It’s hard to imagine how forbidding an outdoor pool looks on a December morning when it has been raining all night and the wind is whipping the water up and over the deck. Now, try to place yourself there in a slightly damp swim suit from your workout the night before – arms and legs bare, standing with your toes curled over the edge, staring down at the frigid 5 am water.
There was a time in my high school swimming career when I managed to fit in four hours of swimming, an hour of weights and running, six hours of school, and a lunch-hour lifeguarding job – in order to get everything done, I had to do things like swim at 5 am. My parents quipped that they had a part-part-time daughter. The fact that I regularly left the house at 4:30 am and returned past 9 pm meant I rarely ate dinner with my family, hardly slept, and considering that swimming was a year-round sport – I often got called motivated during the summer, fall, and spring – and just plain crazy during the winter.
Nonetheless, every December I would get the same question. I’d swim for hours before dawn and arrive at school a little tired, weathered, and damp. Snuggling deep into down jackets, my friends would joke that there must be gold at the bottom of the pool. At least, that’s what it would take to get them to even consider my morning routine. What is The Secret, then, they would ask. The Motivation – where does it come from?
For the longest time, I never really knew how to answer. I knew that my health, my school work, my job and my sport were important to me, and I also knew that I have always wanted to do everything that I needed to do, so I could be as good as I could be. But for some reason, that didn’t really sound like much of The Answer that people were so curious to hear.
Years later, I think I’ve finally got it. Last week, I had the opportunity to hear Richard Lavoie speak about motivation in respect to education. Surrounded by teachers, parents, private SAT tutors, and other intrigued professionals, I eagerly sat through his stories and presentation just waiting to hear The Answer. How do you motivate kids to do well in school? Bribe them? Reward them? Punish them? Praise them? Well, maybe. The sneaky thing is though, while it’s The Answer, it’s not necessarily Your Answer.
According to Richard Lavoie, each person has a motivational profile that is comprised of varying levels of importance of the following eight categories:
Status
Inquisitiveness
Affiliation
Power
Aggression
Autonomy
Achievement
Gregariousness
For better or for worse, individual profiles tend to be different. In a classroom of 20 students, while one motivational technique (like the idea of “winning” a spelling bee) might work for one student, it’s quite likely that it has little convincing power on the rest of the group. While this might sound daunting to any teacher trying to manage and “move” an entire class, the great thing is that most people identify strongly with at least one of the eight categories above. This means that most students in a group will be encouraged to learn their spelling words – a technique that highlights one of eight motivators.
The tricky part, I think, comes in the identification of your own Answer. Looking back at my life in high school and my current situation as a professional adult, it has become clear to me that Autonomy is a hugely dominant on my list. Give me a project to do on my own? I’m thrilled. In high school, it was clear that I would do anything so long as it included me being independent. Clearly, the measure of Autonomy in my motivational profile can only truly be measured by its ability to get me into a bathing suit and into the 78 degree water at 5 am during a December storm.
While I apologize for not being able to reveal The Answer to universal motivation, the redeeming value is the reminder that we are all different. We may be one of a kind, but without someone curious enough to devise a way to travel in space, bold enough to become president, or social enough to create the NFL - life would be boring. After all, someone has to get into the pool at 5 am – and trust me – there isn’t always gold at the bottom.
Friday, April 2, 2010
Tuesday, March 23, 2010
Speaker Event: The Path from High School to College
Thursday night, our first speakers series event went off with great success! Our distinguished panelists provided thoughtful insight to the daunting task of applying to college and all the mayhem that goes along with it. The panel included:
Throughout the discussion, I frequently found myself thinking about how valuable the information would have been to me as a high school senior, when I too lost sleep over the college admissions process like many of the students in our audience. I was so impressed by the wisdom and advice from last night, and since I can’t rewind the clock with any real success, I decided to divulge a couple quick highlights in this blog.
1. Pick the School that is right for YOU!!!
In response to the topic of choosing which schools to apply to, Alexandra Rhodes gave a brilliant response. She advised that the task should not be to search for the perfect list of schools but rather to search for the perfect type of school. She also suggests that it is not enough to simply plug in information to online search engines - you must go visit a variety of schools in order to really get a feel for them. In my own experience, growing up close to Arizona State University, I saw first hand what went into the student life at a large state school. Although the thrill of having a Pac-10 football team to cheer for seemed essential, I soon realized after stepping foot on Loyola Marymount University’s campus that a small school was a better choice for me. Size, along with the location and social setting, contributed to my ability to narrow down my list of top schools.
2. The Admissions Essay
Let’s face it, the idea of writing an essay that should state all the crucial knowledge there is to know about you and potentially decide the bulk of your near future seems intimidating (to say the least!). However, the panelists provided a number of useful tips that simplify the process. One very important suggestion was to be yourself and let your unique voice be heard within the essay. However, when describing yourself and your accomplishments thus far, it is not critical to have completed the most unique of tasks. For example, if you played basketball all four years of high school (me), then explain how the sport has affected you personally, and leave behind the fear that someone else has written on the same topic. When it comes down to it, no one has experienced things in the same way you have, and that’s what will help you stand out!
These great points by our panelists last night can help any college bound student feel more confident in their quest toward conquering the college admissions process. The best part is that these were only a few of the many tips provided by the experts, and we have it all on film! We will be posting a link to the video shortly, and hopefully it will help both parents and students, in Billy Wheelan’s words, “breathe” a little when tackling the path from high school to college.
- Our very own Tim Urban, co-founder of Launch Education Group;
- Alexandra Rhodes, college counselor and founder of Rhodes Educational Consulting;
- Baillie Gerstein, college counselor and founder of Admission Accomplished; and
- Billy Wheelan, President and founder of Sentia LLC., a New York based admissions consulting and test prep company.
