<?xml version="1.0" encoding="utf-8"?>
<rss version="2.0">
<channel>
<title>Latest K-12_Education Articles</title>
<link>http://www.betterlifeadvice.com/</link>
<description>Articles at BetterLifeAdvice</description>
<language>en-us</language>
<item>
<title>100 Texas Schools Invited to Participate in Governor’s Educator Excellence Award Program</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/100-texas-schools-invited-to-participate-in-governor-s-educator-excellence-award-program.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/100-texas-schools-invited-to-participate-in-governor-s-educator-excellence-award-program.html</guid>
<pubDate>Fri, 11 Dec 2009 04:37:56 -0800</pubDate>
<description><![CDATA[ In November 2005, Governor Rick Perry initiated the $10 million grant program for paying bonuses to school employees who have performed above expectations in raising student performance levels.  One hundred Texas schools have been invited to participate in the Governor’s Educator Excellence Award Program. To date, 98 have accepted the invitation.

The chosen Texas Schools have a high percentage of economically disadvantaged students. Each school has demonstrated high levels of student achievement or marked student improvement. Each has been rated exemplary or recognized, which are the two top academic ratings that can be awarded to a school under the Texas schools’ accountability system; or they have shown strong performance gains in the areas of mathematics and reading.

Each school may apply for a three-year grant as follows:

•	Schools with 449 students or less — $60,000 a year grant,
•	With 450 to 699 students — $90,000 a year grant,
•	700 to 1,199 student — $135,000 a year grant, or
•	1,200 students or more — $180,000 a year grant.

To maintain eligibility for the grant program, the participating Texas schools must receive ratings of academically acceptable or better.  Recommended bonus amounts range from $3,000 to $10,000 per individual.

Each school may develop a customized incentive pay program that fits their individual school, as long as the teachers are involved in its development and under the following guidelines:

•	75 percent of the grant money must be used for classroom teacher incentive pay;
•	A classroom teacher must be employed by the Texas schools district and spend an average of four hours each day teaching in an academic setting or career/technology instructional setting;
•	Award recipients must improve student performance and exceed academic growth expectations,
•	Performance must be determined using objective and quantifiable measures, such as local benchmarking systems, end-of-course tests, and other assessments, and
•	Recipients must have collaborated with other faculty and staff members to improve overall student performance at the school.

Athletic coaches are not eligible for the program, unless they also teach and qualify under the classroom teacher guidelines.  

The customized incentive pay plans may take into account a teacher’s assignment in hard-to-staff areas that are specific to individual school districts. A teacher’s initiative and commitment to other activities that directly result in improved student performance also may be considered, such as tutoring students after school. 

Some of the possible uses for the remaining 25 percent of the grant money are:

•	To provide incentive pay for other school personnel who contribute to increased student achievement, 
•	Provide training to teachers, 
•	Support activities for mentoring, 
•	Teacher induction programs,
•	Signing bonuses for teachers in high-need subject areas,
•	Activities that support common planning time and curriculum development,
•	Proven programs to recruit and retain teachers, and
•	Stipends for teachers who participate in after school or Saturday programs, which are designed to improve teaching and learning.

Though 12 percent of the Texas schools’ districts have some type of teacher incentive pay program, this is the first state program in almost 20 years. When Texas schools achieve exceptional results, the principals always give credit to their teachers and staffs. The Intent of the Governor’s excellence award program is to say a very sincere “thank you” to the teachers and staff who go the extra mile to help students succeed ]]></description>
</item>
<item>
<title>5 Preschool Activities For Grandparents Day</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/5-preschool-activities-for-grandparents-day.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/5-preschool-activities-for-grandparents-day.html</guid>
<pubDate>Fri, 11 Dec 2009 04:29:56 -0800</pubDate>
<description><![CDATA[ As with most holidays, school will use Grandparents Day as a special activity for the class.  This can be especially true of preschool, where there is as much focus on social activity and every day life as there is on learning the functionalities of reading, writing, and arithmetic.  However, with so many different holidays to plan activities and crafts for, you may be out of ideas for Grandparents Day.  Have no fear; there is always something new and different to try.

If your preschool has a high level of parental involvement, you may have your preschoolers create family trees.  While these don’t have to be long and detailed, they can trace the immediate family and the grandparents.  It can also be made creative, actually drawing a tree with branches that reach to each family member.

