Parents are a child's first teacher, and there are many simple things you can do every day to share the joy of reading while strengthening your child's literacy skills.

Read from day one. Start a reading routine in those very first days with a newborn. Even very young babies respond to the warmth of a lap and the soothing sound of a book being read aloud.
Share books every day. Read with your child every day, even after he becomes an independent reader.
Reread favorites. Most children love to hear their favorite stories over and over again. Rereading books provides an opportunity to hear or see something that may have been missed the first time, and provides another chance to hear a favorite part.
Send positive messages about the joys of literacy. Your own interest and excitement about books will be contagious!
Visit the library early and often. Public libraries are great resources for books, helpful advice about authors and illustrators, story times, and more. Make visiting the library part of your family's routine.
Find the reading and writing in everyday things. Take the time to show your child ways that adults use reading and writing every day. Grocery lists, notes to the teacher, maps, and cooking all involve important reading and writing skills.
Give your reader something to think and talk about. There are many different types of books available to readers. Vary the types of books you check out from the library, and seek out new subjects that give you and your reader something to think and talk about.
Talk, talk, talk. A child's vocabulary grows through rich conversations with others. No matter your child's age, narrate what you're doing, talk in full sentences, and sprinkle your conversations with interesting words.
Know your stuff. Parents don't need to be reading specialists, but it is important to understand the basics about learning to read.
Speak up if something doesn't feel right. Parents are often the first ones to recognize a problem. If you have concerns about your child's development, speak with your child's teacher and your pediatrician. It's never too early to check in with an expert.

Look for new books and authors that your child may enjoy.
Organize an area dedicated to reading and writing tools.
Visit the library for story time and book recommendations.
Encourage your child to talk about what he's read.

Talk to your child, and sprinkle interesting words into your conversation.
Offer a variety of books to read.

Read with your child every day.
Expand your home library to include magazines and nonfiction.
Ask questions if you're concerned about your child's development.
Decide to raise a reader!

However, with the explosion of the knowledge in the modern world baffling to great proportions and the rat race in career-building, children are subjected to such mental strain that they cannot withstand it. As a result, they develop psychological problems that warp their minds. A recent survey, conducted by a non-governmental organization (NGO), Sahayog, found that 57% of adolescents suffered from depression.

The main cause of depression was found to be the pressure of schoolwork and failing to cope with studies. Children carrying big schoolbags is a common sight. The excuse for inflicting such burden on them is that acquiring a holistic knowledge in modern times requires the study of various subjects. 3 or 4 decades ago, children carried 2 or 3 textbooks and notebooks to school, usually in hand.

For a growing child, it is essential to have knowledge on development in various fields. For this, the children should cultivate the habit of reading rather than cramming all subjects under the sun. Unfortunately, the young ones find little time to read anything other than textbooks.

The second reason for depression among children is the lack of family support. The Sahyog survey showed that 44% of students had no support from home in their studies.

The parents want their children to be showpieces of excellence and those who don't make the grade are snubbed. Everyone wants his child to be first in the class or get above 90% marks. Such an attitude will lead the average child to depression.

Education has to be well planned to be wholesome and, to some extent, enjoyable for the child.

Excerpt from Woman's Era
April (Second) 2004

* * *
A must read for all parents "Thoughts on raising our children well" by Jane Maro. Please refer to page 8 of The Guardian, Tuesday, January 24, 2006 page 8.

September 6, 2011 -- Updated 1312 GMT (2112 HKT)

(CNN) -- This summer, I met a principal who was recently named as the administrator of the year in her state. She was loved and adored by all, but she told me she was leaving the profession.

I screamed, "You can't leave us," and she quite bluntly replied, "Look, if I get an offer to lead a school system of orphans, I will be all over it, but I just can't deal with parents anymore; they are killing us."

Unfortunately, this sentiment seems to be becoming more and more prevalent. Today, new teachers remain in our profession an average of just 4.5 years, and many of them list "issues with parents" as one of their reasons for throwing in the towel. Word is spreading, and the more negativity teachers receive from parents, the harder it becomes to recruit the best and the brightest out of colleges.

So, what can we do to stem the tide? What do teachers really need parents to understand?

For starters, we are educators, not nannies. We are educated professionals who work with kids every day and often see your child in a different light than you do. If we give you advice, don't fight it. Take it, and digest it in the same way you would consider advice from a doctor or lawyer. I have become used to some parents who just don't want to hear anything negative about their child, but sometimes if you're willing to take early warning advice to heart, it can help you head off an issue that could become much greater in the future.

Trust us. At times when I tell parents that their child has been a behavior problem, I can almost see the hairs rise on their backs. They are ready to fight and defend their child, and it is exhausting. One of my biggest pet peeves is when I tell a mom something her son did and she turns, looks at him and asks, "Is that true?" Well, of course it's true. I just told you. And please don't ask whether a classmate can confirm what happened or whether another teacher might have been present. It only demeans teachers and weakens the partnership between teacher and parent.

Please quit with all the excuses

And if you really want to help your children be successful, stop making excuses for them. I was talking with a parent and her son about his summer reading assignments. He told me he hadn't started, and I let him know I was extremely disappointed because school starts in two weeks.

His mother chimed in and told me that it had been a horrible summer for them because of family issues they'd been through in July. I said I was so sorry, but I couldn't help but point out that the assignments were given in May. She quickly added that she was allowing her child some "fun time" during the summer before getting back to work in July and that it wasn't his fault the work wasn't complete.