Throughout the discussion, I frequently found myself thinking about how valuable the information would have been to me as a high school senior, when I too lost sleep over the college admissions process like many of the students in our audience. I was so impressed by the wisdom and advice from last night, and since I can’t rewind the clock with any real success, I decided to divulge a couple quick highlights in this blog.
1. Pick the School that is right for YOU!!!
In response to the topic of choosing which schools to apply to, Alexandra Rhodes gave a brilliant response. She advised that the task should not be to search for the perfect list of schools but rather to search for the perfect type of school. She also suggests that it is not enough to simply plug in information to online search engines - you must go visit a variety of schools in order to really get a feel for them. In my own experience, growing up close to Arizona State University, I saw first hand what went into the student life at a large state school. Although the thrill of having a Pac-10 football team to cheer for seemed essential, I soon realized after stepping foot on Loyola Marymount University’s campus that a small school was a better choice for me. Size, along with the location and social setting, contributed to my ability to narrow down my list of top schools.
2. The Admissions Essay
Let’s face it, the idea of writing an essay that should state all the crucial knowledge there is to know about you and potentially decide the bulk of your near future seems intimidating (to say the least!). However, the panelists provided a number of useful tips that simplify the process. One very important suggestion was to be yourself and let your unique voice be heard within the essay. However, when describing yourself and your accomplishments thus far, it is not critical to have completed the most unique of tasks. For example, if you played basketball all four years of high school (me), then explain how the sport has affected you personally, and leave behind the fear that someone else has written on the same topic. When it comes down to it, no one has experienced things in the same way you have, and that’s what will help you stand out!
These great points by our panelists last night can help any college bound student feel more confident in their quest toward conquering the college admissions process. The best part is that these were only a few of the many tips provided by the experts, and we have it all on film! We will be posting a link to the video shortly, and hopefully it will help both parents and students, in Billy Wheelan’s words, “breathe” a little when tackling the path from high school to college.
Friday, March 12, 2010
Why Take APs?
High school students often find themselves asking the questions, “Why is it important to take AP classes? Do colleges care whether I take them? Is it worth the extra work? How many should I take?” The fact is, AP classes are a lot of extra work, and it’s important to understand all the factors before making these decisions. So let’s break it down and discuss some of the ways AP courses can help:
Get a Taste of College
AP courses will challenge you and help you develop the confidence and scholastic skills you will need to succeed in college. These courses expose you to a new way of learning, one that will improve your writing, critical thinking, and problem-solving skills. Not only will you flourish academically, but you will acquire the study habits and time management skills that will prove to be crucial in tackling college-level courses down the road.
Set Yourself Apart
Do colleges take notice of APs? Absolutely. With colleges being more selective than ever (I know, we’re not happy about it either), AP courses will give you a lead in the admissions process. Doing well on an AP exam is a widely recognized sign of achievement. It reflects your dedication to hard work and your readiness to take on college-level coursework. Enrolling in AP courses can also perk up your college application by boosting your grade point average. More than 70% of AP schools give extra weight for AP courses in GPA calculations, with most giving somewhere between .76 and 1.0 point additional weight.* In many schools, a B in an AP course equals an A in a regular course (at least according to your GPA).
Get a Head Start
Qualifying AP exam grades can earn you college credit, advanced placement or both in more than 90% of four-year colleges in the Unites States and in more than 60 other countries.* AP credits can thus afford you the time and flexibility to design a more personalized college curriculum. You could move more quickly into higher-level courses in your field of interest, pursue a double major, and even graduate early. Click here to learn more about AP credit policies of the colleges that interest you. (Note: The most selective colleges usually require a score of 4 or 5 to grant course credit.) As a high school senior, you may shrug at this—but when you’re a college freshman and don’t have to take that core math requirement, thanks to your AP, you will be smiling.
Cut Costs
Not only can AP courses save you time, they can save you money. Recent studies have shown that students who enroll in AP courses are much more likely to graduate in four years (or less) than those who do not. Those who take longer than four years to graduate can expect to pay up to $18,000 for each additional year at a public university and an estimated average of $27,197 for each additional year at a private university.** That’s a lot of cash. On top of that, AP courses and exams can further mitigate today’s heavy cost of college by making you more eligible for academic scholarships and awards.
The moral of the story is the adage you’ve heard a thousand times before: Hard work now will pay off later. Taking APs in high school can give you a huge advantage in the college playing field. Nonetheless, when deciding which courses to enroll in, keep in mind the heavy workload associated with APs (so it mite be a good idea to find a knowledgeable private SAT tutor). Try to avoid taking on too many AP courses at once; it is much more favorable to do well on a few AP exams than to perform poorly on several. There is no magic number of APs to take as the college admissions process is complex, and there is usually no single factor (e.g. AP credits, SAT scores, extracurricular activities) that will make or break you.
Talk to your teachers or school counselor about the AP courses and exams available at your school, or read more about APs online.
*www.collegeboard.com
**Costs include tuition, fees, and books only, and do not include room, board, and other living expenses. Average Estimated Undergraduate Budgets, 2008-09 (Enrollment-Weighted). The College Board, ”Trends in College Pricing,” 2008.
Get a Taste of College
AP courses will challenge you and help you develop the confidence and scholastic skills you will need to succeed in college. These courses expose you to a new way of learning, one that will improve your writing, critical thinking, and problem-solving skills. Not only will you flourish academically, but you will acquire the study habits and time management skills that will prove to be crucial in tackling college-level courses down the road.
Set Yourself Apart
Do colleges take notice of APs? Absolutely. With colleges being more selective than ever (I know, we’re not happy about it either), AP courses will give you a lead in the admissions process. Doing well on an AP exam is a widely recognized sign of achievement. It reflects your dedication to hard work and your readiness to take on college-level coursework. Enrolling in AP courses can also perk up your college application by boosting your grade point average. More than 70% of AP schools give extra weight for AP courses in GPA calculations, with most giving somewhere between .76 and 1.0 point additional weight.* In many schools, a B in an AP course equals an A in a regular course (at least according to your GPA).