You can also have your students create Grandparents Day “gift bags”.  Make the bag as much a part of the gift as what it contains by having your students color paper lunch bags.  Then, fill it with a hand-crafted greeting card for the holiday and perhaps things like a colored picture or a couple of pieces of candy.

One fun idea, if you have the time and patience, is to have the children put on a show.  They could act out a scene depicting children showing respect and thanks to the elderly or even sing to their grandparents.  Having these respected members of society visit the classroom could be a very special event and could make the elderly feel useful.  At the same time, perhaps the children’s grandparents could visit and tell stories from their youth, read books, or even just answer questions about the “olden days”.

With signed permission slips, you may plan a field trip to a nursing home, where the children can greet the lonely elderly and wish them a happy Grandparents Day at a time when there is no one else to bring such a pleasant message to their lives.  

Or, you could simply plan an arts and crafts activity that will create a cute gift for the childrens' grandparents on this special holiday. ]]></description>
</item>
<item>
<title>69% of Class of 2006 Pass Both Portions of State-Mandated Exit Exam in Los Angeles Schools</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/69-of-class-of-2006-pass-both-portions-of-state-mandated-exit-exam-in-los-angeles-schools.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/69-of-class-of-2006-pass-both-portions-of-state-mandated-exit-exam-in-los-angeles-schools.html</guid>
<pubDate>Fri, 11 Dec 2009 04:21:56 -0800</pubDate>
<description><![CDATA[ Los Angeles schools announced the results of the 2004-2005 school year, state-mandated California High School Exit Exam.  Of the students slated to graduate in 2006, 69 percent (more than two thirds) of the class passed both the English language arts and the mathematics portions of the exam. Of the remaining 31 percent of the Class of 2006 students (12th graders):

•	Fifteen percent (approximately 5,500 students) must pass both the English language arts and the mathematics portions,
•	Ten percent (3,700) must pass the mathematics portion, and
•	Six percent (2,000) must pass the English language arts portion.

State law now requires all students to pass both portions of the exit exam in order to graduate from high school and receive a diploma. Students begin taking the exam in the spring of their 10th grade year. If they do not pass one or both portions of the exam, they have the opportunity to retest in both 11th and 12th grades. Los Angeles schools’ Class of 2006 was the first graduating class required to pass both portions of the exam in order to graduate.

The excellent results of the 2004-5 testing is the direct result of focused instruction and successful intervention, and demonstrates that every student is capable of passing the exam.  These intense efforts on the part of Los Angeles schools educators were specifically designed to assist students with coursework directly connected to the exit exams.

In the 2004-5 school year, Los Angeles schools developed intervention strategies for students having problems passing the exam. The strategies introduced small learning communities and supported the core curriculum.  Personalized teaching and learning approaches were developed for each student, such as an outreach program and intervention on an individual basis.  The Los Angeles schools further made attendance at exit exam preparation classes mandatory for students who had yet to pass one or both test portions.  These classes met outside of the normal school day and were provided free of charge to the students through the district’s Beyond the Bell, a branch of Los Angeles schools that oversees all student extended day programs. 

These combined efforts have had a direct and significant impact upon the graduation rate at Los Angeles schools, as proven not only by the Class of 2006 test results but those for the Class of 2007, as well.  When the Class of 2006 was in 10th grade, the students had a first-time pass rate of 60 percent in English language arts and 58 percent in mathematics.  The Class of 2007, when in 10th grade, surpassed these first-time pass results by 66 percent in English language arts and 59 percent in mathematics — a significant increase in scholastic achievement. 

These results clearly demonstrate that the dropout rate can be turned around, which is just one of the many student achievement goals of Los Angeles schools.  The district continues to aggressively focus upon the development of rigorous curriculum for its middle and senior high schools.  Los Angeles schools recognize and the exit exam results underscore the importance of improved high school instruction, which can directly impact higher graduation rates and allow students to matriculate and move on to viable options in their adult lives. ]]></description>
</item>
<item>
<title>Academic Cheap Software For Education</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/academic-cheap-software-for-education.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/academic-cheap-software-for-education.html</guid>
<pubDate>Fri, 11 Dec 2009 04:13:56 -0800</pubDate>
<description><![CDATA[ The membership provides Microsoft software to keep academic labs, faculty and students on the leading edge of technology.  Students and faculty are also sometimes allowed to resell academic software.  Search Help tips Academic SoftwareAcademic software is software sold at significantly discounted prices to students, faculty members and educational institutions.  Do not sell academic copies of software to anyone other than an educational institution, a student or a faculty member.  Do not sell academic copies of software to anyone other than an educational institution, a student, or a faculty member.  Advises faculty about academic software, and arranges for the purchase and installation of academic software for student access through the Learning Resources Center.  Only software used by faculty, staff, or students for Simmons College business purposes, including academics, may be installed on Simmons-owned computers.  

