students themselves but of the school community as a whole), and the list goes on. As far as most departments of education are concerned teachers are to teach to individual learning styles and provide diversity in programs to cater for individual students, some students are even to be provided with Personal Learning Programs. Obviously teachers are expected to deal with students as unique individuals, even in classes of 30, and not as the raw ingredients in some sort of educational sausage factory.
Schools: The Factory Floor
Free and compulsory education has always been a thorn in the side for western societies. It is most often seen as a necessary liability rather than an asset and is treated accordingly. Because of this attitude schools vary almost as much in physical and human resources as the individuals taught in them. It is true that quality teaching has and will occur in the simplest of environments and in surroundings such as these it is easier to separate the quality of pure teaching from the resources that are available and from the behaviour of students (unfortunately it seems that the poorer the scenario the more attentive and appreciative the students). Is it fair to evaluate the performance of a teacher who has regular access to such things as new and innovative teaching technologies and classroom help in the form of student support teachers and technical assistants, on similar criteria to one who doesn't have access to these facilities or services? How can these, often immense, factory floor variations be taken into account when determining teacher performance?
Students as Manufactured Items: When I Grow Up I'd Like To Be
It's no wonder that teaching as a manufacturing process just doesn't work when the raw materials are given a say in determining what the final product is going to be. Students are the main decision makers in the education process. They always have been and always will be. The old adage 'You can take a horse to water but you can't make it drink.' applies here. The highest performing teacher, by any criteria, can not make a student who doesn't want to learn, learn. How is the teacher's performance assessed in this instance? I suppose trained and highly qualified observers (high performing teachers in their own right) could determine that a teacher was performing at a high level despite the results of their students. Not very cost effective I would think. The other problem with most students (and their parents) is they have widely divergent and individualistic views as to what constitutes a good educational outcome and many of these outcomes are not currently examinable or statistically valid as far as educational systems are concerned.
Performance Pay In People Jobs: It Just Doesn't Work
Teacher pay by performance is just not viable. Governments need to realise that professional people who work with people, as teachers do, have too many variables in their occupation to evaluate their general performance to any realistic measure. It is easy to identify the ones who are simply not doing the job and deal with them but paying the rest on the level of their performance is too fraught with difficulties. Can anyone really image paying doctors, nurses, policemen or fire fighters on their performance?
Students as Raw Materials
The supposed Jesuit maxim 'Give me a child until he is seven and I will give you the man.' proposes that working with an infant full time from birth to seven years can give some lasting predictable outcome but the reality is that most teachers only teach a particular student for two to four years out of their compulsory thirteen years of formal education (NSW Australia) and this only commences after the child is four and a bit years old. Every teacher from preschool to University relies to a certain degree on the prior learning of their students. Is it fair to evaluate a particular teacher's performance without taking into account the nature of the 'raw materials' they have been given? This nature is not only determined by the students previous educational experiences but by factors such as their family composition, moral and ethical upbringing, socio-economic background (not only of the students themselves but of the school community as a whole), and the list goes on. As far as most departments of education are concerned teachers are to teach to individual learning styles and provide diversity in programs to cater for individual students, some students are even to be provided with Personal Learning Programs. Obviously teachers are expected to deal with students as unique individuals, even in classes of 30, and not as the raw ingredients in some sort of educational sausage factory.
Schools: The Factory Floor
Free and compulsory education has always been a thorn in the side for western societies. It is most often seen as a necessary liability rather than an asset and is treated accordingly. Because of this attitude schools vary almost as much in physical and human resources as the individuals taught in them. It is true that quality teaching has and will occur in the simplest of environments and in surroundings such as these it is easier to separate the quality of pure teaching from the resources that are available and from the behaviour of students (unfortunately it seems that the poorer the scenario the more attentive and appreciative the students). Is it fair to evaluate the performance of a teacher who has regular access to such things as new and innovative teaching technologies and classroom help in the form of student support teachers and technical assistants, on similar criteria to one who doesn't have access to these facilities or services? How can these, often immense, factory floor variations be taken into account when determining teacher performance?
Students as Manufactured Items: When I Grow Up I'd Like To Be
It's no wonder that teaching as a manufacturing process just doesn't work when the raw materials are given a say in determining what the final product is going to be. Students are the main decision makers in the education process. They always have been and always will be. The old adage 'You can take a horse to water but you can't make it drink.' applies here. The highest performing teacher, by any criteria, can not make a student who doesn't want to learn, learn. How is the teacher's performance assessed in this instance? I suppose trained and highly qualified observers (high performing teachers in their own right) could determine that a teacher was performing at a high level despite the results of their students. Not very cost effective I would think. The other problem with most students (and their parents) is they have widely divergent and individualistic views as to what constitutes a good educational outcome and many of these outcomes are not currently examinable or statistically valid as far as educational systems are concerned.
Performance Pay In People Jobs: It Just Doesn't Work
Teacher pay by performance is just not viable. Governments need to realise that professional people who work with people, as teachers do, have too many variables in their occupation to evaluate their general performance to any realistic measure. It is easy to identify the ones who are simply not doing the job and deal with them but paying the rest on the level of their performance is too fraught with difficulties. Can anyone really image paying doctors, nurses, policemen or fire fighters on their performance?
Earth Day, Easter, Gardening, and Karaoke
April is famous for Easter and Earth Day, but that's not all that
happens in the spring time month. Week 1 in April is designated Library
Week. If you haven't already, this is an appropriate time to tour your
local library to learn more about the and to get library cards for all the members of your family. Most
library issue cards to anyone who can hold a pen to make a mark on the
application form.
Easter occurs on April 8, 2012, on the second Sunday, at the end of the first week. Your child may enjoy some as well as some history and legend about the old Eostre and traditions.
Spring Nature Study, Gardening, and Insects
Week 2 in April is Garden Week. My family will be celebrating by setting up mason bee nesting tubes in our garden, as well as by getting our vermicompost (worm compost) ready to go into our kids' garden boxes. Earth worms and other small garden dwellers make convenient homeschool science pets.
Here are a few more lesser known special days.
Spring Cleaning, Homeschool Recordkeeping, and Organization
Week 3 in April is Organize Your Files Week. This makes a good excuse for getting your homeschool records or projects in order. Here are some tips for to meet legal requirements.
If you have a nature collector in the house, you might try some new ways of Plus, this activity could help with those homeschool records.
Karaoke
Week 4 is Karaoke Week.
My kids love special days. It doesn't seem to matter what they're about, so long as there's a theme. As a homeschooling parent, this makes for convenient ways to bring up conversations and branch out to any number of topics.
Easter occurs on April 8, 2012, on the second Sunday, at the end of the first week. Your child may enjoy some as well as some history and legend about the old Eostre and traditions.
Spring Nature Study, Gardening, and Insects
Week 2 in April is Garden Week. My family will be celebrating by setting up mason bee nesting tubes in our garden, as well as by getting our vermicompost (worm compost) ready to go into our kids' garden boxes. Earth worms and other small garden dwellers make convenient homeschool science pets.
Here are a few more lesser known special days.
- April 2 - Children's Book Day
- April 8 - Draw a Picture of a Bird Day
- April 10 - Siblings Day
- April 14 - Pecan Day
Spring Cleaning, Homeschool Recordkeeping, and Organization
Week 3 in April is Organize Your Files Week. This makes a good excuse for getting your homeschool records or projects in order. Here are some tips for to meet legal requirements.
If you have a nature collector in the house, you might try some new ways of Plus, this activity could help with those homeschool records.
Karaoke
Week 4 is Karaoke Week.
My kids love special days. It doesn't seem to matter what they're about, so long as there's a theme. As a homeschooling parent, this makes for convenient ways to bring up conversations and branch out to any number of topics.
Wholeness and Happiness
During the early months of unschooling, I read as many books,
articles, and blogs about unschooling and learning as I could find.
Although I knew from first discovery via John Holt's writings that
unschooling made sense for my family, I knew only one family who
embraced the philosophy. I sought guidance and a sense of belonging from
the personal stories of others.
After ten years of my own experience with the unschooling lifestyle, I continue to read considerably more than I write about unschooling and natural learning. This steady stream of insights and experiences shared by other unschooling families has proven uplifting and inspirational along this unconventional journey. Below are some of my favorite posts and essays about the relationship between unschooling and wholeness.
Unschooling for Wholeness & Happiness
In one of my own blog posts about my deeper reasons for unschooling, I said: Unschooling is just a convenient way of saying I care about, respect, and truly acknowledge that my child is her own person. In other words, unschooling is about much more than how I might help my kids get an education. It's about providing the relationship and environment to protect and support their wholeness and safety.
That's why Eli Gerzon's essay, "On the Importance of Whole Soul Safety or the Real Reason to Rise-Out of School," is one of my favorites. He wrote about his experience of putting up shields before entering school, and the importance of protecting oneself from this harmful experience for the good of others and the world.
Gerzon said that school "draws out your life-force." In other words, the school system provides a systematic assault teaching children to deny their own needs. According to Jean Liefloff, author of The Continuum Concept, this denial of basic instinctual needs begins much earlier.
I read The Continuum Concept during my first pregnancy and it was powerfully in my mind during the early parenting years. It brings to mind the post, by Janet Fraser. If you agree that unschooling is about wholeness, you'll understand why I include writings on love, respect, and compassion for everyone. Fraser's "industrialised parenting" and "the slow whittling away of your instincts" applies to other impersonal systems in this culture (medicalized birth, methodical child-rearing, schooling).
Unschooling for Practicality
To bring the topic back to unschooling on a practical level, "Unschooling Skills in the Adult World," by Kate at Skipping School, who wrote: "as unschoolers, the skills we acquired weren’t just different from the ones kids in school earned, they were completely practical."
I've continued to follow the unschooling path because I love my life too much to give it to someone else. Likewise, my children's lives are their own. This is wholeness and happiness.
After ten years of my own experience with the unschooling lifestyle, I continue to read considerably more than I write about unschooling and natural learning. This steady stream of insights and experiences shared by other unschooling families has proven uplifting and inspirational along this unconventional journey. Below are some of my favorite posts and essays about the relationship between unschooling and wholeness.
Unschooling for Wholeness & Happiness
In one of my own blog posts about my deeper reasons for unschooling, I said: Unschooling is just a convenient way of saying I care about, respect, and truly acknowledge that my child is her own person. In other words, unschooling is about much more than how I might help my kids get an education. It's about providing the relationship and environment to protect and support their wholeness and safety.
That's why Eli Gerzon's essay, "On the Importance of Whole Soul Safety or the Real Reason to Rise-Out of School," is one of my favorites. He wrote about his experience of putting up shields before entering school, and the importance of protecting oneself from this harmful experience for the good of others and the world.
Gerzon said that school "draws out your life-force." In other words, the school system provides a systematic assault teaching children to deny their own needs. According to Jean Liefloff, author of The Continuum Concept, this denial of basic instinctual needs begins much earlier.
I read The Continuum Concept during my first pregnancy and it was powerfully in my mind during the early parenting years. It brings to mind the post, by Janet Fraser. If you agree that unschooling is about wholeness, you'll understand why I include writings on love, respect, and compassion for everyone. Fraser's "industrialised parenting" and "the slow whittling away of your instincts" applies to other impersonal systems in this culture (medicalized birth, methodical child-rearing, schooling).