Get a Head Start
Qualifying AP exam grades can earn you college credit, advanced placement or both in more than 90% of four-year colleges in the Unites States and in more than 60 other countries.* AP credits can thus afford you the time and flexibility to design a more personalized college curriculum. You could move more quickly into higher-level courses in your field of interest, pursue a double major, and even graduate early. Click here to learn more about AP credit policies of the colleges that interest you. (Note: The most selective colleges usually require a score of 4 or 5 to grant course credit.) As a high school senior, you may shrug at this—but when you’re a college freshman and don’t have to take that core math requirement, thanks to your AP, you will be smiling.
Cut Costs
Not only can AP courses save you time, they can save you money. Recent studies have shown that students who enroll in AP courses are much more likely to graduate in four years (or less) than those who do not. Those who take longer than four years to graduate can expect to pay up to $18,000 for each additional year at a public university and an estimated average of $27,197 for each additional year at a private university.** That’s a lot of cash. On top of that, AP courses and exams can further mitigate today’s heavy cost of college by making you more eligible for academic scholarships and awards.
The moral of the story is the adage you’ve heard a thousand times before: Hard work now will pay off later. Taking APs in high school can give you a huge advantage in the college playing field. Nonetheless, when deciding which courses to enroll in, keep in mind the heavy workload associated with APs (so it mite be a good idea to find a knowledgeable private SAT tutor). Try to avoid taking on too many AP courses at once; it is much more favorable to do well on a few AP exams than to perform poorly on several. There is no magic number of APs to take as the college admissions process is complex, and there is usually no single factor (e.g. AP credits, SAT scores, extracurricular activities) that will make or break you.
Talk to your teachers or school counselor about the AP courses and exams available at your school, or read more about APs online.
*www.collegeboard.com
**Costs include tuition, fees, and books only, and do not include room, board, and other living expenses. Average Estimated Undergraduate Budgets, 2008-09 (Enrollment-Weighted). The College Board, ”Trends in College Pricing,” 2008.
Friday, March 5, 2010
Humble Soup
Like many students, there was a point in my academic career when I questioned the relevance of school and SAT tutoring. I had convinced myself there was little possibility that I would “ever use this stuff again” once I left the classroom.
So, feeling brazen, one day I challenged my teacher with my “rationalistic” perspective. I raised my hand and blurted out, Why do we have to LEARN this, anyway? It’s so BORING!
The class went silent. Luckily, my teacher had a seasoned rebuttal and without blinking replied, “Well, are you planning on eating lunch today?”
Taking a stance, I nodded.
“What do you have in your lunch?” He asked.
Frowning, I listed a cheese sandwich, an apple, a yogurt, and an oatmeal cookie.
“I see," he replied. ‘You know, without geometry and fractions, you wouldn’t be eating ¾ of your lunch today.”
Cynically, I pondered the point of his statement. Of course, after class as I was gathering my books, my teacher sat down next to me.
“So, Sallie, it seems like you are frustrated with fractions.”
Nodding, I told him that yes, I thought fractions were dreadfully boring, not to mention I just couldn’t see myself ever needing to use such a thing ever again. Plus, studying fractions on flashcards was lame.
"Well, do you like to cook?” He inquired.
Yes, I do it all the time with my mother.
“Great!" he announced as he stood up and strolled over to his book case. After taking a few minutes to run his fingers along the spines of a few of the most weathered in his collection, he wiggled one out, let it flop open to a random page, read a few lines, and then in a dramatic swoop, he tore out the whole page and then tore the page in half.
Looking at the shard of paper, I saw that it was a recipe for spaghetti sauce – but, he had removed all the measurements for each ingredient.
“That’s your homework assignment for tonight. Make this sauce.”
Later that day, I presented my mother with my assignment. She smiled and said she couldn’t express enough how excited she was to have a night off from dinner duty. And so it began – I pulled out all the ingredients listed, set them on the counter and surveyed the scene.
Ground beef. Salt. Pepper. Olive oil. Celery. Carrot. Onion. Tomato paste. Tomato chunks. Red wine. Garlic. Basil. Bay leaf.
Oh, this is going to be easy, I thought. Following the instructions to a T, I tossed in a hunk of beef, veggies and olive oil. I let it simmer down and then sloshed in an unknown amount of tomato paste and tomato chunks, followed by a good half bottle of red wine and the listed seasonings.
Cool, I thought, as I covered the pot. Now I let it simmer for 25 minutes, and the sauce is done!
Twenty five minutes later, I lifted the top off the pot to survey the scene. My mother, who was standing next to me, peered inside.
“Wasn’t this a recipe for tomato sauce?”
On my tip-toes, I looked into the pot. To my dismay, I was met with a pot of tomato soup.
I looked at my mother.
“Well, how much wine did you use,” she asked, poking a spoon at the bubbling liquid.
Oh – maybe half a bottle? I shrugged.
Doubling over in laughter, when she was finally composed, she reached for one of her cookbooks and flipped to a spaghetti sauce recipe that called for wine. A quarter cup of wine, that is.
The next day, my math teacher eagerly approached me before class.
“So, how did it go?”
I shifted my gaze a bit uneasily.
It went, well, I guess. But I ended up with SOUP instead of sauce.
“So something was off – do you know what?”
I nodded.
Too much wine for the amount of everything else in the pot.
“Ah," he confirmed. "So knowing how much of an ingredient you need per whole recipe is a KEY component to the successful outcome of – any dish?”
I sheepishly blinked in silence. Indeed, he was right.