  EASA welcomes the submission of computer software designed for education and research in all academic disciplines.  The software that academic and research people create is generally very innovative and advanced.  Open source software development as a special type of academic research (critique of vulgar Raymondism).  EASA aims to stimulate the development and use of high quality academic software for higher education and research.  This paper tries to explore links between open source software development and academic research as a better paradigm for OSS development.  Open source software development should better be viewed as a special case of academic research.  Individual academic departments and research centers and institutes maintain labs with specialized software for use by people associated with them.  

  Our goal is to become your premiere source for academically discounted software and volume licensing.  -2005-2006 Acadea is your complete academic source featuring a full selection of software, hardware and training products.  Principles, techniques and experiences with developing open source software in an academic environment.  A considerable number of open source software developers work either in academic institutions or large corporations.  

  Given the range of users in an academic environment, it will be important that e-books are not hardware or software dependent.  In order to facilitate use, therefore, Academic Computing Services will aid individuals to learn the use of the hardware and software facilities available.  Check out the Academic Superstore today and see how easy it is to shop for truly discounted computer software and hardware.  We supply hardware and software to academic resellers, national chain stores, computer outlets and local music shops.  Our Academic products are selected from the thousands of hardware and software packages that all claim to be the best for musicians.  

  This would include software for e-mail, web browsing, word processing, spreadsheets, and other functions which are widespread in the academic community.  UNAUTHORIZED copying of software by individuals can harm the entire academic community.  Mary-Ann Moore CAMBRIDGESOFT has long been committed to providing the highest quality chemistry software and databases to the academic community at significantly reduced prices.  Your discount academic software will show up at your door as soon as tomorrow!  When you combine the bundled software with an academic software discount you can realize some really impressive savings.  You can avail academic discount only for use of e11 help desk software for non commercial purposes.  Given the range of users in an academic environment, it will be important that e-books are not hardware or software dependent.  Principles, techniques and experiences with developing open source software in an academic environment.  SGI reviewed the most widely used proprietary software applications in the academic environment.

  New computers/academic software for teachers provide access to student-assessment data.  For many academic software programs, they only need access for the duration of their semester courses.  Advises faculty about academic software, and arranges for the purchase and installation of academic software for student access through the Learning Resources Center.  About Academic PricingLearn how to save money on graphics software by shopping for academic versions and taking advantage of educational pricing and discounts.  Please visit the Academic Software Catalog page to view a sample listing of the more popular titles along with your student pricing.  System requirements Academic software pricing includes installation support, but not general technical support.  Do not sell academic copies of software to anyone other than an educational institution, a student or a faculty member.  Do not sell academic copies of software to anyone other than an educational institution, a student, or a faculty member.  In any case, it is important to point out that an academic software is only a tool among others.  Open source software development should better be viewed as a special case of academic research.  
http://www.accessory-computer-store.com/academic-cheap-software/ ]]></description>
</item>
<item>
<title>Acting Camps: Preparing Your Young Actor or Actress for Industry Success</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/acting-camps-preparing-your-young-actor-or-actress-for-industry-success.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/acting-camps-preparing-your-young-actor-or-actress-for-industry-success.html</guid>
<pubDate>Fri, 11 Dec 2009 04:05:56 -0800</pubDate>
<description><![CDATA[ Helping your young acting hopeful prepare for a successful acting career can be an incredibly rewarding experience for the parent. All parents like seeing their children being creative, expressing themselves, and, most importantly, having fun.

It should be stated, however, that forcing a child to participate in any pursuit they don't like is not just counterproductive but harmful to the child. Your role, as the acting hopeful's parent, is to caringly nurture your children's expressed interests and not force them into a pursuit in order to live vicariously through them. One would have to be born under a rock to have missed some of the more public examples of what can happen when children are forced into an acting career they never wanted.

That being said, there are some very simple pointers you can follow that will have a powerful impact in the immediate sense and create long-term opportunities for the professional acting success of your son or daughter.

