Education Short List

Today I worked for a banana.

I told myself that as soon as I finished writing up my deadlines I could have my banana as a snack. As sad as it sounds, it was my motivation – my reward.

No matter how much we’d like to believe that we aren’t reward motivated, we are. My favorite educational writer, Alfie Kohn , write a book on the subject – “Punished By Rewards.” In it he discusses how we, as educators, are using rewards as the motivational tool to get our students engaged. He goes on to explain how this is really corrupting our students beyond what happens in the classroom. However there’s no getting away from it. And it doesn’t matter how you wrap it up, we all have something that motivates us.

Now that you’re comfortable with that (sorry Mr. Kohn), it’s time to find out what motivates your students?! What is it that is going to keep your class, and each student, engaged? Or, in my case, what can I do to keep Jay focused during tutoring?

I have a student, a soon-to-be 4th grader who has had a hard time focusing during our tutoring sessions. I consulted a fellow teacher for ideas, some worked and others didn’t. For several months I brought in different motivational tools to help keep Jay engaged. But, it wasn’t until I brought out a snack of dried mango that I hit the jackpot.

Jay likes fruit, especially mango. I like fruit too, and carry it around while traveling to various tutoring appointments. During a long afternoon I pulled out some dried mango (from Trader Joes) and Jay let out a gasp. He wanted some of my mango. So, we bartered – he drew out 4 word problems and then got a piece of mango.

It took some time, but I was able to find out what motivated my student. Now, we can accomplish almost all of the tasks and skills I have set out for him. It’s a great feeling of accomplishment, for both of us.

Next time you are working with a student and are having a hard time reaching them, take the time to think about what motivates them. It can make all the difference.

I know that my banana tasted really great this afternoon.

This morning, I read an article about ten legitimate jobs where you can work from home. The one I found to be the most interesting, was of course, the teacher. In this age of online education it only makes sense that the educators of the educatees go online.

Here is what Bankrate had to say for job seeking teachers:

From postsecondary education to elementary schools, there are opportunities for students to learn virtually. Along with that, come opportunities to teach (and tutor) virtually. While distance learning is not new, advanced technology, collaborative multimedia software designed for schools and high-speed Internet connections have created more opportunities for teachers and students to work together from afar, says Fell. Durst has also noticed more teacher jobs being posted, and she knows of one professor who works mainly online and makes six figures — although income “depends on how many hours you’re applying to it and the type of classes you’re teaching.” A resource center for online teaching jobs is available at GetEducated.com.

—–
—–

To see the entire list, click on this Yahoo Link

http://finance.yahoo.com/career-work/article/107428/10-best-and-real-work-at-home-jobs.html?mod=career-leadership

Probably more than anything else, students love the summer time because of one main reason. No, it’s not the sun, sleeping in, or staying up late — it’s the lack of school work. (It’s the best thing teachers love too, but don’t tell our students that.)

As mentioned in a previous article, summer doesn’t mean that learning has to stop. Yet, even more important than that – it doesn’t mean that the learning has to be grueling, hard work, or boring.

For me, I love to read. Always have, probably always will. Even more than that, I love it when I can read silly summer beachy books. And that’s exactly what I’ve been doing. In less than two weeks, I’ve read the entire series of ‘Sookie Stackhouse Novels’ by Charlaine Harris. (www.charlaineharris.com) These books are light and breezy, fun stories that keep me turning the page – rather than picking up the remote. Plus, some aspects of the book get me to do some research to learn more, or I read a word that I didn’t previously know. Actually, even as I am writing this, I am sitting next to the last book of the series, wanting to desperately finish it.

All of these reasons, are great reasons to pick up a book this summer. It doesn’t have to be Shakespeare or a biography of David Bowie — although both of those would be high ranking picks for me. Read ‘The Death of Superman’ or the Captain Underpants series or the Shopaholic series; it doesn’t really matter. What does matter is spend some of your free time reading a book you enjoy. It does make a big impact on your ability to learn in the future.