For a while, I thought that my lesson was solely related to math. It wasn’t until I found myself dreading practicing Latin grammar rules with a high school classmate that I realized if we could commiserate, couldn’t we somehow find a way to make studying together fun?
Hence, the second part of my lesson on fractions sprung to life. Heading into the kitchen, we decided to cook an entire meal – using only vocabulary words from our study list and attempting to construct sentences using proper Latin grammar rules. The next day we both received A’s on our Latin grammar test, and we vowed to study the fun way for the rest of the semester.
Here are a few more ways to make studying fun:
Multiplication Tables: Grab a deck of cards, and throw down two. Shout out the product. This game can be played with one person at a time answering as quickly as possible, or it can be played as a competition to see who can come up with the answer first.
SAT Vocabulary Words: Pin index cards with vocabulary words around the house in key places like mirrors, the refrigerator, or next to the front door. Consider laminating word lists and sticking them in the shower or using them as placemats.
Language Skills: With a friend, pick a fun activity like cooking, a board game, or riding bikes. Communicate and play during that activity using as little native language as possible.
So, feeling brazen, one day I challenged my teacher with my “rationalistic” perspective. I raised my hand and blurted out, Why do we have to LEARN this, anyway? It’s so BORING!
The class went silent. Luckily, my teacher had a seasoned rebuttal and without blinking replied, “Well, are you planning on eating lunch today?”
Taking a stance, I nodded.
“What do you have in your lunch?” He asked.
Frowning, I listed a cheese sandwich, an apple, a yogurt, and an oatmeal cookie.
“I see," he replied. ‘You know, without geometry and fractions, you wouldn’t be eating ¾ of your lunch today.”
Cynically, I pondered the point of his statement. Of course, after class as I was gathering my books, my teacher sat down next to me.
“So, Sallie, it seems like you are frustrated with fractions.”
Nodding, I told him that yes, I thought fractions were dreadfully boring, not to mention I just couldn’t see myself ever needing to use such a thing ever again. Plus, studying fractions on flashcards was lame.
"Well, do you like to cook?” He inquired.
Yes, I do it all the time with my mother.
“Great!" he announced as he stood up and strolled over to his book case. After taking a few minutes to run his fingers along the spines of a few of the most weathered in his collection, he wiggled one out, let it flop open to a random page, read a few lines, and then in a dramatic swoop, he tore out the whole page and then tore the page in half.
Looking at the shard of paper, I saw that it was a recipe for spaghetti sauce – but, he had removed all the measurements for each ingredient.
“That’s your homework assignment for tonight. Make this sauce.”
Later that day, I presented my mother with my assignment. She smiled and said she couldn’t express enough how excited she was to have a night off from dinner duty. And so it began – I pulled out all the ingredients listed, set them on the counter and surveyed the scene.
Ground beef. Salt. Pepper. Olive oil. Celery. Carrot. Onion. Tomato paste. Tomato chunks. Red wine. Garlic. Basil. Bay leaf.
Oh, this is going to be easy, I thought. Following the instructions to a T, I tossed in a hunk of beef, veggies and olive oil. I let it simmer down and then sloshed in an unknown amount of tomato paste and tomato chunks, followed by a good half bottle of red wine and the listed seasonings.
Cool, I thought, as I covered the pot. Now I let it simmer for 25 minutes, and the sauce is done!
Twenty five minutes later, I lifted the top off the pot to survey the scene. My mother, who was standing next to me, peered inside.
“Wasn’t this a recipe for tomato sauce?”
On my tip-toes, I looked into the pot. To my dismay, I was met with a pot of tomato soup.
I looked at my mother.
“Well, how much wine did you use,” she asked, poking a spoon at the bubbling liquid.
Oh – maybe half a bottle? I shrugged.
Doubling over in laughter, when she was finally composed, she reached for one of her cookbooks and flipped to a spaghetti sauce recipe that called for wine. A quarter cup of wine, that is.
The next day, my math teacher eagerly approached me before class.
“So, how did it go?”
I shifted my gaze a bit uneasily.
It went, well, I guess. But I ended up with SOUP instead of sauce.
“So something was off – do you know what?”
I nodded.
Too much wine for the amount of everything else in the pot.
“Ah," he confirmed. "So knowing how much of an ingredient you need per whole recipe is a KEY component to the successful outcome of – any dish?”
I sheepishly blinked in silence. Indeed, he was right.
For a while, I thought that my lesson was solely related to math. It wasn’t until I found myself dreading practicing Latin grammar rules with a high school classmate that I realized if we could commiserate, couldn’t we somehow find a way to make studying together fun?
Hence, the second part of my lesson on fractions sprung to life. Heading into the kitchen, we decided to cook an entire meal – using only vocabulary words from our study list and attempting to construct sentences using proper Latin grammar rules. The next day we both received A’s on our Latin grammar test, and we vowed to study the fun way for the rest of the semester.
Here are a few more ways to make studying fun:
Multiplication Tables: Grab a deck of cards, and throw down two. Shout out the product. This game can be played with one person at a time answering as quickly as possible, or it can be played as a competition to see who can come up with the answer first.
SAT Vocabulary Words: Pin index cards with vocabulary words around the house in key places like mirrors, the refrigerator, or next to the front door. Consider laminating word lists and sticking them in the shower or using them as placemats.
Language Skills: With a friend, pick a fun activity like cooking, a board game, or riding bikes. Communicate and play during that activity using as little native language as possible.
Monday, February 22, 2010
A Shallow Sea of Over-Scheduled Existence
In her poem, “Not Waving but Drowning,” Stevie Smith writes, “I was much too far out all my life / And not waving but drowning.” I remember reading this poem in high school and relating to it all too well. As a high school freshman, I was the classically overbooked student – I was a two-sport varsity athlete, homecoming princess, straight A student, LINK team leader, and class Vice President. Although I appeared to be waving, I felt like I was drowning in a shallow sea of over-commitment.
