News Herald – Juliann Talkington
“Learning to read, write, solve mathematics problems, apply scientific principles to real world situations, and speak a foreign language are not the only skills children need to acquire before they leave home.” ~Confucius
Many experts argue that time management abilities are equally important. Academically gifted people cannot survive in modern society if they are not able to deliver a high quality product, on time.
Most K-12 schools are struggling to teach time management skills, because parents are constantly pressuring them about grades. Many teachers are under so much pressure to issue high marks that they create extra opportunities for students to improve their final course grade.
Although “second chances” give the parents what they want, they have the unintended consequence of teaching kids that planning is irrelevant because there are always other opportunities to change the result.
When young people get to college and/or enter the workforce “second chances” are rare. Most college professors do not offer extra papers or problem sets at the end of the semester and employers take a dim view of late arrivals, shoddy work, and missed deadlines.
Since it has become impossible for most K-12 teachers to teach time management, parents must handle the task at home.
As a first step, kids need to learn how to plan ahead. There are many free computer-based scheduling applications that help in this area. Kids generally find it easy to enter homework day by day, but often need coaching on how to break future activities, like preparing for a test that is two weeks away, into daily tasks.
Then children need to learn how to make productive use of time. For example, it takes “forever” to finish math homework when kids chat online between problems. Learning to stay off social media during homework time can go a long way to improving efficiency.
Sleep is also important for time management. It takes less time to learn material and complete homework tasks when the brain is rested, so it is important to make sure your kids get enough sleep each night.
Multi-taking is not efficient. Teach your childred to finish one task before they begins another one.
Procrastination never pays. If something is due today, make sure it is finished. Otherwise, the next day will be overwhelming.
Prioritize homework first. This prevents late nights and productivity problems.
Learning to manage time is challenging. Start teaching your child early and reward progress often!
News Herald – Juliann Talkington
Negotiation is a part of the human experience whether someone is trying to come to common ground with a family member on who cleans the kitchen or an employer on salary. As a result, it is imperative for everyone to learn how to negotiate effectively.
It is impossible to become a good negotiator without practice. This means children need age appropriate opportunities to negotiate with siblings, peers, buyers and sellers, and people in positions of authority.
Early in life, most negotiations are related to peer and sibling interactions – who gets the ball first, who gets the colored pencils, etc. Fortunately, family structure and the early education system in the U.S. provide many opportunities for kids to practice these peer-to-peer and sibling negotiations.
By the time children enter middle school, they are ready to learn how to negotiate with buyers and sellers and people in positions of authority. Most U.S. children do not have many opportunities to practice these types of negotiations.
U.S. tweens and teens aren’t involved in many business transactions that require negotiation, however, they have plenty of opportunities to negotiate with people in positions of authority about issues with classroom assignments and grades, sports team and drama and music group tryouts, etc. The issue is parents handle most these negotiations for them.
There is some uncertainty about why parents handle these negotiations for their kids. Some people argue that college has become so expensive that parents want to ensure scholarship money is available. Others believe parents are living through their children.
I heard a story that adds perspective.
A girl wanted to join an advanced sports team that was well beyond her abilities. The girl and her mom discussed the requirements and the possible outcomes. Then the girl trained diligently, asked her current coach for a recommendation, arranged a tryout at the new team, practiced what she would say to the new coach, and went to the tryout by herself. She worked hard and improved at every practice. When the coach told her he was adding national level players to the team rather than her, she asked if she could stay and train.
He was so shocked with her work ethic and ability to advocate for herself that he agreed. Months later when she asked if she might be able to join the team, the coach agreed.
Perhaps parents should reconsider their approach. “Letting go” teaches more and often provides greater opportunity.
Outside the Box – Christy Johnson
Amelia Talkington, a Renascence School International tenth grader, obtained a perfect score (800) on the math part of the December 2015 SAT test, the standardized test that is used for admission to U.S. colleges and universities. Amelia is nearly trilingual, having studied math and science in Chinese and language arts in English, Chinese, and Spanish since she was in kindergarten. She is interested in art, engineering, and business and has been a guest researcher at the University of Arizona Plant Science Laboratory and is a marketing intern with an Ecuadorian foundation. In addition, she is a record holding club and high school swimmer who placed third in the 100 yard freestyle at the Florida 2A State High School Swim Meet and received All American consideration. She also plays varsity high school soccer and will be joining an Elite Club National League soccer team in the spring.
News Herald – Juliann Talkington
Studies suggest that the process of preparing for and taking a test can enhance learning and information retention. Research also confirms that testing can be a useful assessment tool.
Recently there has been a great deal of discussion of the pros and cons of various types of testing. Because money, college admissions, and careers are tied to testing, it is difficult to separate facts from marketing rhetoric.
There are three basic types of tests: 1) tests prepared by teachers, 2) curriculum-based tests prepared by others (third party, curriculum-based testing), and 3) standardized tests.
Tests prepared by teachers have little standardization. These tests can cover class lectures, material from books or learning aids, homework, projects, behavior, and other things. While this type of flexibility makes teaching interesting, it does not assure a student has mastered the required material. In fact, it is difficult for school management to know how much students have learned until they enter the next grade level.
For this model to work well good teachers must be retained for many years, since the consequences of poor teaching do not show up for at least a year (in some cases many years if a student has a string of underperforming teachers).
The second type of test is a curriculum-based test that is prepared and administered by a third party. These tests provide unbiased data on teacher and student performance. If these tests are administered quarterly, teachers can use the data to adjust lesson durations (spend more or less time on subjects) and identify students who need extra reinforcement on specific concepts. Early identification of student strengths and weaknesses means remediation can begin early. With targeted help and focused teaching, more students can master the required material by the end of the year. This data also helps school management coach and place teachers based on strengths and weaknesses.
The last type of testing is standardized testing. Standardized testing can provide information in baseline proficiency in some subjects. These tests are best used for topics with little ambiguity. For example, grammar and mathematics are easily tested using standardized methods. Unfortunately, standardized testing does not provide specific information that can be used to improve day-do-day classroom instruction or provide data on whether schools are building a foundation that prepares students for advanced learning.
While all types of testing are helpful, more focus on third party curriculum-based testing would be a way to improve learning outcomes quickly.
The Washington Post – Launa Hall
“Teachers striving to preserve precious space for conversation are not lazy, or afraid of change, or obstructionist. They believe that if our dining tables should be protected for in-depth discussion and focused attention, so, too, should our classrooms. They know that their young students live in the digital age, but the way children learn has not evolved so very fast. Kids still have to use their five senses, and, most of all, they have to talk to each other.”(more)
Forbes – Nick Morrison
“New university rankings published today show that the U.S. is losing its grip on the global elite higher education market. While the U.S. still retains the top spot, in the form of California Institute of Technology, it now has fewer universities in both the top 10 and the top 100. And the seemingly unstoppable rise of China and the Far East appears to have come to a halt – at least temporarily…And instead it is Europe, a continent wracked by internal strife and seemingly a busted flush, that appears to be undergoing something of a resurgence. The rankings are based on 13 performance indicators, covering teaching, research, citations, international outlook and industry income. And they make sobering reading for nations that had taken their traditional dominance for granted.”(more)