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!”
Saturday, 13 July 2013
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.
Final Preparations Before Starting a History PhD Program
Posted by
Suzanne Swartz
Start preparing for a History PhD program before school starts; the change in lifestyle will be less of a shock to your system if you don't go into it completely cold. Here are a few tips for preparing academically, mentally, emotionally, and financially.
Academic Preparation for a History PhD Program
While you should really spend your last couple weeks before starting a PhD program relaxing and not thinking about academic things (since it will take up the majority of your time very, very soon), there are a few things that might be worth doing in the months before school starts that won't actually take up too much time:
Keep your brain active! Take plenty of time to relax, but do the occasional activity that keeps your mind sharp for school:
Don't forget one of the more practical considerations: personal finances.
Start preparing for a History PhD program before school starts; the change in lifestyle will be less of a shock to your system if you don't go into it completely cold. Here are a few tips for preparing academically, mentally, emotionally, and financially.
Academic Preparation for a History PhD Program
While you should really spend your last couple weeks before starting a PhD program relaxing and not thinking about academic things (since it will take up the majority of your time very, very soon), there are a few things that might be worth doing in the months before school starts that won't actually take up too much time:
- Read (translation: skim) at least a couple of recent, good books in your field. If you've been in touch with your advisor, ask for any book recommendations. You might also want to check out some of the historical studies considered groundbreaking if you haven't already, even if they were written quite some time ago.
- There are a few important names that will come up again and again when you're a graduate student in history. If you've never heard of/read anything by, for example, Michel Foucault or Karl Marx, you should probably look them up. Many historians would agree that works by influential names are important to know about. Five minutes with a search engine is really all you need (just don't tell your professors that you learned about a particular theory on Wikipedia...). Get some of the basics of their ideas, and the name-dropping (of both people and theories) that occurs way too often in grad school courses will seem slightly less overwhelming, though not any less pretentious.
Keep your brain active! Take plenty of time to relax, but do the occasional activity that keeps your mind sharp for school:
- Write something. Anything. If you are an undergraduate or Masters student going straight into a PhD program in the fall, you'll have plenty of school-related opportunities to write. If you're working, find either an opportunity within your job to do some kind of writing, or take some time to write outside of work. It can be a short article for a local paper, a stream-of-consciousness journal entry, a letter to your great-aunt in New Zealand, whatever. Just as long as you take some time in your life before school to put coherent sentences together.
- You should also just read books for fun. It's important no to bog your brain down with too much academic stuff before you even start. Go ahead and fuel your addiction to vampire novels, reread the whole Harry Potter series, pick up the latest mystery thriller, dig through your collection of favorite books from when you were younger, or finally locate that book you've been wanting to read for ages.
- Do brain teasers and games, such as crossword puzzles, Sudoku, and Scrabble.
Don't forget one of the more practical considerations: personal finances.
- Make sure you have enough money in the bank to get you through the first few weeks. If you're funded through a research assistantship, teaching assistantship, or some other sort of graduate salary or stipend, it might not make its way to your bank, even via direct deposit, until toward the middle or end of September.
- Get a credit card with as low an interest rate as possible. While some would probably advise against getting a credit card, it will be essential in case of emergency large purchases (i.e. car repairs). You will probably use it as a History PhD student, unless you're already financially secure/independently wealthy. With a graduate student salary, getting a good low-interest card will probably be a challenge, but keep at it. Some offer promotional low rates for a certain period of time, like six months to a year. Use sparingly, and pay it off as quickly as possible.
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