My biggest fear was free time and boredom. I didn’t know myself without my commitments or what to do if I didn’t have somewhere to be, or a private SAT tutor to report to. I defined myself by what I did, not who I was. The college application process seemed to reward this perspective. I was asked to report my grades and activities, and the general idea was the more the merrier! Even community service became an activity to take pride in.
It’s easy for gifted students to get caught up in a sea of over-scheduled existence. While it may seem appealing to participate in so many things, even gifted students struggle to find their paths to individual success and achievement. Unlike the student who has deficits in some subjects or abilities and excels in others, the gifted student succeeds at everything! So while some students can rely on interest or natural intellect to help them weed through the undesirable, the gifted students struggle to find their way amidst a fountain of innumerable successes - and while they may appear composed and directed on the outside, on the inside they are often silently struggling to figure out who they are and what they want out of life.
In light of my own retrospect, I challenge gifted, overscheduled, and overcommitted students to try something new for a day – Do Nothing. Take the hint from your peers who appear to be under-booked or uninterested and figure out what to do with yourself in the face of boredom. Put your calendar and intellect aside for a few hours, a weekend, or a few months this summer and depend on your creativity to fill your time. In a 2002 article from Newsweek titled “Doing nothing is something,” Anna Quindlen writes:
I hope that someday a college application will ask students, “What do you do when you have nothing to do?” Or that a business will hire recent college grads under the premise that they won’t live and die at their cubicles. The lack of free time has become synonymous with productivity and efficiency, and this culture of workaholics is trickling down into America’s youth. In a 2005 article in Education Week, Rhea R. Borja states:
We are trying to give children as young as preschool the competitive edge, but at what cost to their creativity and introspective abilities? We need to strike a balance between academic enrichment and personal growth and development.
It may seem silly, but it may never be too late to learn the old maxim: “Go outside and play.” It’s the wisdom of many generations before us, and downtime may be the key that unlocks our best thoughts and our true creativity.
Works Cited:
Borja, Rhea R. "Growing Niche for Tutoring Chains: Prekindergartens' Academic Prep." Education Week 25.8 (2005): 10. Academic Search Elite. EBSCO. Web. 22 Feb. 2010.
Quindlen, Anna. "Doing nothing is something. " Newsweek 13 (2002): ABI/
INFORM Global, ProQuest. Web. 22 Feb. 2010.
My biggest fear was free time and boredom. I didn’t know myself without my commitments or what to do if I didn’t have somewhere to be, or a private SAT tutor to report to. I defined myself by what I did, not who I was. The college application process seemed to reward this perspective. I was asked to report my grades and activities, and the general idea was the more the merrier! Even community service became an activity to take pride in.
It’s easy for gifted students to get caught up in a sea of over-scheduled existence. While it may seem appealing to participate in so many things, even gifted students struggle to find their paths to individual success and achievement. Unlike the student who has deficits in some subjects or abilities and excels in others, the gifted student succeeds at everything! So while some students can rely on interest or natural intellect to help them weed through the undesirable, the gifted students struggle to find their way amidst a fountain of innumerable successes - and while they may appear composed and directed on the outside, on the inside they are often silently struggling to figure out who they are and what they want out of life.
In light of my own retrospect, I challenge gifted, overscheduled, and overcommitted students to try something new for a day – Do Nothing. Take the hint from your peers who appear to be under-booked or uninterested and figure out what to do with yourself in the face of boredom. Put your calendar and intellect aside for a few hours, a weekend, or a few months this summer and depend on your creativity to fill your time. In a 2002 article from Newsweek titled “Doing nothing is something,” Anna Quindlen writes:
Downtime is where we become ourselves, looking into the middle distance, kicking at the curb, lying on the grass or sitting on the stoop and staring at the tedious blue of the summer sky. I don’t believe you can write poetry, or compose music, or become an actor without downtime, and plenty of it, a hiatus that passes for boredom but is really the quiet moving of the wheels inside that fuel creativity.
I hope that someday a college application will ask students, “What do you do when you have nothing to do?” Or that a business will hire recent college grads under the premise that they won’t live and die at their cubicles. The lack of free time has become synonymous with productivity and efficiency, and this culture of workaholics is trickling down into America’s youth. In a 2005 article in Education Week, Rhea R. Borja states:
In recent years more parents have started sending their 3 to 5-year-old children to for-profit tutoring centers to give them an academic edge in elementary school. Tutoring for tots has been spurred by increased academic accountability in schools, heightened competition to get into top-ranked colleges and new research that links early exposure to books, music and language to better academic performance in later years.
We are trying to give children as young as preschool the competitive edge, but at what cost to their creativity and introspective abilities? We need to strike a balance between academic enrichment and personal growth and development.
It may seem silly, but it may never be too late to learn the old maxim: “Go outside and play.” It’s the wisdom of many generations before us, and downtime may be the key that unlocks our best thoughts and our true creativity.
Works Cited:
Borja, Rhea R. "Growing Niche for Tutoring Chains: Prekindergartens' Academic Prep." Education Week 25.8 (2005): 10. Academic Search Elite. EBSCO. Web. 22 Feb. 2010.
Quindlen, Anna. "Doing nothing is something. " Newsweek 13 (2002): ABI/
INFORM Global, ProQuest. Web. 22 Feb. 2010.
Thursday, February 18, 2010
Dream School or Safety School - It All Works Out for the Best
The college application process can be pretty intense and in the moment, can sometimes feel like life or death. When I was a 17 year-old senior, I thought I wanted to study math or computer science at University of Virginia – so when I found out that I only got into my safety schools (even after years of SAT tutoring), I remember feeling like the reality of my “college dream” was very different from what I had months to imagine it becoming. It seemed brutal at the time, but I can tell you from my experience and the experiences of many friends – everything generally works out for the best.