Unschooling for Practicality
To bring the topic back to unschooling on a practical level, "Unschooling Skills in the Adult World," by Kate at Skipping School, who wrote: "as unschoolers, the skills we acquired weren’t just different from the ones kids in school earned, they were completely practical."
I've continued to follow the unschooling path because I love my life too much to give it to someone else. Likewise, my children's lives are their own. This is wholeness and happiness.
How to Express Offers in the English Language
When someone asks you if you would like to have something, they make
you an offer. You can either accept it or refuse it. Offers can be
polite or less polite, and sometimes they can be more confident or less
confident. If you are a learner of English, then you would probably like
to know how to accurately express, accept or refuse an offer in this
beautiful language. The article will show you how.
Offering Something to Someone
There are several ways of offering something to someone in English. A polite way of offering something that most learners are familiar with is to use the expression 'Would you like...?' For example:
If you are fairly sure that the other person wants to have something done for them, you can say 'Let me...' :
If you are not sure whether the other person wants you to do something, you can make a less confident offer. You can say 'Do you want me to...?', 'Should I...?' or, more politely, 'Would you like me to...?'. For example:
Shop and company employees sometimes say 'Can I ...' or 'May I...' when they are politely offering their help to a customer on the phone or in person:
The most usual way of accepting an offer is to say 'Yes, please' or 'Thank you/Thanks'. For example:
Offering Something to Someone
There are several ways of offering something to someone in English. A polite way of offering something that most learners are familiar with is to use the expression 'Would you like...?' For example:
- Would you like a cup of tea? / Would you like a biscuit or something?
- Do you want a cup of tea? / Do you want a biscuit?
- Have some more coffee. / Have another slice of cake.
- A: Black coffee? B: Yes, please. / A: Tea? B: No, thanks.
- Fancy a drink? meaning Do you want a drink?
- Fancy some coffee? / Fancy a biscuit?
- Can I get you something to drink? / Can I get you something to eat? / Let me get you something to drink. / Let me get you something to eat. / Can I get you anything? A cup of tea or coffee? Some juice? / Sit down and let me get you some cake.
- A: Do you suppose I could have a glass of wine? B: Of course. You know where everything is. Help yourself.
- Please help yourself to some coffee. / Help yourself to sugar.
- Shall I fetch a nurse? / Shall I fetch the doctor?
If you are fairly sure that the other person wants to have something done for them, you can say 'Let me...' :
- Let me buy you a drink. / Let me carry your briefcase. / Let me help.
If you are not sure whether the other person wants you to do something, you can make a less confident offer. You can say 'Do you want me to...?', 'Should I...?' or, more politely, 'Would you like me to...?'. For example:
- Do you want me to help you with your homework?
- Should I help you find a good doctor?
- Would you like me to take your shoes off?
- I'll drive you back home if you want.
- I can show you my new house right now if you like.
- Can I give you a lift anywhere?
- Do you need anything?
Shop and company employees sometimes say 'Can I ...' or 'May I...' when they are politely offering their help to a customer on the phone or in person:
- Flight information, can I help you?
- Dorsey & Whitney, Jamie speaking, how may I help you?
The most usual way of accepting an offer is to say 'Yes, please' or 'Thank you/Thanks'. For example:
- A: Would you like some coffee? B: Yes, please.
- A: Have a banana. B: Thank you. / Thanks.
- A: Shall I run you a bath? B: Yes, please! That would be lovely/great.
- A: Shall I help you carry the shopping? B: Thank you. That's very kind of you.
- A: Do you want a lift? B: No, I'm alright, thanks. I don't mind walking.
- A: Shall I cook dinner tonight? B: No, it's alright.
- A: I'll get you some water. B: Please don't bother.
Study Common Grammar Errors
Many students find the language section of the SAT to be the most
challenging of the three sections. The language section is comprised of a
25 minute essay component as well as a multiple choice section
containing 49 questions. The most effective way to study for this
section of the test is for students to familiarize themselves with the
most frequent grammar errors. Here are two common grammar errors on the
SAT.
Faulty Comparison
Most faulty, or incorrect, comparisons occur when two items are compared that should not be. To quickly identify these types of errors, students should ask themselves, “are apples being compare to apples here… or oranges? While the comparison may be incorrect grammatically, the comparison might instead not make logical sense. Consider the following example.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed Katie.
In this example, students should ask themselves, “what is the apple?” That is, what is the focus of the comparison? In this case, the essay is attempting to be compared to Katie, rather than to Katie’s essay. Here are two possible ways to correct this sentence.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed Katie’s essay.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed that of Katie.
As faulty comparisons are commonly found on the error identification subsection of the SAT, students should heighten their awareness of this error when completing practice tests in The Official SAT Study Guide or other SAT prep book.
Misuse of Adjectives and Adverbs
Students commonly confuse these two parts of speech and often do not realize when they have erroneously used one instead of the other. To clarify the difference, students should take note of the following definitions.
In this challenging economy, homebuyers are hoping to find decent priced houses.
In this sentence, we need a word that describes priced, which is being used as an adjective describing houses. Any word modifying an adjective must be an adverb; therefore, decent must be changed to the adverb decently in order for the sentence to be grammatically correct.
In the following example, the wrong form of adverb is used. Students should see if they can spot the error.
After attending two colleges, I decided I liked the first one best.
This sentence is written using a superlative adverb, best. To correct this error, the comparative form of the adverb, better, should be used as only two colleges are being compared. In order to use the superlative form, writers must compare three or more items, such as in the correctly constructed sentence below.
Faulty Comparison
Most faulty, or incorrect, comparisons occur when two items are compared that should not be. To quickly identify these types of errors, students should ask themselves, “are apples being compare to apples here… or oranges? While the comparison may be incorrect grammatically, the comparison might instead not make logical sense. Consider the following example.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed Katie.
In this example, students should ask themselves, “what is the apple?” That is, what is the focus of the comparison? In this case, the essay is attempting to be compared to Katie, rather than to Katie’s essay. Here are two possible ways to correct this sentence.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed Katie’s essay.
My essay about the Harlem Renaissance, which was well-crafted and organized, far surpassed that of Katie.
As faulty comparisons are commonly found on the error identification subsection of the SAT, students should heighten their awareness of this error when completing practice tests in The Official SAT Study Guide or other SAT prep book.
Misuse of Adjectives and Adverbs
Students commonly confuse these two parts of speech and often do not realize when they have erroneously used one instead of the other. To clarify the difference, students should take note of the following definitions.
- Adjective: modifies a noun or a pronoun; the passionate orator
- Adverb: describes a verb, adjective, or another adverb; the extremely passionate orator
In this challenging economy, homebuyers are hoping to find decent priced houses.
In this sentence, we need a word that describes priced, which is being used as an adjective describing houses. Any word modifying an adjective must be an adverb; therefore, decent must be changed to the adverb decently in order for the sentence to be grammatically correct.
In the following example, the wrong form of adverb is used. Students should see if they can spot the error.
After attending two colleges, I decided I liked the first one best.
This sentence is written using a superlative adverb, best. To correct this error, the comparative form of the adverb, better, should be used as only two colleges are being compared. In order to use the superlative form, writers must compare three or more items, such as in the correctly constructed sentence below.
Building Value into Lessons
Students are more likely to be intrinsically motivated to learn if
they value what they are asked to do. There are five building blocks to
add value to your classroom:
Students are more likely to be motivated when they are not asked to do the same thing over and over again. What is your least favorite routine task? If that is the only thing I did, I would be miserable. That, however, is exactly how our students feel about some classes. Although there are some tasks that are not fun,when students view learning as drudgery, they are less likely to be motivated to work.
Variety is enhanced when you make a lesson attractive.
Attractiveness
Attractiveness means integrating elements of curiosity and novelty into your lessons.
Charlene Haviland, a teacher in Norfolk, Virginia, has developed lessons that incorporate this concept. She uses the Harry Potter books to teach science concepts. “For a discussion on the flying broomsticks used in the game of Quidditch, Haviland said, ‘We can even go into Bernoulli's principle and explore how we can take that from flying on a broom to ... how airplanes work ... and why some fly better than others.’” I don’t know about you, but I’d sign up for that class quicker than I would a class on aerodynamics.
Locus of Control
The third building block, locus of control, refers to a student’s need to feel as though he or she has some control, or choice in a given situation. If Kinu feels trapped and like someone else is telling her what to do, she is less likely to be motivated. Students are more apt to be intrinsically motivated if they have ownership in the learning—if they have believe they are a part of the learning experience, rather than simply being told what to do.
Utility
Students also need to see the utility in learning. When I do workshops with teachers, I know they come into my session with one burning question: “How can I use this information immediately?” Adult learners are juggling so many demands, they prioritize activities and their attention based on how well something meets their immediate needs.
Students are similar, except they don’t have the choice to leave. So often, we forget to show students why they need to know what we are teaching. I was observing a student teacher when “Jason” asked, “Why do we need to learn this?” It clearly flustered her and she snapped back, “Because I said so.” You can imagine the look on Jason’s face. Students are more engaged in learning when they see a useful connection to themselves.
Enjoyment
The final block for building value is enjoyment. Students are more motivated when they find pleasure in what they are doing. During my first year of teaching, another teacher told me two things: Don’t smile before Christmas and if your kids are enjoying the lesson, you’re doing something wrong. Now I realize how unhappy she must have been. Although you need to have a classroom with structure and order, it is fine, and essential to smile and have fun.
A Final Note
Integrating these five building blocks into your instruction will help your students--and you--find the value in learning!
- Variety
- Attractiveness
- Locus of Control
- Utility
- Enjoyment
Students are more likely to be motivated when they are not asked to do the same thing over and over again. What is your least favorite routine task? If that is the only thing I did, I would be miserable. That, however, is exactly how our students feel about some classes. Although there are some tasks that are not fun,when students view learning as drudgery, they are less likely to be motivated to work.
Variety is enhanced when you make a lesson attractive.
Attractiveness
Attractiveness means integrating elements of curiosity and novelty into your lessons.
Charlene Haviland, a teacher in Norfolk, Virginia, has developed lessons that incorporate this concept. She uses the Harry Potter books to teach science concepts. “For a discussion on the flying broomsticks used in the game of Quidditch, Haviland said, ‘We can even go into Bernoulli's principle and explore how we can take that from flying on a broom to ... how airplanes work ... and why some fly better than others.’” I don’t know about you, but I’d sign up for that class quicker than I would a class on aerodynamics.
Locus of Control
The third building block, locus of control, refers to a student’s need to feel as though he or she has some control, or choice in a given situation. If Kinu feels trapped and like someone else is telling her what to do, she is less likely to be motivated. Students are more apt to be intrinsically motivated if they have ownership in the learning—if they have believe they are a part of the learning experience, rather than simply being told what to do.
Utility
Students also need to see the utility in learning. When I do workshops with teachers, I know they come into my session with one burning question: “How can I use this information immediately?” Adult learners are juggling so many demands, they prioritize activities and their attention based on how well something meets their immediate needs.