Can you feel my pain?

Some parents will make excuses regardless of the situation, and they are raising children who will grow into adults who turn toward excuses and do not create a strong work ethic. If you don't want your child to end up 25 and jobless, sitting on your couch eating potato chips, then stop making excuses for why they aren't succeeding. Instead, focus on finding solutions.

Parents, be a partner instead of a prosecutor

And parents, you know, it's OK for your child to get in trouble sometimes. It builds character and teaches life lessons. As teachers, we are vexed by those parents who stand in the way of those lessons; we call them helicopter parents because they want to swoop in and save their child every time something goes wrong. If we give a child a 79 on a project, then that is what the child deserves. Don't set up a time to meet with me to negotiate extra credit for an 80. It's a 79, regardless of whether you think it should be a B+.

This one may be hard to accept, but you shouldn't assume that because your child makes straight A's that he/she is getting a good education. The truth is, a lot of times it's the bad teachers who give the easiest grades, because they know by giving good grades everyone will leave them alone. Parents will say, "My child has a great teacher! He made all A's this year!"

Wow. Come on now. In all honesty, it's usually the best teachers who are giving the lowest grades, because they are raising expectations. Yet, when your children receive low scores you want to complain and head to the principal's office.

Please, take a step back and get a good look at the landscape. Before you challenge those low grades you feel the teacher has "given" your child, you might need to realize your child "earned" those grades and that the teacher you are complaining about is actually the one that is providing the best education.

And please, be a partner instead of a prosecutor. I had a child cheat on a test, and his parents threatened to call a lawyer because I was labeling him a criminal. I know that sounds crazy, but principals all across the country are telling me that more and more lawyers are accompanying parents for school meetings dealing with their children.

Teachers walking on eggshells

I feel so sorry for administrators and teachers these days whose hands are completely tied. In many ways, we live in fear of what will happen next. We walk on eggshells in a watered-down education system where teachers lack the courage to be honest and speak their minds. If they make a slight mistake, it can become a major disaster.

My mom just told me a child at a local school wrote on his face with a permanent marker. The teacher tried to get it off with a wash cloth, and it left a red mark on the side of his face. The parent called the media, and the teacher lost her job. My mom, my very own mother, said, "Can you believe that woman did that?"

I felt hit in the gut. I honestly would have probably tried to get the mark off as well. To think that we might lose our jobs over something so minor is scary. Why would anyone want to enter our profession? If our teachers continue to feel threatened and scared, you will rob our schools of our best and handcuff our efforts to recruit tomorrow's outstanding educators.

Finally, deal with negative situations in a professional manner.

If your child said something happened in the classroom that concerns you, ask to meet with the teacher and approach the situation by saying, "I wanted to let you know something my child said took place in your class, because I know that children can exaggerate and that there are always two sides to every story. I was hoping you could shed some light for me." If you aren't happy with the result, then take your concerns to the principal, but above all else, never talk negatively about a teacher in front of your child. If he knows you don't respect her, he won't either, and that will lead to a whole host of new problems.

We know you love your children. We love them, too. We just ask -- and beg of you -- to trust us, support us and work with the system, not against it. We need you to have our backs, and we need you to give us the respect we deserve. Lift us up and make us feel appreciated, and we will work even harder to give your child the best education possible.

That's a teacher's promise, from me to you.

It is absolutely true that some people, from the time they are in first grade, know they want to be teachers. For others, the idea to become a teacher can be a sudden insight, or a feeling that ferments for years in some remote corner of their consciousness. Regardless of where the idea comes from, for many, the images associated with becoming a teacher are compelling. However, as is often the case in life, the differences between images and reality can be stark, unsettling, and disappointing. Current uncertainties in the American, as well as world economies only serve to exacerbate the differences. This reality is the reason for this page.

We all know that as the "Baby Boomers" retire and leave teaching in large numbers over the next ten years, probably more than a million new teachers will be needed to replace them, let alone hundreds of thousands needed to keep pace with the anticipated growth of student populations, the current world-wide recession notwithstanding. Perhaps you will be one of these new teachers Perhaps not.

The current world-wide recession as of February 2010 has had some impact on public school systems hiring new teachers. In some areas there are hiring freezes, increased class sizes and cuts in courses offered, all of which affect hiring. This situation likely won't last more than a few years, and teachers will be hired, but probably at a much slower pace, affected possibly by the decisions of older teachers to stay longer in teaching than they originally planned. My advice is to hang in there, and be patient.

Please read on.

For lack of a better way to say it, this page is about some basic teacher-things. For sure, not every person who wants to be a teacher should be a teacher. There is a vast gulf between the ideal of teaching and the reality of the classroom. Teaching probably won't make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. Tips on becoming a teacher is a start.

Make no mistake; teaching is like no other profession. As a teacher, you will wear many hats. You will, to name but of a few of the roles teachers assume in carrying out their duties, be a communicator, a disciplinarian, a conveyor of information, an evaluator, a classroom manager, a counselor, a member of many teams and groups, a decision-maker, a role-model, and a surrogate parent. Each of these roles requires practice and skills that are often not taught in teacher preparation programs. Not all who want to be teachers should invest the time and resources in teacher training or teacher preparation programs if they do not have the appropriate temperament, skills, and personality. Teaching has a very high attrition rate. Depending on whose statistics you trust, around forty percent of new teachers leave teaching within the first five years. It is obviously not what they thought it would be. One thing for sure, it's about more than loving kids.