As luck would have it, it turned out that I was most interested in studying business, and the school I ended up attending (Michigan) had the best business program of any school that I applied to. I ended up having an amazing college experience that I wouldn’t have changed for the world (Go Blue!).
A lot of life happens between the age of 17 (when you pick a college) and the age of 22 (when you graduate from college). As it turned out, some of my friends who got to go to their “dream school” (i.e. the highest ranking school they got into) ended up transferring after a year to their real dream school. Others went to a big school, only to realize that they wanted to be at a small school. Some went to school to study history, only to realize they wanted to study medicine. Some went to school to study business only to realize that they wanted to teach and travel the world. You get the point – choosing a college is not the final decision – it’s the first of many choices. Once in school the opportunity to make that decision feel like it reflects who you are will present itself over and over again. My advice:
1) Get a college counselor. A good college counselor can really help a high school student find a school that is truly the right fit for them and then help them get in. (I didn’t have one – but I wish I did.) The best counselors understand how much students change after they leave high school and help students select schools that can grow and change with them.
2) Have an open mind and a positive attitude. Not everyone has the college experience that they imagined when they were 17, but everyone who has an open mind and a positive attitude will have a great college experience. Like many things in life, things work out for the best when you’re willing to be flexible and approach new situations with optimism.
As luck would have it, it turned out that I was most interested in studying business, and the school I ended up attending (Michigan) had the best business program of any school that I applied to. I ended up having an amazing college experience that I wouldn’t have changed for the world (Go Blue!).
A lot of life happens between the age of 17 (when you pick a college) and the age of 22 (when you graduate from college). As it turned out, some of my friends who got to go to their “dream school” (i.e. the highest ranking school they got into) ended up transferring after a year to their real dream school. Others went to a big school, only to realize that they wanted to be at a small school. Some went to school to study history, only to realize they wanted to study medicine. Some went to school to study business only to realize that they wanted to teach and travel the world. You get the point – choosing a college is not the final decision – it’s the first of many choices. Once in school the opportunity to make that decision feel like it reflects who you are will present itself over and over again. My advice:
1) Get a college counselor. A good college counselor can really help a high school student find a school that is truly the right fit for them and then help them get in. (I didn’t have one – but I wish I did.) The best counselors understand how much students change after they leave high school and help students select schools that can grow and change with them.
2) Have an open mind and a positive attitude. Not everyone has the college experience that they imagined when they were 17, but everyone who has an open mind and a positive attitude will have a great college experience. Like many things in life, things work out for the best when you’re willing to be flexible and approach new situations with optimism.
Friday, February 5, 2010
4 Tips to Learning a Foreign Language
Have you ever sat through a math class and felt like your teacher was speaking a foreign language? Were you dazed and confused? Well, in French and Spanish class, your teacher is speaking a foreign language. It is no wonder that you would feel perplexed and uncomfortable! Here are a few tips to make the most of your time spent tackling a new language.
Practice out loud and on paper
While writing skills are crucial to mastering a language, oral expression is a key stepping stone on the road to fluency. Foreign languages present a whole new range of sounds and, though it may feel awkward at first, reading out loud will train your facial and throat muscles to produce these new sounds. Making flashcards is a great way to practice. You will develop a visual memory of what you’ve written on the cards and an auditory memory of what you’ve read out loud, making this particular learning tool doubly effective.
Utilize available resources
When doing homework, take the time to get it right. Use a dictionary to look up words you are unfamiliar with. Refer to verb tables and grammar guides when necessary. Your textbook is always a good place to start when in doubt. In class, communicate with your instructor. Tell your teacher about any difficulties you are having, and be open to his/her suggestions. If you have a private SAT tutor, take advantage by asking questions you may not have had the opportunity to bring up in class. Being proactive in this way will only broaden your grasp of the language.
Maximize exposure
Immerse yourself in the language as often as possible. Consider watching a movie or television program, or listening to the radio (many foreign radio and television stations have streaming or archived programs online). If you encounter a native speaker, attempt to have a conversation with him/her. These exercises are especially helpful in developing an authentic accent. Don’t worry about not understanding everything you hear. Listening alone will increase familiarity with the language and ultimately improve comprehension.
Divide and conquer
This strategy is the recipe for success, regardless of your objective. As with physical exercise, long, strenuous practice sessions can often leave you feeling burnt out. On the other hand, short, regular sessions that lead to positive results are quite encouraging. Studies have shown that practicing a language on a regular basis for short periods of time increases retention. So, aim for small, reachable goals. Every goal achieved or hurdle overcome will boost your confidence and motivate you to learn more.
Remember, not understanding what you hear or read is a completely natural part of the language learning process. Rest assured that, with the right dedication and time, the foreign language you have undertaken won’t seem so foreign after all!
Practice out loud and on paper
While writing skills are crucial to mastering a language, oral expression is a key stepping stone on the road to fluency. Foreign languages present a whole new range of sounds and, though it may feel awkward at first, reading out loud will train your facial and throat muscles to produce these new sounds. Making flashcards is a great way to practice. You will develop a visual memory of what you’ve written on the cards and an auditory memory of what you’ve read out loud, making this particular learning tool doubly effective.
Utilize available resources
When doing homework, take the time to get it right. Use a dictionary to look up words you are unfamiliar with. Refer to verb tables and grammar guides when necessary. Your textbook is always a good place to start when in doubt. In class, communicate with your instructor. Tell your teacher about any difficulties you are having, and be open to his/her suggestions. If you have a private SAT tutor, take advantage by asking questions you may not have had the opportunity to bring up in class. Being proactive in this way will only broaden your grasp of the language.