Students are similar, except they don’t have the choice to leave. So often, we forget to show students why they need to know what we are teaching. I was observing a student teacher when “Jason” asked, “Why do we need to learn this?” It clearly flustered her and she snapped back, “Because I said so.” You can imagine the look on Jason’s face. Students are more engaged in learning when they see a useful connection to themselves.
Enjoyment
The final block for building value is enjoyment. Students are more motivated when they find pleasure in what they are doing. During my first year of teaching, another teacher told me two things: Don’t smile before Christmas and if your kids are enjoying the lesson, you’re doing something wrong. Now I realize how unhappy she must have been. Although you need to have a classroom with structure and order, it is fine, and essential to smile and have fun.
A Final Note
Integrating these five building blocks into your instruction will help your students--and you--find the value in learning!
Saturday, 13 July 2013
International "Styles Unimited"
Summer is here and you may be thinking of getting a new haircut. But
not just any haircut. If you desire something trendy, where can you go
to get the latest and greatest ideas for stylish hair? One answer is in
the expertise.
Several Pennsylvania stylists from the Styles Unlimited salon absorbed lots of new styling techniques and acquired new product knowledge during their recent trip to the International Beauty Show, held June 9-11, in Las Vegas, Nevada.
“We watched (one of my personal favorite stylists), Martin Parsons, as he completed four model’s hair for the runway. Martin cleverly folds the hair into his special long-hair updos; creating styles suitable for weddings or proms; from the sleek and sophisticated look, to a younger, more tousled, curly style,” said Tonia Yaegle, owner and operator of Styles Unlimited.
“For the haircuts, I especially enjoyed the combinations of razor and scissoring methods, demonstrated by Michael O’Rourkesaid Sarahmarie Wynder, another stylist. “He is a world-famous educator, and one of my favorites. Although I’ve seen him before I was glad to see that the structure in motion hair cutting techniques are still functioning so well in the industry, and I enjoyed seeing him demonstrate his cutting techniques on the live models. It was fascinating to watch him at work.”
In addition to live model demonstrations on the Main Stage and runway, cosmetologists were treated to a myriad of vendors offering their specific wares.
“It was good to see the industry focusing more on makeup and skin care products, and not just the hair. Overall, they are also a big part of the whole beauty industry,” Wynder said.
While not all of these specialty style products, (or over-the-top extreme cuts and colors) will go over in a small salon atmosphere, having access to the newest products, from shampoos, conditioners, colors, and the latest tools to use them was worth the trip.
“At the International Show, my stylists learned some clever tips from the best-of-the-best in the Cosmetology world. A group attendance gave us all the opportunity to compare notes, discuss problem areas and find better solutions. Having this larger network available brings a level of confidence and personal growth. I want to take my business in the right direction, to serve our customer base in a meaningful way,” Yaegle said. “And the learning, in an exciting atmosphere like the huge Convention Center in Las Vegas, was really fun!”
Several Pennsylvania stylists from the Styles Unlimited salon absorbed lots of new styling techniques and acquired new product knowledge during their recent trip to the International Beauty Show, held June 9-11, in Las Vegas, Nevada.
“We watched (one of my personal favorite stylists), Martin Parsons, as he completed four model’s hair for the runway. Martin cleverly folds the hair into his special long-hair updos; creating styles suitable for weddings or proms; from the sleek and sophisticated look, to a younger, more tousled, curly style,” said Tonia Yaegle, owner and operator of Styles Unlimited.
“For the haircuts, I especially enjoyed the combinations of razor and scissoring methods, demonstrated by Michael O’Rourkesaid Sarahmarie Wynder, another stylist. “He is a world-famous educator, and one of my favorites. Although I’ve seen him before I was glad to see that the structure in motion hair cutting techniques are still functioning so well in the industry, and I enjoyed seeing him demonstrate his cutting techniques on the live models. It was fascinating to watch him at work.”
In addition to live model demonstrations on the Main Stage and runway, cosmetologists were treated to a myriad of vendors offering their specific wares.
“It was good to see the industry focusing more on makeup and skin care products, and not just the hair. Overall, they are also a big part of the whole beauty industry,” Wynder said.
While not all of these specialty style products, (or over-the-top extreme cuts and colors) will go over in a small salon atmosphere, having access to the newest products, from shampoos, conditioners, colors, and the latest tools to use them was worth the trip.
“At the International Show, my stylists learned some clever tips from the best-of-the-best in the Cosmetology world. A group attendance gave us all the opportunity to compare notes, discuss problem areas and find better solutions. Having this larger network available brings a level of confidence and personal growth. I want to take my business in the right direction, to serve our customer base in a meaningful way,” Yaegle said. “And the learning, in an exciting atmosphere like the huge Convention Center in Las Vegas, was really fun!”
Teachers Help ESOL/ LEP Students Succeed in the Classroom
Teachers struggle to meet the diverse needs of their students. To
address this challenge, teachers can establish specific procedures and
routines to enhance student motivation, engagement and learning. Here
are some helpful tips which middle and high school teachers can
incorporate for the new school year.
Employ All Available Resources
Teachers can feel like lone wolves prowling around their classrooms in the late afternoon searching for ways to better reach their LEP students. It can be overwhelming and frustrating at times, but if teachers recognize--and utilize-- the many resources available to them, this task diminishes to one that is both purposeful and manageable.
To begin, teachers could actively seek the assistance and professional expertise of their support facilitators. These teachers may be overwhelmed with a large caseload of students, so it's important to be respectful of their time and make the most of any contact you have. To communicate effectively with the support facilitator, classroom teachers can send weekly emails about students' progress. These updates should include specific progress made as well as areas of need for each ESOL student they are assigned. A list format is more quickly written and digested, so teachers can keep these communications short and sweet. If email is not preferable, voicemails or brief, scheduled conferences can convey the same information. Remember that you and the facilitator share the same goals--to help students succeed.
Another strategy is to connect with students' parents, using a translator when necessary. Brief communications that highlight positive behavior, class contributions or academic strides can work wonders to boost student confidence and motivation. Teachers should fight the tendency to only call home when there is a concern. Sometimes, it is best to ignore minor behavior infractions and notify parents of the one or two positive contributions students made that month. Finally, teachers can visit the parent resource center to gather materials or ideas to help educate parents on how to support their children's learning. Forging parent-teacher connections is essential when assisting students whose native language is not English.
Deepen Comprehension with Teaching Strategies
Here are some suggestions that teachers can incorporate into their daily interactions. First, when giving a lecture, arranging an activity or presenting a new unit, teachers should provide opportunities for frequent summary. The teacher can summarize a procedure or piece of a lesson, surely, but sometimes it is more effective if students provide the summaries. To facilitate this, teachers can provide a visual guide of how to summarize information. Students can then follow this guide, which will become second nature as the year progresses. Another student summary option is for students to pair up with a partner and develop a brief summary together. This can be done frequently and take as little as two minutes once students are accustomed to the procedure.
Teachers can also prepare an outline of lesson in advance and provide them only to students who request them; they need not be offered only to LEP students. Rather than an outline, teachers may incorporate realia into lesson--pictures, puzzles, manipulatives, video clips--to make a lesson come alive. All students are sure to appreciate these as they break up a lesson and encourage curiosity and active questioning. Teachers should consider shortening directions when possible and, in general, keeping instruction as succinct as possible without unnecessary tangential conversations which may muddle the lesson's purpose and confuse LEP students.
Teachers will feel the reward of deep satisfaction as their students with limited English proficiency build their confidence and develop a relationship based on trust and enthusiasm for learning. All of the above strategies, from contacting home to employing regular summaries of presented information will help ESOL students establish learning routines they can count on for the entire school year.
Employ All Available Resources
Teachers can feel like lone wolves prowling around their classrooms in the late afternoon searching for ways to better reach their LEP students. It can be overwhelming and frustrating at times, but if teachers recognize--and utilize-- the many resources available to them, this task diminishes to one that is both purposeful and manageable.
To begin, teachers could actively seek the assistance and professional expertise of their support facilitators. These teachers may be overwhelmed with a large caseload of students, so it's important to be respectful of their time and make the most of any contact you have. To communicate effectively with the support facilitator, classroom teachers can send weekly emails about students' progress. These updates should include specific progress made as well as areas of need for each ESOL student they are assigned. A list format is more quickly written and digested, so teachers can keep these communications short and sweet. If email is not preferable, voicemails or brief, scheduled conferences can convey the same information. Remember that you and the facilitator share the same goals--to help students succeed.
Another strategy is to connect with students' parents, using a translator when necessary. Brief communications that highlight positive behavior, class contributions or academic strides can work wonders to boost student confidence and motivation. Teachers should fight the tendency to only call home when there is a concern. Sometimes, it is best to ignore minor behavior infractions and notify parents of the one or two positive contributions students made that month. Finally, teachers can visit the parent resource center to gather materials or ideas to help educate parents on how to support their children's learning. Forging parent-teacher connections is essential when assisting students whose native language is not English.
Deepen Comprehension with Teaching Strategies
Here are some suggestions that teachers can incorporate into their daily interactions. First, when giving a lecture, arranging an activity or presenting a new unit, teachers should provide opportunities for frequent summary. The teacher can summarize a procedure or piece of a lesson, surely, but sometimes it is more effective if students provide the summaries. To facilitate this, teachers can provide a visual guide of how to summarize information. Students can then follow this guide, which will become second nature as the year progresses. Another student summary option is for students to pair up with a partner and develop a brief summary together. This can be done frequently and take as little as two minutes once students are accustomed to the procedure.
Teachers can also prepare an outline of lesson in advance and provide them only to students who request them; they need not be offered only to LEP students. Rather than an outline, teachers may incorporate realia into lesson--pictures, puzzles, manipulatives, video clips--to make a lesson come alive. All students are sure to appreciate these as they break up a lesson and encourage curiosity and active questioning. Teachers should consider shortening directions when possible and, in general, keeping instruction as succinct as possible without unnecessary tangential conversations which may muddle the lesson's purpose and confuse LEP students.
Teachers will feel the reward of deep satisfaction as their students with limited English proficiency build their confidence and develop a relationship based on trust and enthusiasm for learning. All of the above strategies, from contacting home to employing regular summaries of presented information will help ESOL students establish learning routines they can count on for the entire school year.
Stress Management for Childcare Providers
Stress, we all feel it, we all have it. A good level of stress does
motivate us to perform better. But, when stress becomes a consistent
presence in our lives, our bodies, over a long period of time, it can
have unhealthy impacts. Our body’s stress system becomes overloaded as
it sits in emergency mode. People can begin to have physical and
emotional results that are not beneficial to positive wellbeing. So, by
keeping ourselves in check with stress, by listening to our bodies, mind
and spirit carefully, by adopting valuable coping strategies, and
actively carrying them out, we are controlling how stress affects our
lives.
Stress and the Childcare Worker
Working with children is one of the most meaningful occupations. It leaves one with a sense of purpose, moments of joy brought by the preciousness of children, and many hugs. But, on the other side, it holds stressors indeed. After time, the consistent need to keep calm and patient can become strained and a childcare provider begins to feel tapped out while the overworked/underpaid phrase starts to ring in the ears. Regardless if the job is a preschool teacher, daycare worker or stay at home mom, when one is taking care of children and begins to reach the stress limit, it is time to start making choices and changes. Stress is a risk factor to one's health and well being and should be managed. To be a good caregiver is to take care of oneself as well, if not first.