Make no mistake; as a teacher, your day doesn't necessarily end when the school bell rings. If you're conscientious, you will be involved in after school meetings, committees, assisting students, grading homework, assignments, projects, and calling parents. All these demand some sacrifice of your personal time. If you're committed to excellence as a teacher, it's a sacrifice you can live with. If not, you will be uncomfortable at best.

Teacher training and teacher preparation programs exist in every state, as well as in various forms of on-line courses and degree programs, and the requirements vary. Programs like Centenary College adult studies offer flexible schedules, different than regular degree programs. You will have many options from which to choose. Choose wisely. My own advice is to select a program that offers a rich and solid foundation of courses, regardless of whether you intend to teach at the elementary, middle school, or high school level. I believe that no teacher education program, including the one in which I teach, can actually teach you how to teach. Rather, what we do is get you ready to learn how to teach, and that takes place on the job. My advice is to choose a program that offers a rich balance of subject matter content courses and pedagogy, including clinical experience in all its forms. You are learning both skills and understandings in any teacher education program. Practice those skills as perfectly as possible, and strive each day to deepen your understandings of the concepts, theories and generalizations that you encounter. By doing so, you will build a solid foundation for learning how to teach once you become employed, and, you will be a better teacher.

From my own teaching experience and from discussions and teaching many hundreds of teachers and thousands of teacher education students, there emerge common threads of understanding and skill that good teachers weave into an effective personal style of teaching. Assess your own knowledge and values in terms of your thoughts about the following:

Good teachers:

are good at explaining things. Do you like to explain how something works, or how something happened? Being comfortable with explaining content to students is an essential skill for teachers, regardless of the subject or grade level.

keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

have a sense of humor. Research has consistently shown that good teachers have a sense of humor, and that they are able to use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson.

like people, especially students in the age range in which they intend to teach. Most teachers choose an area of specialization such as elementary education, special education, secondary education, or higher education because they have a temperament for students in those age ranges. If you are not comfortable working with young children, don't major in elementary education!

are inherently fair-minded. They are able to assess students on the basis of performance, not on the students' personal qualities.

have "common sense." It may sound a bit corny, but good teachers are practical. They can size up a situation quickly and make an appropriate decision. Whether managing a classroom, leading students on a field trip, seamlessly shifting from one instructional procedure to another, assigning detentions, supervising an intern, or dealing with policy and curriculum issues in the school, there is no substitute for common sense.

have a command of the content they teach. For elementary school teachers, that means having knowledge of a broad range of content in sufficient depth to convey the information in meaningful ways to the students. For secondary school teachers, it usually means having an in-depth command of one or two specific content areas such as mathematics or biology.

set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, you should set high expectations for yourself, and demand excellence not only of yourself, but your students as well.

are detail oriented. If you are a disorganized person in your private life, you will find that teaching will probably be uncomfortable for you. At the very least, teachers must be organized in their professional and teaching duties. If you're not organized and are not detail oriented, teaching may not be the best choice of a profession for you.

are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely.

can lead or follow, as the situation demands. Sometimes, teachers must be members of committees, groups, councils, and task forces. Having the temperament to function in these capacities is extremely important. At other times, teachers assume leadership roles. Be sure you are comfortable being a leader or a follower, because sooner or later, you will be called on to function in those roles.

don't take things for granted. This applies to everything, from selecting a college or school of education to filing papers for certification. Good follow-through habits should be cultivated throughout life, but they are never more important than during your teacher education program. Read the catalog, know the rules, be aware of prerequisites and meet deadlines. In one sense, you don't learn to teach by getting a degree and becoming certified. You learn to teach in much the same way you learned to drive -- by driving. You learn to teach by teaching, by making mistakes, learning from them and improving. The purpose of a teacher education program is to get you as ready as possible to learn how to teach by subjecting you to a variety of methods and experiences that have a basis in tradition and research.

have some "hard bark" on them. Take it from me as a teacher in both public schools and at the university level, that you need some hard bark in order to survive, let alone thrive.

John Russell, the name of the character played by Paul Newman in the 1967 movie "Hombre," was told, in the latter part of the film by a man he had just shot in order to protect a group of innocent, yet cowardly people, "Mister, you've got some hard bark on you." Indeed he did, because he was both physically tough and tough minded. He was also realistic, honest, fair, and understood that sometimes doing the right thing involves risk. There is a lesson in all of this for education students.

Without a doubt, young men and women entering the teaching profession today need to have some "hard bark" on them. If they don't, the small wounds inflicted by dealing with the everyday problems of teaching, disciplining, planning, counseling, dealing with administrators, colleagues, parents, and so on, mount up. If they're easily wounded by disappointment, rudeness, and even unfairness, they won't last because these things happen, and nothing will change that. Reflecting back on my won experiences, I can say reservation, that the most difficult aspect of teaching was not the students, the subject matter, or the parents. It was the teachers. To be a good teacher, you have to be able to deal with the incessant politics and interpersonal issues of your colleagues. Trust me, if you don't have some "hard bark" on you, the stress of this aspect of teaching can easily wear you down to a nub in short order.

All of these qualities define some of the characteristics of good teachers. If it is not your goal to become a good teacher at the very least, perhaps thinking about the above will help you see other career alternatives. A good idea, when first making such a decision, is to talk to teachers. Find out what they do, and what led them into teaching. Do a personal inventory of your own values, personality, preferences and goals. But, whatever you do, don't go into teaching simply because you love kids!