Trying is a polite way of saying, failing. Trying not to eat meat, when you are already eating meat, trying to study more, when you really watching TV, trying to get your copyright material, when in actuality you haven’t even contacted the office.

By saying try is a way to give yourself permission to fail; it’s an excuse, a get of a jail free card. In some countries the word ‘try’ isn’t even a word – because it really doesn’t do anything to help explain what it is that you are doing. Either you are not eating meat or you are eating meat – there aren’t shades of grey.

The point of bringing this up, is that without even realizing it, by saying ‘try’ you are setting yourself up to fail. And it takes it’s toll on you – mentally and emotionally. There will be part of you that feels relieved that you have more time accomplish your task, but instead of being proactive – you are setting yourself up for failure. You also are more likely to feel bad about yourself. When you say, “I’m trying to complete this research paper”, and you really aren’t – there is a greater likelihood that you are going to mentally berate yourself for not doing the research paper. That is no way to go about completing your tasks that are important to you.

So instead, do this.

Think of new ways to describe what you are doing. Working Towards, cutting down, etc. But do it more incrementally it if that helps; take smaller steps. Or, if the task you have is a larger one – say making a business plan; set out which part you will do first. Then ou are making that your task, i.e. ‘Today I am going to lay out the marketing plan for the business plan, not ‘Today I’m going to try and finish my business plan.’

By using these methods and strategies you will notice that you are able to achieve more in a smaller amount of time. Plus, you will feel more confident about yourself and what you are accomplishing

Stop making excuses, start making changes. Today. Or at least, try to.

I stink at tests; taking them that is, not giving them. I am pretty great at giving tests. But really, what teacher isn’t? ☺ Which is why I always get so nervous when I have to take an exam.

I am a licensed teacher in two states; and to become so I have taken a total of thirteen (yes, 13) tests. This past June, on June 13th actually, I took test thirteen. And I was terrified.

It isn’t that I don’t feel comfortable with the material – quite the opposite I am very familiar with it; that being ESL, English as a Second Language. I taught ESL in two different states actually. Furthermore, I really enjoy the topic, the students that I get to help, and what it means to be an ESL teacher.

But that didn’t stop me from being completely petrified to take this exam. And really, it was probably the scariest of all the tests I’ve had to take.

___________________________________________________________________________

As a teacher, and a tutor, I have not only assisted my students (children and adults) in preparing for exams, I have taken classes on how to best help my students learn about their topics, as well as, give them studying and test taking strategies. Yet, when it came to applying those same strategies and techniques to my own study habits – I faltered in the beginning.

For the first two months that I knew I was taking this test, I didn’t study at all. The next month, I pulled out all of my old notebooks, teaching manuals, and graduate school textbooks. I glanced at them, chuckled at passages that reminded me of what I had taught. Then, two months before the exam I finally looked up online the requirements of the test – and I became very scared. “Auxiliary Verbs? Labial Consonant Blends? What is the significance of the Lau verdict?” Umm…what? I freaked out. I panicked. I had no idea what these terms meant and what their meaning was as it related to ESL.

Luckily, I had just finished tutoring an adult student on an exam. By reevaluating the study techniques I gave them, I realized what steps I needed to take to ensure I was to (hopefully) be successful on my exam.

For the remaining six weeks, I studied a bit each day, reviewed key philosophies, and went over important dates and individuals. In short, I did the work that I would have assigned to one of my students in order to assist them in being a successful test taker.

___________________________________________________________________________

A month ago, I took my exam. And today I received the results. To say that I was nervous would be an understatement. In fact, I was so concerned about the outcome of this exam I barely told anyone that I took it.

I am thrilled to say – I PASSED! (Can I get a WooHoo??)

For me, taking this test was a reevaluation and reaffirmation of why I am in teaching. In the past, I would tell my students about my fear of exams, things that I would do to help me feel more confident; but now, I have fresh memories and experiences available to me. Ones that will allow me to grow as an educator and an entrepreneur.