The First Steps to Stress Management
The first step in stress management for a childcare worker is realizing she is in control of her stress! She cannot fix with one big band aid the problems of society, governmental systems, the child's temperament. and the childcare profession as a whole, but she can control her reaction. She is in charge of her thoughts, emotions, internal dialogue and attitude. Lifestyle changes, such as diet, sleep and exercise, will inevitably help with stress management. Furthermore, small changes in work environments can contribute to the decrease of stress level for childcare workers.
Tips for Stress Management in Childcare
Following is a list of ways to help reduce stress for childcare workers:
Stress and the Childcare Worker
Working with children is one of the most meaningful occupations. It leaves one with a sense of purpose, moments of joy brought by the preciousness of children, and many hugs. But, on the other side, it holds stressors indeed. After time, the consistent need to keep calm and patient can become strained and a childcare provider begins to feel tapped out while the overworked/underpaid phrase starts to ring in the ears. Regardless if the job is a preschool teacher, daycare worker or stay at home mom, when one is taking care of children and begins to reach the stress limit, it is time to start making choices and changes. Stress is a risk factor to one's health and well being and should be managed. To be a good caregiver is to take care of oneself as well, if not first.
The First Steps to Stress Management
The first step in stress management for a childcare worker is realizing she is in control of her stress! She cannot fix with one big band aid the problems of society, governmental systems, the child's temperament. and the childcare profession as a whole, but she can control her reaction. She is in charge of her thoughts, emotions, internal dialogue and attitude. Lifestyle changes, such as diet, sleep and exercise, will inevitably help with stress management. Furthermore, small changes in work environments can contribute to the decrease of stress level for childcare workers.
Tips for Stress Management in Childcare
Following is a list of ways to help reduce stress for childcare workers:
- Take a moment and breathe. When you are at your wits end, first know that we all get there at some point or other, and then take a deep breath and count to 10. If you need to count out loud, do so.
- Singing out loud can sometimes do the trick. It is playful and provides a childcare provider some time to calm down. In addition, children respond positively to music. If the song is directing the children, such as getting their coats on, then the benefits increase.
- Post motivational quotes or funny anecdotes where you can see them while working. Quotes that will bring a smile to your face or help you find perspective are the best.
- Children can be very entertaining, so finding the humour throughout your day will lighten up the space with laughter and will help the stress level decrease. We get paid to play, so have fun!
- Let go of trying to control other people’s behavior.
- Practice empathy and try to imagine walking in the shoes of others.
- Track your own balance as everyone’s stress level is different. Stop comparing yourself to others, and listen to your body, heart and mind. Say no if you are feeling overwhelmed and let go of a commitment or project. Remember, that if you are happy and not rundown, you will be a better caregiver.
- Lean on others. If you are working in a team, remember it is okay to ask your colleague to step in with a child’s behavior as we all have different personalities and different styles. It is helpful to remember that we all have buttons pushed inside of us and it is based on our own makeup and history.
- In our profession, we are not always patted on the back, so go ahead and do it yourself! Treat yourself however that looks: flowers on your desk, little truffles in a drawer, a new magazine and so on.
Conditions for Learning
How does learning happen and what does learning mean? You may be
taking a course or attending lessons and yet you don't feel that you are
learning anything. What can you do to improve the conditions for
learning?
Do you ever sit in a class and feel that the information is going in one ear and out of the other? This might be because you are not interacting with the information or making enough connections with it. Learning is easier if you can find a way to relate it to what you already know and one of the best ways to make such connections is to engage with your learning through questioning.
Question the Information
One way to learn at a deeper, less superficial level, is to analyse what is being taught and to ask questions about it. Instead of just listening to the teacher or staring at the page, you can question what is being presented. If something does not ring true then ask about it. If an idea comes to mind then express it.
If you are just reading the material then make little notes as you go along. You might, for example, want to check what a specific word means or to find out more about the life of a poet so that you can understand his poem better. Looking at topics in this way, and reading around them, allows you to enter them more deeply . Make sure that you are not just accepting whatever is presented as if it was the answer to everything.
Use the Knowledge
Perhaps, sometimes, you think that you understand information because you can repeat it. You might learn it by heart, like learning times tables. The danger with this method is that you may not really understand the material. To show that real learning has taken place you have to be able to use the theory to solve problems. It is no good being able to chant the seven times table if you can't use it to solve multiplication questions.
Test the Knowledge
When you think that you have understood something then it is a good idea to test the knowledge. If you are training to be a plumber then don't just learn the theory, have a go at bending real pipes. Another good way to test your true understanding of a topic is to prepare and give a presentation on it to an audience who might ask you questions. By predicting what they might ask you will be able to anticipate and find the perfect answers.
Repeat and Rehearse the Knowledge
Even if you have tested your knowledge you need to keep using it. If something is not used then it may become rusty. When you return to a topic for a second and third time it is easier to remember. Come back to the learning and repeat and rehearse it at regular intervals to ensure that nothing gets lost.
Do you ever sit in a class and feel that the information is going in one ear and out of the other? This might be because you are not interacting with the information or making enough connections with it. Learning is easier if you can find a way to relate it to what you already know and one of the best ways to make such connections is to engage with your learning through questioning.
Question the Information
One way to learn at a deeper, less superficial level, is to analyse what is being taught and to ask questions about it. Instead of just listening to the teacher or staring at the page, you can question what is being presented. If something does not ring true then ask about it. If an idea comes to mind then express it.
If you are just reading the material then make little notes as you go along. You might, for example, want to check what a specific word means or to find out more about the life of a poet so that you can understand his poem better. Looking at topics in this way, and reading around them, allows you to enter them more deeply . Make sure that you are not just accepting whatever is presented as if it was the answer to everything.
Use the Knowledge
Perhaps, sometimes, you think that you understand information because you can repeat it. You might learn it by heart, like learning times tables. The danger with this method is that you may not really understand the material. To show that real learning has taken place you have to be able to use the theory to solve problems. It is no good being able to chant the seven times table if you can't use it to solve multiplication questions.
Test the Knowledge
When you think that you have understood something then it is a good idea to test the knowledge. If you are training to be a plumber then don't just learn the theory, have a go at bending real pipes. Another good way to test your true understanding of a topic is to prepare and give a presentation on it to an audience who might ask you questions. By predicting what they might ask you will be able to anticipate and find the perfect answers.
Repeat and Rehearse the Knowledge
Even if you have tested your knowledge you need to keep using it. If something is not used then it may become rusty. When you return to a topic for a second and third time it is easier to remember. Come back to the learning and repeat and rehearse it at regular intervals to ensure that nothing gets lost.
Key Study Skills
If you, or your child, are about to take on a new learning challenge
then you need to know the best ways to study. When people talk about
study skills what do they actually mean? The information in this article
attempts to explain the key components of successful study.
Know the Specification
Right from the start of your course you should know what the requirements are. A good teacher will probably tell you about your course on the first day or give you this information in a booklet. Learning is like a journey and the course specification is your map. Find out what exam board you are studying for. Look at their website and see if you can download any sample exam papers. Make sure you know which topics will be covered and whether there is a textbook for the course. If you can, read this book before the course starts.
The more you know about where you are going the better the results will be. You might even be able to buy a revision guide, in advance. These guides, which are often easily available, provide clear notes and an overview for each topic. Rather than save these till exam time you could use them to read ahead and find out what modules you are going to cover.
Looking at sample exam papers will help you to understand the type of questions that you will need to answer. Think about the skills that are needed. Will you have to write essays or will there be short questions? If you know these things then you can check that you gather adequate information to meet the needs of the specification.
Organisation
Make sure that you establish a good organisation system. Buy a ring binder and subject dividers and label these to match the modules of the course. If you are given handouts you need to hole punch them and put them in the right section or use plastic wallets to keep them tidy. Never gather up a pile of sheets and think that you will sort them out 'later' because this may not happen. File all your worksheets as soon as the teacher gives them to you.
It may also be useful to keep a list of keywords or important spellings at the back of the folder or on index cards. These words should be checked frequently to make sure that they are known and remembered.
Awareness of How you Learn
We all learn in different ways and we all have different strengths. Think about how you learn best and use this to help you with your organisation. If you like visual learning then you could try making mind-maps for each topic. If you prefer to learn by listening then you could tape your lessons or tape yourself reading through the notes. You don't have to approach the course in the same way as everybody else. Learn in a way that helps you.
Practice, Review and Rehearse
If you really want to learn something then you can't just attend a lesson and hope that you will remember all the content. It is important to review and rehearse your work. One useful way of doing this is to make revision notes, from your main notes, as you move through the course. Pick out the key points and write them down on cards or tape them if this is what you prefer. By doing this you not only review each topic but you help to prepare yourself for the eventual exam.
Working through sample exam papers is also very important. You can do this under timed and untimed conditions. This will help you to feel familiar with the design and style of the exam and it will encourage you to respond to questions within the correct time constraints.
Believe
If you have been accepted on the course, or decided that you are ready to take it, then you should be capable of passing. Don't compare yourself to other learners. Work in your own way at your own pace and believe that you are entitled to learn. If you meet obstacles then think about how to overcome them. If you write a bad essay then ask your teacher for feedback and respond to this feedback. If you don't understand a topic then read around it or get some individual tuition. You may need to return to topics several times before you master them totally but if you believe in yourself and follow the tips in this article then you should have every reason to feel confident.
Right from the start of your course you should know what the requirements are. A good teacher will probably tell you about your course on the first day or give you this information in a booklet. Learning is like a journey and the course specification is your map. Find out what exam board you are studying for. Look at their website and see if you can download any sample exam papers. Make sure you know which topics will be covered and whether there is a textbook for the course. If you can, read this book before the course starts.
The more you know about where you are going the better the results will be. You might even be able to buy a revision guide, in advance. These guides, which are often easily available, provide clear notes and an overview for each topic. Rather than save these till exam time you could use them to read ahead and find out what modules you are going to cover.
Looking at sample exam papers will help you to understand the type of questions that you will need to answer. Think about the skills that are needed. Will you have to write essays or will there be short questions? If you know these things then you can check that you gather adequate information to meet the needs of the specification.
Organisation
Make sure that you establish a good organisation system. Buy a ring binder and subject dividers and label these to match the modules of the course. If you are given handouts you need to hole punch them and put them in the right section or use plastic wallets to keep them tidy. Never gather up a pile of sheets and think that you will sort them out 'later' because this may not happen. File all your worksheets as soon as the teacher gives them to you.
It may also be useful to keep a list of keywords or important spellings at the back of the folder or on index cards. These words should be checked frequently to make sure that they are known and remembered.
Awareness of How you Learn
We all learn in different ways and we all have different strengths. Think about how you learn best and use this to help you with your organisation. If you like visual learning then you could try making mind-maps for each topic. If you prefer to learn by listening then you could tape your lessons or tape yourself reading through the notes. You don't have to approach the course in the same way as everybody else. Learn in a way that helps you.
Practice, Review and Rehearse
If you really want to learn something then you can't just attend a lesson and hope that you will remember all the content. It is important to review and rehearse your work. One useful way of doing this is to make revision notes, from your main notes, as you move through the course. Pick out the key points and write them down on cards or tape them if this is what you prefer. By doing this you not only review each topic but you help to prepare yourself for the eventual exam.