Maximize exposure
Immerse yourself in the language as often as possible. Consider watching a movie or television program, or listening to the radio (many foreign radio and television stations have streaming or archived programs online). If you encounter a native speaker, attempt to have a conversation with him/her. These exercises are especially helpful in developing an authentic accent. Don’t worry about not understanding everything you hear. Listening alone will increase familiarity with the language and ultimately improve comprehension.
Divide and conquer
This strategy is the recipe for success, regardless of your objective. As with physical exercise, long, strenuous practice sessions can often leave you feeling burnt out. On the other hand, short, regular sessions that lead to positive results are quite encouraging. Studies have shown that practicing a language on a regular basis for short periods of time increases retention. So, aim for small, reachable goals. Every goal achieved or hurdle overcome will boost your confidence and motivate you to learn more.
Remember, not understanding what you hear or read is a completely natural part of the language learning process. Rest assured that, with the right dedication and time, the foreign language you have undertaken won’t seem so foreign after all!
Monday, January 25, 2010
Read Baby Read!
How did you learn to read?
Some of us memorized sight words, and others used configuration or context cues. However, one thing is for sure…if you learned to read in a California public school in the late 80’s or early 90’s– you weren’t taught phonics. California dropped phonics from its reading curricula in 1987–when I was five!
I don’t remember learning to read, but I do remember reading. Like many young children, I memorized the words in picture books and convinced others that I was literate by the age of three! My book of choice was Goodnight Moon, the pop-up version.
While it’s possible to argue that I wasn’t really “reading," there is evidence to support that memorizing words is a behavior that precedes and eventually develops into conventional literacy. This idea is rooted in the concept of “emergent literacy." Sulzby and Teale (1996) state, "Emergent literacy is concerned with the earliest phases of literacy development, the period between birth and the time when children read and write conventionally. The term emergent literacy signals a belief that, in a literate society, young children–even 1- and 2-year-olds–are in the process of becoming literate."
Many kids who don’t remember learning to read remember one thing–being read to by their parents, caretakers, and private SAT tutors. The idea of emergent literacy validates the significance of reading to children regularly. When we read to children, even as young as one and two years old, we help them build the foundation from which literacy develops. Since young children respond well to vivid images and word repetition, parents and caretakers often select to read picture books. In a good picture book, the images tell the story, and the words merely contribute to the flow of the story. It’s no coincidence that Goodnight Moon, with its pop-up pictures, word repetition, and embedded nightly ritual was at the top of my list!
If you need help selecting a good picture book or other reading material to share with your kid(s), consider award winners. The following honors are given to top-quality books and should become the basic criterion for any search for grade K-8 literature.
Caldecott Medal: This medal is awarded annually to the artist of the most distinguished American picture book for children by the Association for Library Service to Children. The 2010 Caldecott Medal winner is The Lion & the Mouse, illustrated and written by Jerry Pinkney. For a full list of Caldecott Medal winners from 1938-Present, click here: Caldecott Medal Winners 1938-2009.
Newbery Medal: The Newbery Medal is awarded annually by the Association for Library Services to Children to the author of the most distinguished contribution to American Literature for children. The 2010 Newbery Medal winner is When you Reach Me by Rebecca Stead. For a list of Newbery Medal winners and Honor Books from 1922-Present, click here: Newbery Medal Winners 1922-2009.
Young Reader Medal: Members of the California Young Reader Medal Committee nominate books to be read by students in four categories: Primary (Grades K-2), Intermediate (Grades 3-6), Middle School / Junior High (Grades 6-9), and Young Adult (Grades 9-12). Students read all of the books in a given category and vote for their favorite. The authors of the winning books are awarded the California Young Reader Medal award annually. For a list of books that have one the votes of California readers, click here: California Young Reader Medal Winners.
Happy reading!
Some of us memorized sight words, and others used configuration or context cues. However, one thing is for sure…if you learned to read in a California public school in the late 80’s or early 90’s– you weren’t taught phonics. California dropped phonics from its reading curricula in 1987–when I was five!
I don’t remember learning to read, but I do remember reading. Like many young children, I memorized the words in picture books and convinced others that I was literate by the age of three! My book of choice was Goodnight Moon, the pop-up version.
While it’s possible to argue that I wasn’t really “reading," there is evidence to support that memorizing words is a behavior that precedes and eventually develops into conventional literacy. This idea is rooted in the concept of “emergent literacy." Sulzby and Teale (1996) state, "Emergent literacy is concerned with the earliest phases of literacy development, the period between birth and the time when children read and write conventionally. The term emergent literacy signals a belief that, in a literate society, young children–even 1- and 2-year-olds–are in the process of becoming literate."
Many kids who don’t remember learning to read remember one thing–being read to by their parents, caretakers, and private SAT tutors. The idea of emergent literacy validates the significance of reading to children regularly. When we read to children, even as young as one and two years old, we help them build the foundation from which literacy develops. Since young children respond well to vivid images and word repetition, parents and caretakers often select to read picture books. In a good picture book, the images tell the story, and the words merely contribute to the flow of the story. It’s no coincidence that Goodnight Moon, with its pop-up pictures, word repetition, and embedded nightly ritual was at the top of my list!
If you need help selecting a good picture book or other reading material to share with your kid(s), consider award winners. The following honors are given to top-quality books and should become the basic criterion for any search for grade K-8 literature.
Caldecott Medal: This medal is awarded annually to the artist of the most distinguished American picture book for children by the Association for Library Service to Children. The 2010 Caldecott Medal winner is The Lion & the Mouse, illustrated and written by Jerry Pinkney. For a full list of Caldecott Medal winners from 1938-Present, click here: Caldecott Medal Winners 1938-2009.
Newbery Medal: The Newbery Medal is awarded annually by the Association for Library Services to Children to the author of the most distinguished contribution to American Literature for children. The 2010 Newbery Medal winner is When you Reach Me by Rebecca Stead. For a list of Newbery Medal winners and Honor Books from 1922-Present, click here: Newbery Medal Winners 1922-2009.