Beginning teachers. New teachers. Either of these terms often conveys a sense of helplessness and vulnerability, but that need not be so. If you are reading this page, it is probably because you are a beginning teacher, or are planning to be one. In every single class I have taught to future teachers, their greatest fear concerns problems they envision that are connected to classroom management and relationships with parents. For many, these imagined problems can be overwhelming and often border on terror - not a good thing. While there is no shortage of advice in books and on the Internet about how to manage a classroom and deal effectively with parents, here are some of the best ideas I have gleaned in my career. They come from a variety of sources including my own personal experience as a teacher and parent. Make of them what you will.

-- Classroom Management Quickies --
Mistakes New Teachers Often Make, So Don't

New teachers often -

Have not figured out what exactly they want and don't want - a root cause of much of what follows.
Overpraise students for doing what is expected.
Don't know the difference between praise and acknowledgement and when each is appropriate.
Fail to do effective long-range and daily planning.
Spend too much time with one student or one group and not monitoring the entire class.
Begin a new activity before gaining the students' attention.
Talk too fast, and are sometimes shrill.
Use a voice level that is always either too loud or too soft.
Stand too long in one place (the feet of clay syndrome).
Sit too long while teaching (the posterior of clay syndrome).
Overemphasize the negative.
Do not require students to raise hands and be acknowledged before responding.
Are way too serious and not much fun.
Are way too much fun and not serious.
Fall into a rut by using the same teaching strategy or combination of strategies day after day.
Ineffectively use silence (wait time) after asking a content question.
Are ineffective when they use facial expressions and body language.
Tend to talk to and interact with only half the class (usually their favorites, and usually on the right)..
Collect and return student papers before assigning students something to do.
Interrupt students while they are on task.
Use "SHHHH" as a means of quieting students (one of the most annoying and ineffective behaviors).
Overuse verbal efforts to stop inappropriate student behavior - talk alone accomplishes little.
Settle for less rather than demand more.
Use threats to control the class (short term, produces results; long term, backfires).
Use global praise inappropriately.
Use color meaninglessly, even to the point of distraction (I know you've seen this happen).
Verbally reprimand students across the classroom (get close and personal if possible).
Interact with only a "chosen few" students rather than spreading interactions around to all students.
Do not intervene quickly enough during inappropriate student behavior.
Do not learn and use student names in an effective way (kids pick up quickly on this and respond in kind).
Read student papers only for correct answers and not for process and student thinking.
Ask global questions that nobody likely will answer.
Fail to do appropriate comprehension checks to see if students understand the content as it is taught.
Use poorly worded, ambiguous questions.
Try to talk over student noise (never, ever, do this, because when you do, you lose and they win).
Are consistently inconsistent.
Will do anything to be liked by students.
Permit students to be inattentive to an educationally useful media presentation (this happens a lot).
Introduce too many topics simultaneously (usually the result of poor planning).
Sound egocentric (if you have to get your jollies from your students, there might be a problem).
Take too much time to give verbal directions for an activity (an inability to focus and explain effectively).
Take too much time for an activity (usually the result of poor planning).
Are nervous, uptight, and anxious (if this is persistent, you need help).
Overuse punishment for classroom misbehavior - going to an extreme when other consequences work better.

The Dreaded Parent Teacher Conference - Staying Alive

I remember going to quite a few parent teacher conferences with my wife, who is also a teacher. We always went to conferences with the idea that some form of communication was required to help further our son's education and development. I don't recall ever getting into a shouting match, or anything of the sort. However, relations with parents is one of the fundamental, yet troubling components of teaching that new teachers must learn to manage. Often times, it is obvious that regardless of the circumstances, the perception of the parent is that the teacher is wrong. This can lead to some serious problems.

What follows is some good, sound advice from Lee Canter.

Suggestions for Parent Conferences

The following list is an excerpt from Parents on Your Side provided through
Lee Canter and Associates, 1991

Make sure you have contacted the parents regularly about problems before you call them for a conference.

Be flexible in setting up the meeting time.

Be sure you have documentation about the child's behavior for referring to specifics during the conference.

Greet the parent warmly.

Don't have the parent sit on a student-sized chair while you sit in a teacher's chair.

Be sensitive to the parent's feelings throughout the conference.

Maintain eye contact.

Call the parent often by name.

Say something complimentary about the student early in the conference.

Be a good listener.

Don't do all of the talking. Allow the parents to voice their concerns.

Ask the parent for his input regarding the student.

Explain problems in observable and clear terms.

Don't dredge up old incidences from the past, which have already been dealt with.

Don't overwhelm the parent with too many problems. Stay focused on key issues.

Do not discuss other students. If the parent tries to shift the blame to others, stay focused on the major reason for which the conference was set up.

Make detailed notes of what was discussed. NOTE: If possible, have another teacher or someone from the staff be present as your witness.

Consider giving parents some concrete ideas for behavior management at home.

How to Study and Make the Most of Your Time

There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish.

Everyone is different, and for some students, studying and being motivated to learn comes naturally. If you are reading this page, it's likely that you are not one of them, but don't despair, there is hope! Your success in high school and college is dependent on your ability to study effectively and efficiently. The results of poor study skills are wasted time, frustration, and low or failing grades. It's your life, your time, and your future. All I can say, upon reflection of many years as a teacher, is that time is precious and not to be squandered, no matter what you believe right now.