Working through sample exam papers is also very important. You can do this under timed and untimed conditions. This will help you to feel familiar with the design and style of the exam and it will encourage you to respond to questions within the correct time constraints.
Believe
If you have been accepted on the course, or decided that you are ready to take it, then you should be capable of passing. Don't compare yourself to other learners. Work in your own way at your own pace and believe that you are entitled to learn. If you meet obstacles then think about how to overcome them. If you write a bad essay then ask your teacher for feedback and respond to this feedback. If you don't understand a topic then read around it or get some individual tuition. You may need to return to topics several times before you master them totally but if you believe in yourself and follow the tips in this article then you should have every reason to feel confident.
ESL- Social English: Introductions, Greetings, Health, Small Talk
English, like every other language, has fixed expressions which are
used on particular social occasions – for example when people meet and
greet, leave each other, try to get other people's attention, make small
talk, discuss personal well-being, go on a journey or holiday, send
good wishes and invitations, sit down to meals and so on. This article
deals with some of the most basic expressions of social English and is
therefore particularly suitable for ESL beginners.Introductions
Common ways of introducing strangers to each other are:
Greetings
English greetings can be formal and less formal.
When meeting people (more formal):
When meeting people (neutral):
Click here for more information on greetings and goodbyes in the English language.
Asking about Well-Being and Health
When we meet people we know, we usually ask them about their general situation or health.
Greetings for special occasions are the following:
The ability to make small talk helps people to start and continue conversations. Four very handy topics suitable for small talk are the weather (British people often begin polite conversations by talking about the weather), surroundings, transport and appearance.
Weather:
Common ways of introducing strangers to each other are:
- Diana, do you know Sharon? Sharon, this is my friend Diana.
- Leila, I don't think you've met Jack.
- Can / May I introduce Jack Black?
- I don't think you two know each other, do you?
Greetings
English greetings can be formal and less formal.
When meeting people (more formal):
- Good morning / Good afternoon / Good evening.
When meeting people (neutral):
- Hello.
- Hi.
- What's up? (very informal)
- Goodbye. (formal) / Goodnight. / Bye. (informal) / Bye-Bye. (often used to and by children) / Cheers. (informal – used by the British only) / Take care. (informal) / See you. (informal) / Later(s). (informal) / See you later / tomorrow / next week / next month etc. / It was nice to meet you / meeting you.
Click here for more information on greetings and goodbyes in the English language.
Asking about Well-Being and Health
When we meet people we know, we usually ask them about their general situation or health.
- How are you? / How are you doing?
- How are things? / How's things? (informal)
- How's it going? (informal)
- Are you feeling well? / Are you not feeling well? / Are you feeling alright? / Are you feeling any better today? (more specific inquiries about someone's health)
- Very well, thank you.
- Fine / Great, thanks. / OK. / All right. / So-so. / Not too bad. / It could be worse. / Mustn't grumble.
- I hope you feel better soon! / Get well soon!
Greetings for special occasions are the following:
- Happy birthday!
- Happy / Merry Christmas! (used to wish people a pleasant Christmas period)
- Happy New Year! (people say it when they celebrate the start of a new year)
- Happy Easter! (Easter is a Christian religious holiday)
- Happy Ramadan! (Ramadan is the ninth month of the Muslim year, when Muslims fast during daylight hours)
- Happy anniversary!
- Congratulations on your exam results! / Congratulations on your new job!
The ability to make small talk helps people to start and continue conversations. Four very handy topics suitable for small talk are the weather (British people often begin polite conversations by talking about the weather), surroundings, transport and appearance.
Weather:
- A: Nice day, isn't it? B: Lovely.
- Isn't it a lovely day!
- Can you believe all this rain we've been getting?
- Isn't it gorgeous out today?
- Don't you just love this place! / Isn't it nice here!
- What are you doing around here?
- Did you get here OK?
- Did you come here by car / by taxi / by bus?
- You look great! Did you get a haircut?
- That dress looks really good on you.
The Forced-Choice Dilemma
For a variety of reasons, appearing too smart is at times considered
socially impolitic. Sensitive individuals with an acute awareness of
their immediate milieu can often modify the degree to which they engage
in intellectual and academic discourse, exercising a communicative
prowess that is highly adaptive and responsive to their social locale,
and the vicissitudes therein. Others struggle to censor their thoughts,
coming across as inappropriate or at times even arrogant or egotistical.
What is of primary concern, however, is the degree to which developing
minds may limit both their abilities and expressions thereof, in order
to subscribe to the rules of social conformity and acceptance. Society
requires gifted individuals in order to flourish, and in turn, an
environment in which the gifted, talented and those simply with
unrealized potential may succeed.The Forced-Choice Dilemma
In academic parlance, the above-mentioned problem is sometimes referred to as the forced-choice dilemma. This concept suggests that whilst intellectual giftedness often correlates positively with healthy self-efficacy, motivation and achievement, for some gifted students and individuals there exists a dissonance between intellectual predisposition and the need for peer affiliation. Faced with this choice, some gifted students and individuals engage in purposeful social acts of circumspection, repackaging their identity to appear more demotic and substituting excellence with the quotidian when producing samples of work and ability.
A variety of studies have shown that when it comes to school-yard hierarchies of popular personality types, intellectual prowess is far from being at the top of the pecking order. Not surprisingly, a variety of problems flow on from this. Researchers have identified a variety of coping mechanisms and found support for the existence of particular strategies including denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and hiding giftedness. Scaffolding understanding of these coping strategies has been research into the immediate social context of the pre- and adolescent social sphere, and the manifestations within of peer pressure and victimisation. The significant occurrence of victimisation was investigated by Wolf and Chessor (2011) in order to test for correlation between victimisation and diminished unity in affective social skills, which may lead to low self-efficacy, motivation and circumspection rather than proactive utilisation of talent.
Gifted boys have furthermore been identified as being more at risk of under-performing than girls. Monceaux and Jewell (2007) set out, in part, to uncover the peer-influenced social and emotional factors behind behaviour modification by gifted students. They found that gifted boys tended to be effected by popular peer groups, reporting the desire to ‘dumb down’ their visible intelligence to avoid victimisation. Ziegler et al’s research (2010) into the desirability of gifted students amongst peers as conversational chatroom partners supports this perspective of a popularity hierarchy, noting however, that both gifted boys and girls experienced significant shunning.
Finally, peer pressure is not only felt within immediate classroom and schoolyard locales. A variety of other dominant groups have been shown to exert a gravitational pull. An excellent example is community pressure, as evidenced in the derogatory termdirected towards gifted African-American students. Garvis (2006) found similar dynamics at work within the peers and adults. It is unfortunate to note that this desire for ‘cultural conformity’ has been identified as something at times even enforced upon students by parents (Ford 2004), regardless of the academic aspirations of the individual student.
Implications
The connection between academic success and sustained, healthy nationhood has been well-established, leading to an understanding that academic excellence must be encouraged. This is not to say that individual freedom should be curtailed in the pursuit of this goal. In fact, if anything, it should be enhanced to ensure that school-yard politics are as democratic as possible, and to ensure that talent and intellect is given the same freedom and support of expression, as say, popular sporting subtypes. In addition, whilst individuals should always have the freedom and right to explore identity and position themselves as they navigate social relationships, teachers, parents and the community have the responsibility to ensure this can be done in the most edifying atmosphere possible. The phenomenon of “forced” intellectual-subjugation as a by-product of peer or social pressure stands very much in binary opposition to this philosophy of academic and thus a nation’s success.
Giftedness, talent and academic potential is something that as a society, we should automatically encourage, for both our own and posterity’s sake. A challenge exists in both identifying those with potential talent, who are lurking in the shadows in fear of social. peer-based recrimination, and those whose talent is explicit, but goes unsupported. These individuals are required, as they often poignantly exhibit academic prowess, civic responsibility, and confident, compassionate leadership and sensitivity towards our post-modern, global, interactive world. The current cohort of gifted and talented students and adults are both our present, and our future. Therefore, we must always ensure that any challenges to the achievement of each individual's optimal potential are not unnecessarily added to by social and emotional pressures, and that all individuals, whether gifted or not, are granted the right to live in a supportive society, free to express their ideas and thoughts for the benefit of all.
In academic parlance, the above-mentioned problem is sometimes referred to as the forced-choice dilemma. This concept suggests that whilst intellectual giftedness often correlates positively with healthy self-efficacy, motivation and achievement, for some gifted students and individuals there exists a dissonance between intellectual predisposition and the need for peer affiliation. Faced with this choice, some gifted students and individuals engage in purposeful social acts of circumspection, repackaging their identity to appear more demotic and substituting excellence with the quotidian when producing samples of work and ability.
A variety of studies have shown that when it comes to school-yard hierarchies of popular personality types, intellectual prowess is far from being at the top of the pecking order. Not surprisingly, a variety of problems flow on from this. Researchers have identified a variety of coping mechanisms and found support for the existence of particular strategies including denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and hiding giftedness. Scaffolding understanding of these coping strategies has been research into the immediate social context of the pre- and adolescent social sphere, and the manifestations within of peer pressure and victimisation. The significant occurrence of victimisation was investigated by Wolf and Chessor (2011) in order to test for correlation between victimisation and diminished unity in affective social skills, which may lead to low self-efficacy, motivation and circumspection rather than proactive utilisation of talent.
Gifted boys have furthermore been identified as being more at risk of under-performing than girls. Monceaux and Jewell (2007) set out, in part, to uncover the peer-influenced social and emotional factors behind behaviour modification by gifted students. They found that gifted boys tended to be effected by popular peer groups, reporting the desire to ‘dumb down’ their visible intelligence to avoid victimisation. Ziegler et al’s research (2010) into the desirability of gifted students amongst peers as conversational chatroom partners supports this perspective of a popularity hierarchy, noting however, that both gifted boys and girls experienced significant shunning.
Finally, peer pressure is not only felt within immediate classroom and schoolyard locales. A variety of other dominant groups have been shown to exert a gravitational pull. An excellent example is community pressure, as evidenced in the derogatory termdirected towards gifted African-American students. Garvis (2006) found similar dynamics at work within the peers and adults. It is unfortunate to note that this desire for ‘cultural conformity’ has been identified as something at times even enforced upon students by parents (Ford 2004), regardless of the academic aspirations of the individual student.
Implications
The connection between academic success and sustained, healthy nationhood has been well-established, leading to an understanding that academic excellence must be encouraged. This is not to say that individual freedom should be curtailed in the pursuit of this goal. In fact, if anything, it should be enhanced to ensure that school-yard politics are as democratic as possible, and to ensure that talent and intellect is given the same freedom and support of expression, as say, popular sporting subtypes. In addition, whilst individuals should always have the freedom and right to explore identity and position themselves as they navigate social relationships, teachers, parents and the community have the responsibility to ensure this can be done in the most edifying atmosphere possible. The phenomenon of “forced” intellectual-subjugation as a by-product of peer or social pressure stands very much in binary opposition to this philosophy of academic and thus a nation’s success.