Young Reader Medal: Members of the California Young Reader Medal Committee nominate books to be read by students in four categories: Primary (Grades K-2), Intermediate (Grades 3-6), Middle School / Junior High (Grades 6-9), and Young Adult (Grades 9-12). Students read all of the books in a given category and vote for their favorite. The authors of the winning books are awarded the California Young Reader Medal award annually. For a list of books that have one the votes of California readers, click here: California Young Reader Medal Winners.
Happy reading!
Friday, January 15, 2010
A Collegiate Athlete's Guide to The Game of School
The college community offers a variety of activities, and as someone who likes to take advantage of every opportunity, it would be a shame if I let anything get in my way. As a collegiate athlete, it is often assumed that I don't have time to do anything except go to school, practice, eat, sleep, and play basketball. However, early on I learned that this did not have to be the case.
Looking back, effective time management has been one of the most important factors to my ability to participate in school, SAT tutoring, sports, work, and other activities in a successful manner. At first, the idea of balancing numerous obligations seemed overwhelming, and often appeared unachievable. However, I have come to realize that even the most hectic schedule can be simplified, just so long as one sticks to the pledge: "Be where you need to be when you need to be there."
In terms of school, sports, work, and other activities - here is what it's all about:
1. SHOW UP
Knowing where you need to be and when you need to be there is half the battle. Staying organized is key. Whether you use a planner, agenda, or calendar, find a system that works best for you and stick with it!
2. BE PREPARED
In order to be prepared, you need to know what is expected of you. Be aware of assignments and deadlines and plan your approach in advance. I can’t compete on the basketball court if I haven't practiced my jump-shot, and a student can't succeed in the classroom if he/she hasn't studied for the test.
3. DO THE WORK
If you are showing up and you are prepared, you might as well do the work! Don't fail simply because you didn’t try. When I am in a basketball game, I play defense as best I can; likewise, when I am in study hall, I put all my effort into completing my homework.
Not only has effective time management enabled me to tame a hectic schedule, but it has given me the freedom to take advantage of opportunities that I may not have deemed feasible otherwise. Luckily, it works two-fold: not only am I available to do other things, but I am also set up for success ... and something tells me that this is a great tool that I will be able to use for the rest of my life.
By: Lisa Helmers, Office Manager, Launch Education
Looking back, effective time management has been one of the most important factors to my ability to participate in school, SAT tutoring, sports, work, and other activities in a successful manner. At first, the idea of balancing numerous obligations seemed overwhelming, and often appeared unachievable. However, I have come to realize that even the most hectic schedule can be simplified, just so long as one sticks to the pledge: "Be where you need to be when you need to be there."
In terms of school, sports, work, and other activities - here is what it's all about:
1. SHOW UP
Knowing where you need to be and when you need to be there is half the battle. Staying organized is key. Whether you use a planner, agenda, or calendar, find a system that works best for you and stick with it!
2. BE PREPARED
In order to be prepared, you need to know what is expected of you. Be aware of assignments and deadlines and plan your approach in advance. I can’t compete on the basketball court if I haven't practiced my jump-shot, and a student can't succeed in the classroom if he/she hasn't studied for the test.
3. DO THE WORK
If you are showing up and you are prepared, you might as well do the work! Don't fail simply because you didn’t try. When I am in a basketball game, I play defense as best I can; likewise, when I am in study hall, I put all my effort into completing my homework.
Not only has effective time management enabled me to tame a hectic schedule, but it has given me the freedom to take advantage of opportunities that I may not have deemed feasible otherwise. Luckily, it works two-fold: not only am I available to do other things, but I am also set up for success ... and something tells me that this is a great tool that I will be able to use for the rest of my life.
By: Lisa Helmers, Office Manager, Launch Education
Wednesday, January 6, 2010
New Beginnings
What happens when your computer breaks?
First and foremost, you attempt to repair it.
How does this relate to school?
Take a moment to imagine a broken student who is trapped in a never ending cycle -- a student who has entered into a downward spiral in which the student feels defeated after receiving a bad grade on an assignment, will lose motivation and put less effort into the next assignment. The outcome is no surprise -- the student earns another bad grade and the cycle continues.
How does one stop the cycle?
Repair and reboot.
As students venture into second semester, they should be inspired by the opportunity each new semester brings to start over – it is never too late to re-brand oneself as a good student who is motivated to succeed in school, especially when there are many private SAT tutors who can assist with all aspects of schooling. A new semester brings a new opportunity to repair what may have fallen apart during the previous semester. With effort, patience, and focus, a failing student can choose to start over again and make the necessary changes to succeed. By repairing one's attitude and looking at the factors that contributed to one’s fall in the previous semester, a student can make a plan and seek out the necessary support to turn over a new leaf in the New Year!
Who’s up for the challenge?
First and foremost, you attempt to repair it.
How does this relate to school?
Take a moment to imagine a broken student who is trapped in a never ending cycle -- a student who has entered into a downward spiral in which the student feels defeated after receiving a bad grade on an assignment, will lose motivation and put less effort into the next assignment. The outcome is no surprise -- the student earns another bad grade and the cycle continues.
How does one stop the cycle?
Repair and reboot.
As students venture into second semester, they should be inspired by the opportunity each new semester brings to start over – it is never too late to re-brand oneself as a good student who is motivated to succeed in school, especially when there are many private SAT tutors who can assist with all aspects of schooling. A new semester brings a new opportunity to repair what may have fallen apart during the previous semester. With effort, patience, and focus, a failing student can choose to start over again and make the necessary changes to succeed. By repairing one's attitude and looking at the factors that contributed to one’s fall in the previous semester, a student can make a plan and seek out the necessary support to turn over a new leaf in the New Year!
Who’s up for the challenge?
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