This guide is designed to help you develop effective study skills. It is not a magic formula for success in preparing for tests, or written or oral assignments. Studying any material requires work! However, by using the techniques described in this guide, and by applying yourself, you can gain a valuable edge in understanding material, preparing for tests, and, ultimately, learning. This guide contains some of the best and most effective techniques of successful students - students who typically have high grades in high school and college regardless of the courses they take. So read on, think about what you read, and prepare to become a successful student! If you have questions, comments or suggestions, please send to me.

Effective Study skills are about more than understanding

Effective study skills must be practiced in order for you to improve. It is not enough to simply "think about" studying; you have to actually do it, and in the process use information from what you do to get better. This is the central idea of this page. All that follows depends on this single concept. There is a saying that goes like this: "Practice doesn't make perfect; perfect practice makes perfect." If you want to be an achiever, take this saying to heart.

The value of a schedule

Before you even begin to think about the process of studying, you must develop a schedule. If you don't have a schedule or plan for studying, then you will not have any way of allocating your valuable time when the unexpected comes up. A good, well thought out schedule can be a lifesaver. It's up to you to learn how to develop a schedule that meets your needs, revise it if necessary, and most important, follow it.

A schedule saves time

All schedules should be made with the idea that they can be revised. A good schedule keeps you from wandering off course. A good schedule, if properly managed, assigns time where time is needed, but you've got to want to do it!

Making every hour count

A schedule should take into account every class, laboratory, lecture, social event, and other work in which you engage. There are givens such as classes and so on that have to be incorporated. You must focus on the other "free time" available and how you will use it. Make a weekly schedule and block off the 24 hour day in one hour increments. Indicate times for classes, labs, lectures, social, and work time. Also block off a period for sleeping each day. With what is left over, plan time for study. This gives you a rough road map of the time available. Of course, you can revise your schedule as circumstances warrant.

When to study

The problem of when to study is critical. A good rule of thumb is that studying should be carried out only when you are rested, alert, and have planned for it. Last minute studying just before a class is usually a waste of time.

Studying for lecture courses

If your study period is before the lecture class, be sure you have read all the assignments and made notes on what you don't understand. If the study period is after the lecture class, review the notes you took during class while the information is still fresh.

Studying for recitation courses

For classes that require recitation, such as foreign language, be sure to schedule a study period just before the class. Use the time to practice. Sometimes, practice with others can help sharpen your skills in a before-class study period.

Making and revising a schedule

Don't be afraid to revise your schedule. Schedules are really plans for how you intend to use your time. If your schedule doesn't work, revise it. You must understand that your schedule is to help you develop good study habits. Once you have developed them, schedule building becomes easier.

The Process of Study

How to use your time

Time is the most valuable resource a student has. It is also one of the most wasted of resources. The schedule you develop should guide you in how to allocate the available time in the most productive manner. Sticking to your schedule can be tough. Don't dribble away valuable time. Avoiding study is the easiest thing in the world. It's up to you to follow the schedule you prepared. A good deal of your success in high school or college depends on this simple truth.

Where to study

You can study anywhere. Obviously, some places are better than others. Libraries, study lounges or private rooms are best. Above all, the place you choose to study should not be distracting. Distractions can build up, and the first thing you know, you're out of time and out of luck. Make choosing a good physical environment a part of your study habits.

Strategies

Thinking skills

Everybody has thinking skills, but few use them effectively. Effective thinking skills cannot be studied, but must be built up over a period of time. Good thinkers see possibilities where others see only dead-ends. If you're not a good thinker, start now by developing habits that make you ask yourself questions as you read. Talk to other students who you feel are good thinkers. Ask them what it is they do when they think critically or creatively. Often times, you can pick up valuable insights to help you become a better thinker.

The SQ3R method

The SQ3R method has been a proven way to sharpen study skills. SQ3R stands for Survey, Question, Read, Recite, Review. Take a moment now and write SQ3R down. It is a good slogan to commit to memory to carry out an effective study strategy.

Survey - get the best overall picture of what you're going to study BEFORE you study it in any detail. It's like looking at a road map before going on a trip. If you don't know the territory, studying a map is the best way to begin.

Question - ask questions for learning. The important things to learn are usually answers to questions. Questions should lead to emphasis on the what, why, how, when, who and where of study content. Ask yourself questions as you read or study. As you answer them, you will help to make sense of the material and remember it more easily because the process will make an impression on you. Those things that make impressions are more meaningful, and therefore more easily remembered. Don't be afraid to write your questions in the margins of textbooks, on lecture notes, or wherever it makes sense.

Read - Reading is NOT running your eyes over a textbook. When you read, read actively. Read to answer questions you have asked yourself or questions the instructor or author has asked. Always be alert to bold or italicized print. The authors intend that this material receive special emphasis. Also, when you read, be sure to read everything, including tables, graphs and illustrations. Often times tables, graphs and illustrations can convey an idea more powerfully than written text.

Recite - When you recite, you stop reading periodically to recall what you have read. Try to recall main headings, important ideas of concepts presented in bold or italicized type, and what graphs, charts or illustrations indicate. Try to develop an overall concept of what you have read in your own words and thoughts. Try to connect things you have just read to things you already know. When you do this periodically, the chances are you will remember much more and be able to recall material for papers, essays and objective tests.