Giftedness, talent and academic potential is something that as a society, we should automatically encourage, for both our own and posterity’s sake. A challenge exists in both identifying those with potential talent, who are lurking in the shadows in fear of social. peer-based recrimination, and those whose talent is explicit, but goes unsupported. These individuals are required, as they often poignantly exhibit academic prowess, civic responsibility, and confident, compassionate leadership and sensitivity towards our post-modern, global, interactive world. The current cohort of gifted and talented students and adults are both our present, and our future. Therefore, we must always ensure that any challenges to the achievement of each individual's optimal potential are not unnecessarily added to by social and emotional pressures, and that all individuals, whether gifted or not, are granted the right to live in a supportive society, free to express their ideas and thoughts for the benefit of all.
Teaching is not a Simple Matter of Tricks and Tips
Teaching is hard work. The lack of consistency in accepted practices
makes it even harder. While the nation has made some progress in
developing common standards, there is still a lack of agreement on what
methods work best to transmit information and problem-solving skills to
students. Effective teaching demands a commitment to professional
development.Professional Development Defined
Professional development, in any field is a matter of staying aware of those practices that have been demonstrated to be effective. Teaching, like any job done well, requires an understanding that learning new techniques must continue. If one’s job is assembling widgets on an assembly line, then variations from proven practices can be immediately detected by workers down the line who depend on everyone repeating precise steps.
Teaching is not about assembling widgets, but about transferring information and thinking skills. Every student’s ability to learn is affected by a variety of factors. Teachers must be willing and able to manage. Teachers must commit to grow continuously and learn new instructional methods. Preparation by college education is virtually essential for good teaching, but learning doesn't stop after college.
Teachers must Commit to Improve
They are trained to understand learning and they should believe that what they do is important. The various media are quick to report bad news about teaching, and truthfully, teachers make mistakes.
The commitment to improve implies that teachers make a conscious decision to be aware of what works and why it works. Reading and joining is essential to improvement.
The ideas that are exchanged in teachers’ lounges are often incorrect and dangerous. The commitment to improve must involve a willingness to speak out when others are involved in reinforcing the many myths about teaching, students, and parents.
Some Teaching Practices that are Effective
Good teaching practices are determined by the effect they have on student learning and behavior. Good practices also take into consideration how individual students feel about fairness issues and their attitude about the class.
Professional development, in any field is a matter of staying aware of those practices that have been demonstrated to be effective. Teaching, like any job done well, requires an understanding that learning new techniques must continue. If one’s job is assembling widgets on an assembly line, then variations from proven practices can be immediately detected by workers down the line who depend on everyone repeating precise steps.
Teaching is not about assembling widgets, but about transferring information and thinking skills. Every student’s ability to learn is affected by a variety of factors. Teachers must be willing and able to manage. Teachers must commit to grow continuously and learn new instructional methods. Preparation by college education is virtually essential for good teaching, but learning doesn't stop after college.
Teachers must Commit to Improve
They are trained to understand learning and they should believe that what they do is important. The various media are quick to report bad news about teaching, and truthfully, teachers make mistakes.
- Too much homeork, especially for younger learners;
- Poor methods of assessment and evaluation;
- Grading methods that are archaic, inaccurate, and misleading;
- Failure to treat students with respect.
The commitment to improve implies that teachers make a conscious decision to be aware of what works and why it works. Reading and joining is essential to improvement.
The ideas that are exchanged in teachers’ lounges are often incorrect and dangerous. The commitment to improve must involve a willingness to speak out when others are involved in reinforcing the many myths about teaching, students, and parents.
Some Teaching Practices that are Effective
Good teaching practices are determined by the effect they have on student learning and behavior. Good practices also take into consideration how individual students feel about fairness issues and their attitude about the class.
- Be an informed, enthusiastic, and inspiring teacher. Know the answers to questions and have a positive attitude that inspires students to give their best efforts.
- Smile often.
- Be the adult in the classroom. Don’t result to embarrassing or sarcastic put-downs. A soft voice used with authority and consistency is better than shouting to manage students.
- Have an attractive classroom and allow students to contribute to its maintenance. Post student work.
- Rewards are not necessary for learning. Often rewards are given because teachers like the good feeling of giving and not because rewards help. Recognition of effort and helping students feel special and important does not encourage materialistic learning like rewards often do.
- Learn how to construct. Dependence on packaged assessments can cause problems because they are not written in the same voice that students hear on a daily basis. Know the difference and application. Assess academic progress, not behavior. Don’t offer points for favors or deduct points for being late to class, failure to return papers, or similar behaviors.
- Greet students as they enter the class.
- Don’t imitate favorite teachers in one’s experience as a student, but develop a personal style based on knowledge of best practice.
- Resist the influence of complaining, negative teachers.
- Think of discipline as a way of managing whole class and individual behavior. A quiet class is not necessarily an engaged class.
Things to Consider before Applying for a PhD Place
Now you have decided to spend a few more years on a subject you are
passionate about. This is clearly not a light decision to take, as it is
going to involve substantial amounts of time, dedication, and money.
Depending on where you study and the structure of your programme, it is
likely that you are going to spend the next three to seven years for the
degree. It is therefore sensible to think carefully before you send in
an application. What do you have to consider before applying for a
doctoral place?Where to Study
Would you like to study abroad or in a local institution? There is no doubt that studying abroad would enrich your life and broaden your horizons. This might also give an extra advantage on your CV, as most employers like to see candidates with diverse and international experience. However, if the subject you are going to study focuses more on local issues – for example, you might want to research into your local government policies and local educational issues – it may be more worthwhile to study in a local institution, as research resources would usually come in handier.
Some other issues that could affect your decision on where to study include:
Whether you plan to study locally or overseas, there are a number of good institutions you would be able to choose from. Apparently it is not advisable that you apply to all schools that you are interested in – you have to be selective and target for the ones that are most suitable for you. One key thing you need to do is to do your research on the schools as in-depth as possible.
The followings are some areas you can look into:
Would you like to study abroad or in a local institution? There is no doubt that studying abroad would enrich your life and broaden your horizons. This might also give an extra advantage on your CV, as most employers like to see candidates with diverse and international experience. However, if the subject you are going to study focuses more on local issues – for example, you might want to research into your local government policies and local educational issues – it may be more worthwhile to study in a local institution, as research resources would usually come in handier.
Some other issues that could affect your decision on where to study include:
- Long-term career plan: If you plan to pursue an academic career, you might wish to consider the job opportunities offered locally and overseas. Questions you might want to ask yourself include: is what I am going to study a hot issue or sought-after knowledge in my local country? Or would I be better off in a foreign place? Some subjects, such as medicine or scientific research, might lead to promising job prospects both locally and abroad, but the range of research support available can be vastly different. Some countries are more willing and generous to invest in research than others, and this is something you need to take into consideration.
- Length of study: The PhD programmes in some countries, such as the US and Canada, are usually longer, as students are required to take courses for a few years before embarking on independent research. In other countries, such as the UK, PhD students do not have to follow a structured course programme and can start research straight away. Those programmes are relatively shorter. If the amount of time you have to spend on study is a concern, you have to think carefully about where you should go.
Whether you plan to study locally or overseas, there are a number of good institutions you would be able to choose from. Apparently it is not advisable that you apply to all schools that you are interested in – you have to be selective and target for the ones that are most suitable for you. One key thing you need to do is to do your research on the schools as in-depth as possible.
The followings are some areas you can look into:
- Research interests of staff members: Look at the department’s and the staff’s profiles on the website and see if you can find academic staff whose research interests and knowledge field are similarly to yours, as they might be your potential advisers. Once you have identified those academics, approach them and send in your research proposal to see if that sparks off some interests in them. Usually you will get a response if they are interested in your proposal. Make a list of the schools whose academics have responded, as you generally have a higher chance of being accepted by those schools.
- Ranking and reputation of the school/department: What is the reputation of the school in the field you are going to study? How is it going to affect your study and your career prospects? These are questions you should think about.
- Funding issues: Needless to say, financial aid can be an important issue for PhD candidates. If you are unable to fund yourself fully for the entire course, it is imperative that you look at the funding opportunities offered. Different institutions operate different funding programmes for their PhD students. Do they offer fellowships, research assistantships, full scholarships, or loans? What are the criteria of getting these grants? Do you have to work for them in return for the funding? Is funding guaranteed or competitive?
World Water Monitoring Challenge
Rustenburg High School is located in the town of Rustenburg, the
commercial centre of North West Province, South Africa. It nestles at
the foot of the Magaliesberg Biosphere reserve from where waterfalls and
wetlands provide water to feed the rivers and streams that flow into
the town and the drier areas beyond. Water is a scarce commodity in this
province and in some areas even the groundwater has been exhausted so
it is essential that water quality is maintained and that the youth take
the lead in monitoring and lobbying.Rustenburg High School Takes Action
Forty Grade 10 learners from Rustenburg High School participated in the annualthis September by testing the pH, dissolved oxygen, turbidity levels, chlorine, nitrates and bacteria. Armed with testing kits, worksheets and cameras, they chose two sites for comparison. The first is a river in the Kgaswane Nature Reserve located adjacent to the town of Rustenburg in the headwaters. The second was the Dorpspruit a site in a suburb of the town at the intersection of Kremetart and Manuka roads.
Partners
This is part of the schools environmental actions for thewhich is co-ordinated at the school by Mrs Petro Vermeulen. In South Africa, Eco-Schools are funded by PetroSA and Nampak. This is the third year that the school has monitored the rivers through the Land Service group but this year other concerned learners also asked to join. Parents kindly provided transport realising that this is helping make sense of what their children learn in the clasroom.
The Results
Sedimentation and eutrophication were evident at the town site with the river having a proliferation of plant life blocking its flow. Many alien invasive plants had escaped from gardens and were altering the ecology of the river. Water quality was found to be good with total dissolved oxygen having moderate levels and pH being neutral but there were traces of chlorine and nitrates in the water which are a cause for concern. Excess nutrients could be entering the river from gardens and there are squatters living there that lack proper sanitation facilities and are accumulating rubbish in particular plastic bottles near the river. A dead cat was found in the river which will result in a health hazard as it decays.
The river in the Kgaswane Nature reserve was in a pristine condition with no turbidity thanks to a predominantly pebble bed and good reserve management. The water was similar to that of the town river with a neutral pH and moderate dissolved oxygen but no signs of nitrates or chlorine. The learners relished being in a quiet place with only the stream bubbling over rocks and no signs of litter. Many had never been to the reserve even though they had lived all their lives a few miles from it and vowed to bring their parents. The group was rewarded with seeing a herd of 12 Sable antelope grazing on the newly burnt grass.
Forty Grade 10 learners from Rustenburg High School participated in the annualthis September by testing the pH, dissolved oxygen, turbidity levels, chlorine, nitrates and bacteria. Armed with testing kits, worksheets and cameras, they chose two sites for comparison. The first is a river in the Kgaswane Nature Reserve located adjacent to the town of Rustenburg in the headwaters. The second was the Dorpspruit a site in a suburb of the town at the intersection of Kremetart and Manuka roads.