Start Early: Human beings, it would seem, are all natural born actors. Early in their lives, they often spend entire afternoons play-acting imaginary scenarios. Sadly, as many of us get older, we forget how much fun acting can be. By exposing your youngsters, at an early age, to the concept of acting, you are, in effect, introducing them to something at which they are already. Regardless of whether it's soccer, football, chess, or acting, childhood pursuits should always be fun. By giving your children an early glimpse of acting while they are young and predisposed to the concept, you dramatically increase the odds of their long-term success. Acting Camps provide the perfect vehicle for your children to immerse themselves in the creative fun acting can provide. What they gain from the camp experience has as much to do with you, the parent, as it does the camp itself. With the internet woven into the fabric of our lives, there is simply no excuse for parents not doing due-diligence research on any acting camp they are considering. A little research time, up front, can save you a lot of money, effort, and disappointment later.

After your children have started their first camp, make sure that they are having fun. If not, first try finding a better-suited program and see if that resolves the issue. If not, you may need to consider the fact that acting may not be of interest to them at that point in their lives. If that is the case, and the situation is handled carefully, it may well become one as they get older. Forcing the issue now will virtually guarantee that your child will never enjoy the art. If there isn't a fit, back off and give them some time. Find out what it was about the camp experience they didn't like. More importantly, find out what things (even if only a few) they actually did like about the camp. Pay attention to these answers. There is a good chance that, armed with this information, you can research other camps that may be better suited to your child's tastes and artistic needs. Find a different camp, try again next year, and until then don't push or make a big deal out of it.

Be Involved: Acting is a passion and, like flame, it needs fuel in order to burn. A parent's support and involvement has no equal as that fuel. Acting Camp is about far more than just what happens during the time your child attends. What happens before and after camp is as important as the camp itself. Furthermore, if you have an uninterested attitude towards your children's pursuits then their attitude will soon follow your own. Help them prepare for the camp experience beforehand. If you have done your research, then you are well-versed in what your children will be learning and doing. Help them feel prepared for it and they will have the kind of fun that only self-confidence brings. After Camp is over, spend a lot of time revisiting what they experienced and learned. Often, there are exercises and drama games that can be fun for the whole family to recreate. Children look to their parents for validation. Be that validation for your young actor or actress and you have armed them well for success.

Be Selective: Acting Camps are as varied as the children who attend them. Take the time to research, research, research. If your children are new to the art, look for fun-filled camps that focus more on the enjoyment of the experience than the knowledge gained. As your children progress, they will want, as well as need, more challenges for their minds. Complacency destroys drive, and an unchallenged mind can hardly avoid becoming complacent. Acting Camp should always be fun, but as your children grow they will develop a sense of pride in their craft and will be eager to take the challenge to the next level. Do your homework and be prepared to provide that challenge in their next camp.

Preparing For the Next Step: Eventually your children (and I use that term loosely here) will be ready to move on to acting school. As you have watched and participated with your children in their acting youth, you'll no doubt have picked up on where their artistic talents and drive really lie. Research schools that have well-respected programs, and degrees, in those areas. This next step is an expensive one, so doing your research here actually does pay. Just as acting camps have helped form your children's creative foundations, so acting schools will take it to that next, and this time, professional level. ]]></description>
</item>
<item>
<title>Adding From Left to Right -- A Better Way to Add</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/adding-from-left-to-right-a-better-way-to-add.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/adding-from-left-to-right-a-better-way-to-add.html</guid>
<pubDate>Fri, 11 Dec 2009 03:57:56 -0800</pubDate>
<description><![CDATA[ More than likely, when you learned how to add, you started on the right and moved to the left. If you were adding whole numbers, you added the ones, "carried" if necessary, and repeated for the tens, hundreds and so on. This works well on paper, and it is the most efficient paper and pencil method; however, adding in the other direction has several desirable advantages: the left to right method promotes a better understanding of place value, it can be done mentally with much greater ease, and it does not require that numbers be lined up in a column. Students can learn left to right addition, so they have another method to choose from when presented with addition problems.

Left to right addition involves adding the largest place values first. As you move from left to right, you keep a cumulative total, so it is simply a number of smaller addition problems. To give you an idea of how it works and what it sounds like, consider the example, 677 + 938.