Review - A review is a survey of what you have covered. It is a review of what you are supposed to accomplish, not what you are going to do. Rereading is an important part of the review process. Reread with the idea that you are measuring what you have gained from the process. During review, it's a good time to go over notes you have taken to help clarify points you may have missed or don't understand. The best time to review is when you have just finished studying something. Don't wait until just before an examination to begin the review process. Before an examination, do a final review. If you manage your time, the final review can be thought of as a "fine-tuning" of your knowledge of the material. Thousands of high school and college students have followed the SQ3R steps to achieve higher grades with less stress.

Reading

A primary means by which you acquire information is through reading. In college you're expected to do much more reading than in high school. Don't assume just because you've "read" the assignments that is the end of it. You must learn to read with a purpose. In studying, you may read the same assignment three or four times, each time with a different purpose. You must know before you begin reading what your purpose is, and read accordingly.

Getting the Main Idea

Getting the main idea in reading is central to effective studying. You must learn what the author's central idea is, and understand it in your own way. Every paragraph contains a main idea. Main ideas are perfect for outlining textbooks. Make it a habit to find the main idea in each paragraph you read.

Extracting Important Details

Extracting important details means that you locate in your reading the basis for main ideas. There is usually one important detail associated with every main idea. The more important details you can identify, the easier it will be to review for examinations because you have made a link between an idea and information that supports it. The more links you can make between details and ideas, as well as ideas themselves, the more powerful will be the efforts of your study.

Don't Read Aloud to Yourself

Generally, reading aloud to yourself does not help you study more effectively. If you move your lips while you read, you're not reading efficiently. If you read aloud or move your lips while you're reading, you are reading slowly, so stop moving your lips. Try putting a finger over your lips. Your finger will remind you not to move your lips. Make an effort to read faster and retain more - after a while, you'll be surprised how little effort it will take.

Taking Notes

Like reading, note-taking is a skill which must be learned and refined. Almost invariably, note taking, or the lack of it, is a constant deficiency in the study methods of many high school and college students. Learning the ingredients of good note taking is rather easy; applying them to your own situation depends on how serious you are in becoming a successful student.

Where to Keep Notes

You must learn to keep notes logically and legibly. Remember, if you can't read your own writing a few days after taking notes, they are of little use. By all accounts, the best place to keep notes is in a loose-leaf notebook. Use dividers to separate the different classes you take. Make it a habit of using your notebook to record ALL your notes. If you're caught without your notebook and need to take notes, always have a supply of loose-leaf paper with you. Insert your note papers into the notebook as soon as you can. Be sure to buy a good notebook, as it will get a lot of wear and tear.

Outlining Textbooks

First of all, don't underline. Use a highlighter. Experience has shown that text passages highlighted are more easily remembered than the same passages underlined. In outlining a text, don't just read along and highlight what seem to important words. That technique rarely works. The act of outlining works much better.

Taking Lecture Notes

Surveying, Questioning, Listening

Taking accurate and concise lecture notes is essential. Develop the habit of taking notes using appropriate methods described earlier in the SQ3R technique. For example, when you listen to a lecture, formulate questions as you listen. Your main job in taking lecture notes is to be a good listener. To be a good listener, you must learn to focus and concentrate on the main points of the lecture. Get them down, and then later reorganize them in your own words. Once you have done this, you have set the stage for successful reviewing and revising.

Reviewing and Revising

As you prepare for examinations, tests, or other assessments, you should spend time reviewing and revising your lecture notes. Begin the process by reviewing your notes right after a lecture. If you wait too long, you may discover that the notes just don't make sense. Don't hesitate to revise your notes based on the review process.

Research Notes

Any form of note-taking that requires compilation of information by categories, rather than in narrative form is best done using index cards. You can sort, edit and arrange index cards to suit your particular study needs. The most important point in using cards is to indicate the correct reference or topic at the top of the card. Use the cards for study, review, to help organize information for papers, reports, or projects. An even better idea, if you have a personal computer, is to organize your categorical information in a database. Once you set it up, finding, updating and adding new information is quite easy. If you have a printer, you can print out your notes in a variety of ways.

Taking Examinations

Objective Examinations

Survey any objective examination to find out what types of questions are being asked. Surveying helps you to know what to expect.

Knowing the Ground Rules

Always read directions! Indicate your answers exactly the way the directions state. Make sure your answers are clear. Determine what the scoring rules for the test are and follow them to your advantage. For example, if wrong answers are penalized, don't guess unless you can reduce the choices to two.

Answering Easy Questions First

Answering easy (to you) questions first is the best strategy. If you stumble over difficult questions for too long a time, you may not be able to complete the exam.

Picking out Key Words

Objective examination questions usually contain one or more key words. A key word or group of words are those on which the truth or falsity of a statement hinges. Learn to spot the key words in the statement that define the meaning. If a statement contains two clauses, one of which is false, the whole statement is false. Usually, two-statement true-false questions are either both true or both false.

Reading Multiple-Choice Questions

Multiple choice questions are essentially true-false questions arranged in groups. Usually, only one alternative is correct. Your job is to pick the alternative that is more nearly true than the others. Read multiple-choice questions the same way as for true-false. Eliminate obvious false choices.

Reading Other Types of Questions

The methods used to answer true-false and multiple choice questions apply to matching questions as well. Always scan the entire list of alternatives before matching any. As in the other types of questions, try to identify key words in each list and test them. Completion questions require you to provide a word or phrase. When you encounter completion questions, choose your words carefully. If you don't know the answer, give it your best guess, as often times such responses get at least partial credit.