Partners
This is part of the schools environmental actions for thewhich is co-ordinated at the school by Mrs Petro Vermeulen. In South Africa, Eco-Schools are funded by PetroSA and Nampak. This is the third year that the school has monitored the rivers through the Land Service group but this year other concerned learners also asked to join. Parents kindly provided transport realising that this is helping make sense of what their children learn in the clasroom.
The Results
Sedimentation and eutrophication were evident at the town site with the river having a proliferation of plant life blocking its flow. Many alien invasive plants had escaped from gardens and were altering the ecology of the river. Water quality was found to be good with total dissolved oxygen having moderate levels and pH being neutral but there were traces of chlorine and nitrates in the water which are a cause for concern. Excess nutrients could be entering the river from gardens and there are squatters living there that lack proper sanitation facilities and are accumulating rubbish in particular plastic bottles near the river. A dead cat was found in the river which will result in a health hazard as it decays.
The river in the Kgaswane Nature reserve was in a pristine condition with no turbidity thanks to a predominantly pebble bed and good reserve management. The water was similar to that of the town river with a neutral pH and moderate dissolved oxygen but no signs of nitrates or chlorine. The learners relished being in a quiet place with only the stream bubbling over rocks and no signs of litter. Many had never been to the reserve even though they had lived all their lives a few miles from it and vowed to bring their parents. The group was rewarded with seeing a herd of 12 Sable antelope grazing on the newly burnt grass.
Are You Prepared for a Career Change?
You might want to switch your career, because you are bored with your
current job, or your skills have become obsolete, or you have recently
discovered your passion in a new area that you would like to develop a
life-long career in. According to a survey conducted by U.S. Bureau of
Labor Statistics in April 2008, Americans average three to five career
changes by the age of 38 and only 2% of people surveyed are working in
the occupation they had planned when they were 18 years old. While 80%
of people aged above 45 have considered changing careers, only 6%
actually do. Clearly, career change is not an uncommon phenomenon, but
not all people are successful in doing so. It is therefore important to
be both psychologically and technically prepared when you look for a
career change and this article intends to offer you some advice.Be prepared to start from a lower rank
If you have been working for a long number of years and are quite experienced in your current field, it is likely that you are already quite high up in the career ladder. In fact, an AARP survey reports that 6% of workers over 50 are in the process of reconsidering their careers. An accounting manager who is in charge of a team of twenty subordinates might find it hard to secure a job of a similar rank in the field of interior design, for example, as he/she is rather green in the new area and lacks the experience required for such a senior position. When you decide to change your career, it is essential for you to be psychologically prepared to start from the lower, or even the bottom, rank, in particularly if you are switching to a completely different field. You may find yourself under the supervision of someone five to ten years your junior – is it something you are comfortable with? Assess yourself truthfully and ask yourself honestly if you are ready to face such a scenario.
The money issue also comes into play here – are you happy to accept a lower salary? Though a career transition might not necessarily involve a salary reduction, some drop in salary usually occurs when you step out of your comfort zone and work in a completely new arena, because ‘you typically aren’t worth as much in your new career path as you were in your old career’ (qtd. in DeZube).
Show your commitment
You need to convince your potential employer that you are committed to a new career. It is natural and sensible that employers would query how dedicated you are for a change and why you take such a step. An answer such as ‘It’s because I always want to work in this field’ is definitely not enough and sounds pathetically weak. It is thus important that you show your commitment for the change, as this can greatly boost your chances of success in getting your first interview and ultimately landing on the job.
Your CV is always your key to secure a first interview. You might think you have to trash your old CV to the bin when you look for a career switch. In fact, there is no need to do it. What you have to do is to be selective and critical about your past achievements – select the parts that are relevant and delete others that will be of no interests to your new employer. Transferable skills, such as leadership, management, communications, IT and language, can easily find their place in your revised CV. Technical skills that are only relevant to your current industry are not essential and can be taken out. A more appropriate format for your CV should now be skills-based: instead of highlighting your work experience, you have to emphasise your transferable skills to demonstrate your flexibility and adaptability to the new field.
Stay patient!
It might take a while for you to land on a job out of your current industry, as it is understandable that some employers might be sceptical about your move and commitment. It is therefore very important that you remain patient and not to lose steam. At some point while you are searching for your new job, you might question yourself whether it is a sensible move to switch to a completely new field, or you would query your competence as a person as a whole. All these self-questionings and reflections are normal and you have to accept this as part of the career change process. Remember, perseverance is one of the keys to a successful career change.
If you have been working for a long number of years and are quite experienced in your current field, it is likely that you are already quite high up in the career ladder. In fact, an AARP survey reports that 6% of workers over 50 are in the process of reconsidering their careers. An accounting manager who is in charge of a team of twenty subordinates might find it hard to secure a job of a similar rank in the field of interior design, for example, as he/she is rather green in the new area and lacks the experience required for such a senior position. When you decide to change your career, it is essential for you to be psychologically prepared to start from the lower, or even the bottom, rank, in particularly if you are switching to a completely different field. You may find yourself under the supervision of someone five to ten years your junior – is it something you are comfortable with? Assess yourself truthfully and ask yourself honestly if you are ready to face such a scenario.
The money issue also comes into play here – are you happy to accept a lower salary? Though a career transition might not necessarily involve a salary reduction, some drop in salary usually occurs when you step out of your comfort zone and work in a completely new arena, because ‘you typically aren’t worth as much in your new career path as you were in your old career’ (qtd. in DeZube).
Show your commitment
You need to convince your potential employer that you are committed to a new career. It is natural and sensible that employers would query how dedicated you are for a change and why you take such a step. An answer such as ‘It’s because I always want to work in this field’ is definitely not enough and sounds pathetically weak. It is thus important that you show your commitment for the change, as this can greatly boost your chances of success in getting your first interview and ultimately landing on the job.
- Doing the research. Make sure you spend some time to do sufficient research into the field you intend to switch to. This probably sounds obvious, as you should know something about it before deciding to move into it. However, knowing a little bit is not enough. You need to demonstrate a more thorough understanding of the field and be prepared to elaborate when being asked.
- Taking qualifications. Needless to say, employers would be impressed if you are able to get a qualification that is relevant to the new job, as this is a clear indication of your commitment and readiness to move forward. So, if you have the budget and time to take out some relevant qualifications for your new job, do it now and think of it as an investment in your new career.
Your CV is always your key to secure a first interview. You might think you have to trash your old CV to the bin when you look for a career switch. In fact, there is no need to do it. What you have to do is to be selective and critical about your past achievements – select the parts that are relevant and delete others that will be of no interests to your new employer. Transferable skills, such as leadership, management, communications, IT and language, can easily find their place in your revised CV. Technical skills that are only relevant to your current industry are not essential and can be taken out. A more appropriate format for your CV should now be skills-based: instead of highlighting your work experience, you have to emphasise your transferable skills to demonstrate your flexibility and adaptability to the new field.
Stay patient!
It might take a while for you to land on a job out of your current industry, as it is understandable that some employers might be sceptical about your move and commitment. It is therefore very important that you remain patient and not to lose steam. At some point while you are searching for your new job, you might question yourself whether it is a sensible move to switch to a completely new field, or you would query your competence as a person as a whole. All these self-questionings and reflections are normal and you have to accept this as part of the career change process. Remember, perseverance is one of the keys to a successful career change.
Get the Training You Need to Perform the Jobs that are Available
Matching Old Skills with New Jobs is Old NewsI wrote two years ago, “Unemployed Workers Need to Match Their Skill
Sets to Future Jobs,” I noted the problem of structural unemployment.
Structural unemployment occurs when the jobs available don’t match with
the skill sets of the unemployed workers.
In addition, I suggested that workers needed to think about how to acquire the necessary skills to do the jobs available, while employers needed to think about how to hire and train the best and the brightest to do the jobs they need to fill.
How does this migration from what you can do now to what you can do in the future look? It’s a matter of your current skill set and your area(s) of interest.
Finding the Right Path that Leads to Trained Workers
The best way to move into a new career is the same as it has always been.
In addition, I suggested that workers needed to think about how to acquire the necessary skills to do the jobs available, while employers needed to think about how to hire and train the best and the brightest to do the jobs they need to fill.
How does this migration from what you can do now to what you can do in the future look? It’s a matter of your current skill set and your area(s) of interest.
Finding the Right Path that Leads to Trained Workers
The best way to move into a new career is the same as it has always been.
- Determine your areas of interest. Whatever you’re passionate about in your personal life – sports, art, music, cooking, helping others – may apply to a possible career. Find something that interests you. Check out the Wall Street Journal how-to to get some additional ideas about finding the right career path for you.
- Use the skills you have. First, use your research and analytical skills to figure out the best career transition for you. Then determine how all your other skills – project management, technical, communication, or whatever – fit with your new career choice.
- Find out what types of jobs local employers need to fill. By researching the jobs available in your area, you’ll find out what employers need. Equally important, you may find a career you never knew about. Don’t be afraid to explore areas of work you never considered before, as those mentioned in the May 2012 Reuters a article, “Older Americans learn new trades in tough jobs market.”
- Check with local training centers. Community colleges, technical and trade schools, state employment offices, occupational centers, and community-based employment services all offer classes that can teach you the skills you need to move into a new job. In addition, some employers offer on the job training for the right general skills and work experience. Ask the human resource department of the company where you want to work whether they have in-house training or if they have training agreements with local schools or government programs, like those mentioned in the Rueters article or this Goodwill program for seniors.
Why Internships Matter for PhD Students
"So what are you going to do with your PhD in History? Teach?" This
is a question that I have heard many, many times as a graduate student.
Students pursuing a PhD are usually trained to become professors,
especially in certain disciplines like the humanities and social
sciences. PhD programs usually groom their students exclusively for an
academic career, with the hopes that they will secure a tenure-track
position after defending their dissertation. Sounds straightforward
enough, right?But here's the catch: it's no secret that today's academic job market
is tough. There are more PhDs than jobs, and the reality is that
landing a tenure-track position may not be a realistic option for many
PhD grads. Furthermore, academia is definitely not the only career
option out there for someone with a PhD, a mentality that's sometimes
frowned upon in the academy. One solution? An internship, which is a
fantastic way to improve a resume or CV, and to give grad students an
edge in their future career.
Multiple Reasons for Getting an Internship While Pursuing a PhD
Take these scenarios: Part of the way through a PhD program, Student A decides that an academic career might not be the right track for her after all, or that there is some other profession out there that she would like to to combine with teaching. Student B's lifelong dream is to go into academia, but he recognizes that the job market is difficult. Getting some practical, real-world experience along the way to a doctorate is a smart career move that will help both of them stand out from others applying for both academic and nonacademic jobs.
The key is to try something outside of the normal graduate student responsibilities, or something that builds on those existing responsibilities in a new way. For instance, let's say that Student A has a teaching assistantship as a part of her funding package, and looks for an internship outside of teaching. This could be anything from working in the editorial department at a publishing house, to helping with event planning at a nonprofit organization, to working in a library or archive.
Student B wants to build on his existing teaching skills in a way that might give him an edge over other academic job candidates. An internship that builds on teaching or academic-related skills could be anything from museum education, to working for an educational organization's administrative department, to a part-time gig as a staff member in a non-academic office at his school.
While being a grad student does build certain skills, such as research, critical thinking, and communication, it doesn't hurt to have some concrete work experience that goes beyond university teaching. Why? In addition to the skills that the internship can build, a prospective employer will see that you are curious, versatile, practical, and open-minded.