Begin by adding the left most place values. In the example this is 600 plus 900 equals 1500. Add the values in the next place, one at a time, to the previous sum, and keep track of the new sum each time. In the example, 1500 + 70 is 1570, 1570 + 30 is 1600. For students who are more proficient at this algorithm, they don't necessarily think "plus 70" or "add 30." Their thought process, if said out loud might sound like, "600, 1500, 1570, 1600, . . ." Continue adding the values in each subsequent place until finished. The final steps in the example are 1600 + 7 is 1607, 1607 plus 8 is 1615. The sum is 1615.

As you can imagine, students need to be proficient at single digit addition and have an understanding of place value before attempting left to right addition. When they are first learning it, they might try repeating sums as they go along (e.g. 1500, 1570, 1570, 1570, 1600, . . .) to help them retain the newest sums. They might also cross out digits as they are adding. There is no rule about having to add in this way mentally. Students could write down the sums as they proceed.

Left to right addition promotes a better understanding of place value than right to left addition. In right to left addition, single digits are carried or regrouped with little emphasis placed on what the value of those carried digits are. In the example, 1246 + 586, students add 6 + 6 to get 12; they write down the 2 and carry the 1 when they should be carrying the ten. In the next step, they add 8 + 4 + 1 to get 13; they write down the 3 and carry the 1 when they should be adding 80 + 40 + 10, writing the 3 in the tens place (i.e. 30) and carrying the hundred. Essentially, right to left addition excludes vocabulary related to place value. Left to right addition, on the other hand, promotes an understanding of place value as each digit is given its correct value. In the example, the one in the thousands place is one thousand, the two in the hundreds place is two hundred, and so on.

Left to right addition is well-suited to mental addition since the sum is cumulative with no steps in between; in other words, there is nothing for the student to keep in mind except for the cumulative sum. In right to left addition, several numbers must be remembered as the student proceeds. To illustrate this, consider the simple example, 64 + 88. In left to right addition, the sum is simple to find: 60, 140, 144, 152. Only one number had to be remembered at any point. In right to left addition, 4 + 8 is 12, so there are already two numbers to remember: the two in the ones place and the regrouped ten. The next step is to add 60 + 80 + 10 to get 150. At this point, the two must be recalled and added to the 150 to get 152. Although this sounds simple, it becomes more complicated with more digits.

Right to left addition does not require numbers to be lined up in a column, but it is often taught that way because the method tends to ignore place value and relies on a student's ability to line up the place values to compensate. Many errors that students make in right to left addition occur because they don't have a strong knowledge of place value, and they forget or don't realize that like place values need to be lined up. They might, for instance, add a digit in the tens place to a digit in the hundreds place. Another scenario is a sloppy recording of numbers where a digit is mistakenly added to the wrong column. In left to right addition, the emphasis is on finding a certain place value in each number rather than relying on the place values being aligned. Students, of course, need to be able to recognize place value before they can be successful at this method. For instance, they should be able to recognize that the ones in the numbers: 514, 1499, and 321 are in the tens, thousands, and ones places respectively. If they can't, further teaching on place value is required before addition can be taught effectively.

Although left to right addition has several advantages, it isn't suggested that you scrap everything else. Learning a wide variety of addition methods allows you latitude in problem solving situations. By teaching students this method, you give them another option when they are tackling addition questions. ]]></description>
</item>
<item>
<title>Affordable Degrees – How To Study Without Going Broke</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/affordable-degrees-how-to-study-without-going-broke.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/affordable-degrees-how-to-study-without-going-broke.html</guid>
<pubDate>Fri, 11 Dec 2009 03:49:56 -0800</pubDate>
<description><![CDATA[ I’m telling you affordable degrees are the wave of the future.  Do you remember how when all your drone friends were slaving away at their universities with less money than the guy that sleeps in your hedges?  Meanwhile, you laughed all the way to the bank every week with the sweet check you collected from the carwash?  Well, its been awhile, since you’ve felt that sort of ability to condescend, but not for long.  Lie to your friends and tell them that you’re going to your grandmas for week…and then return with a PhD!    

That’s right, someone finally got higher education right.  Instead of learning things…and paying someone to do it, you can just tell them what you’ve learned and then collect the appropriate degree.  It’s genius and affordable.  This exciting program also will only sideline you for five days.  I know it’s a week and that’s pretty irritating, but depending on your current level of knowledge you can walk away from that week with an associate, bachelor, masters or even a PhD.