Essay Examinations

Planning your time in answering essay questions is more important than in objective type tests. The general rule is not to get carried away on one or two questions to the extent that you cannot answer that other questions in the time allowed. Read through the entire examination first. Get a feel for the questions you are expected to answer. If the exam allows you to choose from a number of questions, be sure to number your answers exactly to match the questions.

When you follow directions for an essay exam, pay attention to the key words the instructor has included. Such words as "list," "describe," "compare and contrast," and "outline" have special meaning. Don't "write around" the question but answer it directly. If a question asks you to list something, don't write a narrative about it. Answering essay questions directly is always the best policy.

After scanning the list of questions to be answered, choose the ones you know most about. A good idea is to prepare an outline of your answers. The outline will help you remember important ideas and facts to be included in your response. Another technique is to do a "memory-dump." This technique is discussed in the last section of this guide, "Power Study Tips."

Good handwriting is an absolute essential. If your cursive writing is very hard to read, try printing instead. Most instructors value clear handwriting. Grammar, punctuation, and spelling also count. Well-written grammatically correct answers almost always receive higher grades than poorly written grammatically incorrect answers, even though the answers themselves are the same.

Writing Themes and Reports

Reviewing the Topic

Students usually have some freedom to choose the subject of themes or reports. When you make this choice, be sure that the topic is acceptable to the teacher, and is as interesting to you as possible. Another consideration is that of availability of resource material. Your task is made much easier when there is a good amount of reference and resource material available.

Using Correct Punctuation and Grammar

As in writing essays questions, good grammar and punctuation are a must. Most students use word processors to write papers. Be sure to use the spell checker that almost all word processors have built in. Many word processors also have some sort of grammar checker. Learn to use a grammar checker, as it can point out serious flaws in your writing and help you become a better writer. Most grammar checkers explain the grammar rules that apply to the suggested corrections to your writing.

Gathering Materials Before You Write

Before you begin writing, assemble the materials you will need. Use index cards, notes, bibliographies, summaries, reports and reviews as part of your preparation process. Using index cards for references is an excellent way to organize your materials. Computer database programs can also help you classify and organize reference materials.

Preparing an Outline and Writing the Paper

Once you have your topic, have gathered and organized your materials, it is time to outline your paper. Put your outline on paper! Don't make the mistake of trying to keep everything in your head. Make your outline in the form of main headings or ideas with sub-headings fleshing out the flow of the paper. Using the outline as a guide begin writing begin by asking yourself what the paper is going to say and what conclusions you want to reach. Doing this ahead of time will help keep you focused and prevent you from straying from the purpose of the paper. Making up the outline as you go along almost always results in a less than satisfactory product. Writing is important in high school and is a key to success in college and in many professions. Become a good writer by writing, revising, and reviewing your work. Don't be afraid to ask other students to critique your work. Try to write in your own natural style, be aware that most good writers go through many revisions, and be prepared to do the same. Writing and test-taking are the end results of developing good study skills. There is no magic formula for success. If you follow the suggestions in this guide, apply them and think about them, you'll have taken a giant step toward becoming a successful student.

Power Studying Tips for College Students

The following tips have proven to be extremely powerful guides for organizing, thinking, studying, and learning in college. They represent the best advice of successful college students. They can also work for high school students.

Study Space

Tip: Your study space should be as quiet and comfortable as possible. Avoid studying in noisy places such as cafeterias, recreation rooms, or lounges.

Tip: When studying, keep a waste basket handy.

Tip: Have a consistent place for everything, and above all, keep it there!

Tip: Have everything needed for studying handy beforehand. Don't waste valuable time looking for books, notes, of other information. After you have assembled the items you need, put them where you can reach them easily.

Study Habits

Tip: Begin studying no less than 30-90 minutes after a meal.

Tip: Never study within 30 minutes of going to sleep.

Tip: Prioritize! Make a list of what you intend to study, prioritize the list, and stick to it!

Tip: If possible, study no more than 30-40 minutes at a stretch. Many students retain more by studying for short periods with breaks in between. It all depends on what you're trying to study, but generally, after a period of study, take a break.

Tip: Take study breaks away from your desk or wherever you are studying. Let the break be a time to think about other things. Use some break time to reflect, not constantly review what you have just studied.

The Classroom

Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near the front of the class. You're less likely to miss something important, and there are far less distractions at the front than any other location.

Tip: Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on.

Tip: Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you.

Preparing for Class

Tip: Efficient students do not underline! Underlining is not a productive way to emphasize textbook material. It's best to use a highlighter.

Tip: Read the table of contents of your texts carefully. If the textbooks have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on its difficulty. Remember, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of.

Test Taking

Tip: For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized - facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important.

A Final Word

The study skills presented here depend on one thing, and that is your willingness to WANT to improve and do well in school. If you really don't want to make the effort and sacrifice, no amount of suggestions, ideas, or outlines can help much. You are the one who is responsible for your education, and effective study skills can help you. To that end, one last word of advice -- work smart, not hard.