Considering Negative Perspectives: What Others Might Say and Why Not to Get Discouraged About It
What do the internship-discouragers say? Some may argue that PhDs are delaying the "real world", and should know for sure that they want an academic career when they go into the degree program, et cetera. But the fact is, many of the cool jobs PhD students want (whether it's professor or not) require an advanced degree in the field.
Another argument could be that that there is "no time" for a PhD student to have an internship. But with appropriate time management, it is doable, especially if your program is funding you with a stipend and/or teaching assistantship. Take it from yours truly, who has juggled a PhD course load and an internship in the same semester. During the semester, if it looks as though your schedule will be free on a weekday or two, find somewhere you're interested in that's looking for volunteers, and pursue the opportunity! And summers are, as always, a great time for internships.
Others might argue that that there is "no point," and that the student should focus entirely on research and teaching instead. Sure, research can be fascinating and it's the main thing you're supposed to do in grad school, but it can also contribute to a severe case of tunnel vision. But doing something semi-related to your field, in addition to your research, can actually help you appreciate it more... and maybe even see the real-world impact of your field beyond the ivory tower.
Finding Networking Opportunities
Number one: Fellow graduate students! Don't be shy; if you're lucky, the other grad students in your program are supportive and friendly. They may have knowledge of certain organizations, a friend who works somewhere interesting, or they may have even interned somewhere themselves.
Number two: Faculty. Caveat: Typically a trickier resource, so tread carefully. Why? The current culture of academia, for example that in the United States, is that of tenure-track tunnel vision. This idea of the PhD is increasingly becoming outdated in today's job market and culture, as many graduate students are interested in a more open-minded approach to their future careers. They want to be scholars, experts in their field, but they want to use their education in multiple ways, of which university teaching may only be a small part, if at all. Not getting an academic job is not "failure." It's just a different kind of success, and will be a far more fulfilling career for someone who is unsure whether academia is for them.
Number Three: The Internet. Fantastic websites include Beyond Academe, Versatile PhD, and GradCafe. Also helpful are university career center websites and social networking sites like LinkedIn. Check out professional organizations related to your field, too. For example, for historians, the American Historical Association has some great resources on careers outside the academy.
Number Four: Don't forget your family and friends. Chances are you know at least a few people who work in a profession that you have some interest in. Ask around!
An internship can serve as an experience and career builder, an opportunity to explore additional options and possibilities for PhD students, and a chance to discover a potential dream job outside of the university environment.
Multiple Reasons for Getting an Internship While Pursuing a PhD
Take these scenarios: Part of the way through a PhD program, Student A decides that an academic career might not be the right track for her after all, or that there is some other profession out there that she would like to to combine with teaching. Student B's lifelong dream is to go into academia, but he recognizes that the job market is difficult. Getting some practical, real-world experience along the way to a doctorate is a smart career move that will help both of them stand out from others applying for both academic and nonacademic jobs.
The key is to try something outside of the normal graduate student responsibilities, or something that builds on those existing responsibilities in a new way. For instance, let's say that Student A has a teaching assistantship as a part of her funding package, and looks for an internship outside of teaching. This could be anything from working in the editorial department at a publishing house, to helping with event planning at a nonprofit organization, to working in a library or archive.
Student B wants to build on his existing teaching skills in a way that might give him an edge over other academic job candidates. An internship that builds on teaching or academic-related skills could be anything from museum education, to working for an educational organization's administrative department, to a part-time gig as a staff member in a non-academic office at his school.
While being a grad student does build certain skills, such as research, critical thinking, and communication, it doesn't hurt to have some concrete work experience that goes beyond university teaching. Why? In addition to the skills that the internship can build, a prospective employer will see that you are curious, versatile, practical, and open-minded.
Considering Negative Perspectives: What Others Might Say and Why Not to Get Discouraged About It
What do the internship-discouragers say? Some may argue that PhDs are delaying the "real world", and should know for sure that they want an academic career when they go into the degree program, et cetera. But the fact is, many of the cool jobs PhD students want (whether it's professor or not) require an advanced degree in the field.
Another argument could be that that there is "no time" for a PhD student to have an internship. But with appropriate time management, it is doable, especially if your program is funding you with a stipend and/or teaching assistantship. Take it from yours truly, who has juggled a PhD course load and an internship in the same semester. During the semester, if it looks as though your schedule will be free on a weekday or two, find somewhere you're interested in that's looking for volunteers, and pursue the opportunity! And summers are, as always, a great time for internships.
Others might argue that that there is "no point," and that the student should focus entirely on research and teaching instead. Sure, research can be fascinating and it's the main thing you're supposed to do in grad school, but it can also contribute to a severe case of tunnel vision. But doing something semi-related to your field, in addition to your research, can actually help you appreciate it more... and maybe even see the real-world impact of your field beyond the ivory tower.
Finding Networking Opportunities
Number one: Fellow graduate students! Don't be shy; if you're lucky, the other grad students in your program are supportive and friendly. They may have knowledge of certain organizations, a friend who works somewhere interesting, or they may have even interned somewhere themselves.
Number two: Faculty. Caveat: Typically a trickier resource, so tread carefully. Why? The current culture of academia, for example that in the United States, is that of tenure-track tunnel vision. This idea of the PhD is increasingly becoming outdated in today's job market and culture, as many graduate students are interested in a more open-minded approach to their future careers. They want to be scholars, experts in their field, but they want to use their education in multiple ways, of which university teaching may only be a small part, if at all. Not getting an academic job is not "failure." It's just a different kind of success, and will be a far more fulfilling career for someone who is unsure whether academia is for them.
Number Three: The Internet. Fantastic websites include Beyond Academe, Versatile PhD, and GradCafe. Also helpful are university career center websites and social networking sites like LinkedIn. Check out professional organizations related to your field, too. For example, for historians, the American Historical Association has some great resources on careers outside the academy.
Number Four: Don't forget your family and friends. Chances are you know at least a few people who work in a profession that you have some interest in. Ask around!
An internship can serve as an experience and career builder, an opportunity to explore additional options and possibilities for PhD students, and a chance to discover a potential dream job outside of the university environment.
Choosing a PhD Program in History
Choosing a graduate program is different than choosing an
undergraduate program. How so? Graduate school education is typically
more specific than undergraduate education. Here are some tips for
making a good decision about History PhD programs.Academic Considerations are a Priority when Choosing a History PhD Program
Graduate students, particularly PhD students, apply to work with a specific professor or two. Consider their research interests and the compatibility of your interests with theirs. You will, when searching for the right graduate school, hear the term "fit" for a student's compatibility with a school. A school as the right "fit" cannot be emphasized enough. Fit is generally a better criteria for choosing a program than prestige.
Example: Let's say your primary historical interest is the Italian Renaissance. Ivy League School X has a few scholars of early modern history whose interests are semi-compatible (say, another part of Europe or Italian history in a slightly earlier time period). But Top University Y is home to one of the top Italian Renaissance scholars whose interests are very similar to yours. It may be worth applying to both institutions, but Top University Y may end up being the better fit.
Personal Considerations when Selecting History PhD Programs
Academics are not the only important factor to think about when selecting a program. Here are a few guidelines to keep in mind:
Don't overlook location! While some may discount this as secondary to the professors and program, it is where you'll be living for the next several years. Not the single most important factor in your decision, but something that you absolutely should think about. Big city or small town? Four seasons or summer year-round?
If you're able to visit the school, consider the following questions:
Financial Considerations when Choosing a History PhD Program
It's tough to find a fully funded, financially doable PhD program, and sometimes this is even trickier in social sciences and humanities. Keep in mind the following funding questions when choosing the school:
Let's face it: The academic job market, particularly in social sciences and humanities, is highly competitive. Students should be prepared to think about other history-related career opportunities outside academia, such as museums, historical societies, consulting, editing, government, teaching outside the university environment, et cetera.
While it's common to think that the only career avenue open to PhDs (especially in a field like history), this is actually a fairly dated concept considering the fact that such a large percentage of people with a PhD in history take jobs outside academia, either because they had no luck on the academic job market or because they preferred not to pursue a career in academia in the first place.
Gradcafe is a website with a variety of forums on the subject of graduate school. History programs, how to apply, what to think about when applying, and so on are all covered in the many threads going on the site.
Beyond Academe is a fantastic website for History PhD students looking to pursue a career outside academia, and offers some food for thought about the field of history and the possibilities associated with pursuing a History PhD.
Graduate students, particularly PhD students, apply to work with a specific professor or two. Consider their research interests and the compatibility of your interests with theirs. You will, when searching for the right graduate school, hear the term "fit" for a student's compatibility with a school. A school as the right "fit" cannot be emphasized enough. Fit is generally a better criteria for choosing a program than prestige.
Example: Let's say your primary historical interest is the Italian Renaissance. Ivy League School X has a few scholars of early modern history whose interests are semi-compatible (say, another part of Europe or Italian history in a slightly earlier time period). But Top University Y is home to one of the top Italian Renaissance scholars whose interests are very similar to yours. It may be worth applying to both institutions, but Top University Y may end up being the better fit.
Personal Considerations when Selecting History PhD Programs
Academics are not the only important factor to think about when selecting a program. Here are a few guidelines to keep in mind:
Don't overlook location! While some may discount this as secondary to the professors and program, it is where you'll be living for the next several years. Not the single most important factor in your decision, but something that you absolutely should think about. Big city or small town? Four seasons or summer year-round?
If you're able to visit the school, consider the following questions:
- Can you see yourself working in the department for the next few years?
- Do the people you meet make you feel welcome?
- Can you live in the area, or will you be eager to get out of there after about a year?
Financial Considerations when Choosing a History PhD Program
It's tough to find a fully funded, financially doable PhD program, and sometimes this is even trickier in social sciences and humanities. Keep in mind the following funding questions when choosing the school:
- Does the school offer full tuition coverage? Does the university grant PhD students a stipend? If the answer to both of these questions is "yes," then the program is considered to be "fully funded."
- If there is a stipend, how much is it? Is the stipend attached to some other commitment, like a teaching or research assistantship?
Let's face it: The academic job market, particularly in social sciences and humanities, is highly competitive. Students should be prepared to think about other history-related career opportunities outside academia, such as museums, historical societies, consulting, editing, government, teaching outside the university environment, et cetera.
While it's common to think that the only career avenue open to PhDs (especially in a field like history), this is actually a fairly dated concept considering the fact that such a large percentage of people with a PhD in history take jobs outside academia, either because they had no luck on the academic job market or because they preferred not to pursue a career in academia in the first place.
- Does the school encourage students to develop a wide range of skills in the field, or does the program have academia tunnel-vision?
- Does the school offer students opportunities to present research at department or university conferences? Is funding available for students to travel to conferences outside the university?
- Will there be time, considering the program's structure, to take on an internship in the summer?
Gradcafe is a website with a variety of forums on the subject of graduate school. History programs, how to apply, what to think about when applying, and so on are all covered in the many threads going on the site.
Beyond Academe is a fantastic website for History PhD students looking to pursue a career outside academia, and offers some food for thought about the field of history and the possibilities associated with pursuing a History PhD.
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