The only problematic aspect that I can see in the beautiful concept is that you need to know things in order to actually get your affordable degree in five days.  I mean, I know a couple things.  But Master’s Degree sufficient worth of things, that I can’t be completely sure of?  I don’t want to just settle for a lousy Bachelor’s Degree.  I need to go big.  On second thought, these programs seem to be run by fairly reasonable people.  I bet that if I promised them that I would learn enough things later they would accept that and give me the degree.

Well, I don’t know why I’m still here writing.  I just wasted a fifth of the time its going to take me to graduate.  So, if you want an affordable degree that could have you working in the United Nations in a week, get out there and start explaining to someone what you know. ]]></description>
</item>
<item>
<title>After School Activity for the Hyperactive Child</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/after-school-activity-for-the-hyperactive-child.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/after-school-activity-for-the-hyperactive-child.html</guid>
<pubDate>Fri, 11 Dec 2009 03:41:56 -0800</pubDate>
<description><![CDATA[ ADHD refers to attention-deficit-hyperactivity-disorder. Most children who
suffer from this disorder suffer from attention problems as well as hyperactivity. Parents of such children are well aware that inattention and hyperactivity continue throughout the day. Keeping such children busy after school hours can be as difficult as keeping them safe during the school day.

The first step while choosing the right after school activity for your child is to understand how ADHD affects him. Is your child interested in sports? Is he put off by the fierce competitiveness, or does he find it hard to get along with teammates? Does your child vocalize his feelings, or is communication a problem?

For a child suffering from ADHD, physical exercise is always beneficial. Exercise takes up the extra energy and helps to stimulate the brain. Team activities teach social skills and discipline. But, if your child shies away from team sports, you may want to look at activities like dancing, cycling, swimming or gymnastics. Martial arts not only teach techniques of self-defense but also teach self-control and patience.

If your child shows aversion to sport and shows inclination towards the fine arts, you may need to look at some other options. Acting classes are a wonderful form of creative exercise. It also provides the child with ample opportunity to develop his social skills. Music, art or dance can help the child to keep himself busy and entertained.

In case the child is not interested in any of the above, you may want him to join a Boy Scouts club or other community oriented clubs that take up social work. Cleaning a park, putting on a show, helping out in an old age home are various activities that may pique your child's interest.

Whatever form of activity you choose, make sure that you monitor your child's progress periodically. If you feel that there is no progress, you may need to change the activity. Anything that increases your child's self-esteem is good. You may enlist the help of the coach or teacher to assess your child's development.

There are certain activities that are detrimental to a child suffering from ADHD. Computer and video games are a definite NO. Since these games need no interaction, children will feel all the more isolated. These children also find it difficult to distinguish between the good and the bad messages. They may therefore show an inclination to stick to messages that are not needed. Games that need the child to sit and wait for his turn patiently tax his patience and will not be a success.

Although you would want these children to be as near to normal as possible, understanding their needs and limits will help you select the right after school activity - one that is fulfilling, tiring as well as challenging. ]]></description>
</item>
<item>
<title>Applying to an Ivy League School Takes Years of Planning</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/applying-to-an-ivy-league-school-takes-years-of-planning.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/applying-to-an-ivy-league-school-takes-years-of-planning.html</guid>
<pubDate>Fri, 11 Dec 2009 03:33:56 -0800</pubDate>
<description><![CDATA[ Admission into an Ivy League school, or equally competitive college, is a lofty goal. It requires years of dedication from both parents and students. These high-powered, historic institutions receive thousands of applications each year yet reject more than 85 percent of candidates. While there is no formula for gaining one of the coveted places, there are a number of strategies, techniques, and hints that give applicants an edge.

Students determined to get into a competitive college must begin their preparation well before their senior year of high school. For example, high powered schools look for students that have completed four years of math, science, and language courses. They expect applicants to maintain straight A’s while taking the most difficult course load their school has to offer. Students who go above and beyond academically by acing end-of-year Advanced Placement (AP) tests not only gain college credits but favor with admission boards as well.

All college-bound students are required to take the SAT I and II and submit the results to their selected schools. However, those applying to Columbia, Cornell, Harvard, Brown, University of Pennsylvania, Princeton, Dartmouth, Yale, and the like should aim for higher than 1400 on the SATs to stay competitive. There are a variety of test preparation classes and materials available in bookstores and on the Web to streamline the studying process – a process that should take place well before the end of a student’s senior year. 