A teacher gives you things you do not have and require
A Guru takes away things you have and do not require

A teacher answers your questions
A Guru questions your answers

A teacher helps you get out of the maze
A Guru destroys the maze

A teacher requires obedience and discipline from the pupil
A Guru requires trust and humility from the pupil

A teacher clothes you and prepares you for the outer journey
A Guru strips you naked and prepares you for the inner journey

A teacher is a guide on the path
A Guru is a pointer to the way

A teacher sends you on the road to success
A Guru sends you on the road to freedom

A teacher explains the world and its nature to you
A Guru explains yourself and your nature to you

A teacher makes you understand how to move about in the world
A Guru shows you where you stand in relation to the world

A teacher gives you knowledge and boosts your ego
A Guru takes away your knowledge and punctures,your ego

A teacher instructs you
A Guru constructs you

A teacher sharpens your mind
A Guru opens your mind

A teacher shows you the way to prosperity
A Guru shows the way to serenity

A teacher reaches your mind
A Guru touches your soul

A teacher gives you knowledge
A Guru makes you wise

A teacher gives you maturity
A Guru returns you to innocence

A teacher instructs you on how to solve problems
A Guru shows you how to resolve issues

A teacher is a systematic thinker
A Guru is a lateral thinker

A teacher will punish you with a stick
A Guru will punish you with compassion

A teacher is to pupil what a father is to son
A Guru is to pupil what mother is to her child

One can always find a teacher
But a Guru has to find and accept you

A teacher leads you by the hand
A Guru leads you by example

When a teacher finishes with you, you graduate
When a Guru finishes with you, you celebrate

When the course is over you are thankful to the teacher
When the discourse is over you are grateful to the Guru

1. Pack in Zones: Pack everything that goes in your desk in one box, everything that goes on the bookshelf in one box and everything that goes in your technology center in one box.  Seems like a simple concept, but a lot of exhausted teachers just toss everything into boxes and end up with a huge organizational milestone when back-to-school hits.
2. Plan Ahead:  Set aside all of the things you’ll need first when school starts again—scissors, your stapler, your computer password—and put them into a box.  Place that box in an easy-to-find spot so you’ll see it first thing when you come back to school.
3. Really Plan Ahead:  If you’re really on top of it, put copies of all of the worksheets, papers and lesson plans you’ll use during the first week of school into a binder and put them in your aforementioned box.
4. Save Your Kid’s Work:  Don’t toss the art projects and reports that your students leave behind.  Instead, save them in a big box and you’ll have built-in decorations and examples for next year.
5. Toss What you Don’t Use:  Don’t be afraid to toss or donate old projects, old lessons or old books that you don’t use anymore.  A cluttered classroom is a disorganized classroom.
6. Get the Appropriate Storage Containers:  Invest in a poster storage box or a sentence strip box so that you can be assured that your stuff will be safe over the summer.
7. Get Your Students Involved:  See if a couple of your students will stay in afterschool to help you pack (treat them to pizza or a popsicle if they do!) and you’ll not only have some last-minute bonding time with students, but get packed a lot faster.
8. Get things fixed now:  If something is broken or not working, send a work-order to your summer maintenance staff now.  It may seem easier to put it off until later, but come August, you’ll appreciate the fact that everything in your classroom is in working order.

However, like all rewarding activity, to take benefit, one must invest. In this case, the investment does not refer to the financial sort, but the personal sort. In order to be a successful, accomplished and rewarded teacher, one must demonstrate dedication to the cause.

A good teacher has ambition, not just for oneself but for their class and more specifically, every individual student. A good teacher will make that the classroom is a place for the ambition to thrive – through encouragement, creativity, sensitivity and motivation. These attitudes are fundamental for success. Even in the face of difficulty, a teacher must be prepared to take the initiative, to reinstate energy in the classroom and assure that each student is happily reaching his/her full potential.

For many students, a teacher is a role model – a fact which highlights the need for personal strength and resistance to vice, especially for those teaching impressionable young children. The teacher, as well as providing an academic education, should also be the provider of a good moral example for his/her students to follow, demonstrating the advantages of honest and conscientious living.

An effective teacher should not be afraid to assert their authority. When teaching a numerous class, one of the teacher’s principle responsibilities is to ensure a working environment is maintained. Should a teacher fail to act should this environment be disrupted, he/she would not be fulfilling their role as the class authoritarian and consequently be failing to assume the responsibility for class achievement.

With respect to education, nothing is more effective for animating the mind than a passion for what is being taught. The passion and energy of a teacher for their subject is diffused amongst the students who will come to realise, although they may be facing challenges, that hard work is beneficial.

Teacher is an immensely enjoyable career, offering a great variety of challenges and opportunities for learning. By employing the skills discussed here whilst teaching, one can ensure that they are doing an exceptional job and for this, will be duly rewarded.

One man, a CEO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided his best option in life was to become a teacher?”

To stress his point he said to another guest; “You’re a teacher, Barbara. Be honest. What do you make?”

Barbara, who had a reputation for honesty and frankness replied, “You want to know what I make? (She paused for a second, and then began…)

“Well, I make kids work harder than they ever thought they could.

I make a C+ feel like the Congressional Medal of Honor winner.

I make kids sit through 40 minutes of class time when their parents
CAN’T make them sit for 5 without an I Pod, Game Cube or movie rental.

You want to know what I make? (She paused again and looked at each and every person at the table)

I make kids wonder.

I make them question.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write. Keyboarding ISN’T EVERYTHING.

I make them read, read, read.

I make them show all their work in maths. They use their God given brain, not the man-made calculator.

I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life (Barbara paused one last time and then continued.)

Then, when people try to judge me by what I make, with me knowing money
isn’t everything, I can hold my head up high and pay no attention because they are ignorant.

You want to know what I make?

I MAKE A DIFFERENCE.

What do you make Mr. CEO?

His jaw dropped, he went silent.

A profound answer !!!