Plus – it’s always better to tell people about tests you’ve taken once you’ve passed!!!

Remember, when we were kids and we had so many ways to learn and play, thereby allowing us to learn even more through play?

As a teacher of elementary-aged students, I was encouraged to utilize a variety of techniques, strategies, and paraphernalia, to help my students learn. For example, when they were learning about the history of Lewis and Clark – we didn’t just read stories. We went outside and looked for wildlife that they would have seen, cook recipes of food they ate, made up our own stories and journals, etc. When it came time to tackle math, we used counting blocks to help us add or to make fractions, we talked about it, did problems together, and worked in small groups, etc. It was fun, it was varied – it was learning.

So why is it different for adults? Or even our high-schoolers and undergraduate students?
-

As the owner of a tutoring company, I see some trends when it comes to the students we enroll in our programs. One of those is of the bored/frustrated adult learner. More and more often, I have students who get tired of reading textbooks and writing reports. Yes, there is great value to being able to mentally digest more complex material; however, it doesn’t mean that this is the only way to comprehend information. Furthermore, there is a lot to be said for a person who is not only able to read and comprehend a textbook full of polysyllabic words; but is also able to write a report on it.

If we could allow our education system to bring back more creative tools, lessons, experiments, and learning opportunities back into the classroom – then there would be a greater probability that our older students could become more engaged and excited about what they are learning.

Now that it’s summer, we have the chance to make learning fun again; to make it creative and different. In the upcoming weeks, I will be listing some unique ways to make lessons out of life; these ideas can be used by parents, teachers, big brothers and sisters, etc. Plus, making learning fun doesn’t mean that if you’re 19 or 39 that you can’t enjoy learning. And the upcoming posts will be reflective of that.

Research has also been conducted to reinforce the need for play and varied methods of learning.

Here is the link to an article written by Scientific American, on the topic.

http://www.sciam.com/article.cfm?id=the-serious-need-for-play

An article in Newsweek Magazine, http://www.newsweek.com/, discussed the research and studies surrounding the BPA element in plastics. The plastic’s future isn’t what interested me, it was the opening portion of the article that did. In it, there is basic information about how it is completely feasible to find a report of statistics that can back up any claim you have.

Need information on how a Prius is really not environmentally friendly? No problem. Need data to support your research on the intelligence of seals in North America as compared to Antarctica? Right here. What to find a study that illustrates how education is actually improving in the United States? Can do.

http://www.newsweek.com/id/202791

Here is the opening segment:

Research shows. Studies have found. Scientists conclude. Each of those phrases can be completed, accurately, with any one of the following: That it’s possible to use ESP to see the location of someone far away. That exposure to lead at everyday levels does no harm to the developing brain. That hormone replacement protects women against heart disease. My point is not that science is always tentative and that scientists are fallible, though both are certainly true (since all three of the above are wrong), but that almost anyone with an agenda can find research to support it.

—
—

While I was in Graduate School, I had a professor, Professor Busse, that taught us to realize that we can find research to support whatever claim we needed it to. Although, at first, that was a frightening thought, it turned out it was an accurate one.

Each time a statistic, a study, or a piece of research comes up with a conclusion, the reader should start with a mind of skepticism.

There are several key points to take into consideration when utilizing research and statistics.

The main one of these is that when looking for research, look for data that has scientific merits to it. Then find a second and third separate study that can reinforce those original findings. Also, ensure that the research is conducted by reputable sources. If McDonalds were to conduct a study on the health benefits of eating a Big Mac, you should be very cautious. Yet, if the AMA were to do a similar study, you could have more confidence in it. However, it would prove wise to research additional studies too.

So, what impact does that have on you; the future educator and/or business person? Take the time to double and triple check your facts and information. Furthermore, include reliable resources (more information to come).

By doing this, you can be reassured that you are following the steps of ethical researching.