Because top-flight universities strive to create an atmosphere of diversity on their campuses, they are interested in students that are academically gifted but mature, confident, and motivated as well. They review applicants’ extra-curricular pursuits, particularly those that showcase a unique ability or leadership position. These activities set applicants apart from the crowd and are not necessarily limited to school sponsored sports. Initiating a food drive, becoming class president, or getting a part-time job can go a long way in illustrating strong ethics, enthusiasm, and perseverance.  

The formal application process takes place during senior year and requires a great deal of planning and forethought. Applications must be filled out completely and define the applicant as a whole person, not just as an athlete or a star student. Remember, top-tier colleges want the most well rounded individuals. Students should provide letters of recommendation and write a personal essay that illustrates their ability to handle the strenuous pace of Ivy League life while augmenting campus variety.

If a student is really counting on their first choice school, they are encouraged to apply through early action or early decision programs. These programs require the application to be sent in months in advance and result in a much higher percentage of acceptance. Some programs stipulate that students may only apply to one school through the program and require a deposit, while others are not as binding. Research is crucial, as each school has a different policy.

Whatever you do, don’t assume that an Ivy League education is out of reach. Often, high school seniors are discouraged by the overwhelming number of students that don’t get the opportunity to walk the hallowed halls of Harvard; but, admissions committee members are quick to remind students that they stand no chance of admittance unless they try. You never know what an Ivy League school is looking for. It may just be you. ]]></description>
</item>
<item>
<title>Arizona Schools Math Standards — Is There A Better Way</title>
<link>http://www.betterlifeadvice.com/education-reference/k-12-education/arizona-schools-math-standards-is-there-a-better-way.html</link>
<guid>http://www.betterlifeadvice.com/education-reference/k-12-education/arizona-schools-math-standards-is-there-a-better-way.html</guid>
<pubDate>Fri, 11 Dec 2009 03:25:56 -0800</pubDate>
<description><![CDATA[ All states across the United States require standards that must be met in different subjects by specific grades, especially in reading and math. End of year testing is required for specific grades to ensure schools and students are meeting these standards.

The concern is that states, including the Arizona schools, are trying to teach everything at once to students, with teachers losing the ability to teach the important math concepts in depth. Otherwise, students are learning a little about everything (just enough to pass state tests) but not enough to actually use in the real world.

Many educators in the Arizona schools are concerned that they are being forced to teach for testing, rather than real in-depth learning that is needed in higher grades and college.

For example, the Arizona schools require second graders to know 77 math concepts by the end of that grade. That is a lot of concepts, and teachers are given no guidance from the Arizona schools on which concepts are the most important. That means that equal importance is given to all, and all must be sufficiently taught. In order to do this, Arizona schools would need to create mandatory day-by-day lesson plans, which they have not done.

The National Council of Teachers of Mathematics is a highly influential organization, whose recommendations are followed by most educators. Almost all math textbooks for kindergarten through eighth grade reference the council, also aligning with their recommendations.

In a report released in September, the council agrees with many Arizona schools educators that the state is trying to cover too much within one year, noting that some states require even more.

Council Executive Director Jim Rubillo points out that too many mandatory math concepts taught means very little in-depth learning by the students. They may be able to pass a test at the end of the year, but it is doubtful that many students will carry the concepts into higher learning without the repetition and in-depth instruction required. Too many concepts to teach leaves no time for in-depth instruction.

The council also released new recommendations for curriculum focal points. The recommendations narrow the focus to just three math concepts at each grade level with all instruction for each grade built around them. The council hopes states will enter into a discussion on this issue and consider their recommendations.

The Arizona schools begin revision of their math standards next spring and are considering the council’s recommendations, according to Mary Knuck, state director of standards for the Arizona schools. If the Arizona schools follow the council’s recommendations, it would mean a major overhaul of their current standards and testing methods.

The real challenge for Arizona schools teachers currently is not the vast array of standards that must be taught; however, the real challenge is to teach math for both real world applications and standardized testing. It must make sense in the real world, or it is wasted. Yet, Arizona schools students must be able to have instant recall in order to answer state test questions correctly. Hopefully, the council and the Arizona schools can together make more sense of the crucial math standards for the Arizona schools. ]]></description>
</item>

</channel>
</rss>

