With today's fast paced world, parents often complain that they don't have time to help their children with homework. Unfortunately, they too often discover that the assignments appear to be either busy work or work too difficult for their child to accomplish alone. This knowledge is upsetting to the child as well as the parent, making both of them feel that the homework is a waste of time.
Usually the quality of the student's work suffers because they don't see a purpose in the assignment or because the child gets frustrated from the difficulty of the work. No doubt, teachers need to give homework from time to time, but by using the following tips they can help ensure their students' success with the assignments they make.
First of all, teachers should make sure the assignment is necessary. They should be able to explain to both students and parents the importance of the work assigned. Students and parents deserve to know that their time is not being wasted. In addition, teachers need to remember that homework is for practicing what has already been learned in the classroom. If the student has not successfully learned the concept, his practice becomes confusing and damaging. Not only does he not master the concept, but many times he has to unlearn what he has practiced.
After realizing that the student is ready for the homework and that the homework is important practice for the concept she taught, the teacher needs to decide how long the assignment should be. If the student can get ample practice with ten problems, why assign fifty? An important tip to remember is that frequent practice is more important than long practice. If the student does five problems successfully one evening and then again the next night, he will gain confidence and remember the steps for solving the problem more easily than if he worked twice as many problems on one occasion.
Once the teacher is ready to make the assignment, she must be sure the student clearly understands what he is supposed to do. Not only does she tell the class what to do, she needs to write it on the board and have the students record it in an assignment book. In addition, it is always helpful for the teacher to let students get started on the assignment while she is still available to answer questions. If possible, she and the students can work a couple problems on the board together, or she can walk around the classroom to make sure the students are on the right track. This coaching time helps because when the child leaves the classroom, he has something on his paper to serve as a reference for him as well as for anyone who helps him with his homework.
Of course, anytime a teacher can make learning fun, she needs to do so. Whether presenting a concept in the classroom or making a homework assignment, teachers need to realize that people learn better when they are having fun. Although it's not always possible to make homework fun, the teacher can work wonders by building a rapport with her class and making her classroom a fun place to be. If she has taken time to create an inviting classroom that makes students feel comfortable and welcome, she has taken a giant step toward creating an environment where students want to do their best both inside and outside of the classroom.
by:
by Phylis Cox
Wednesday, 29 July 2009
Teachers' tips for successful homework assignments
Tuesday, 21 April 2009
ESL Sentence Examples
Using sample sentences taken directly from your ESL students is a great way for them to work on their editing and error recognition and corrections skills. There really isn't too much to complicate this idea as it is really quite simple in practice.
What you do is collect a series of sentence examples from your students' work. You can choose to select sentences that all display a similar problem (verb tense for example), or simply collect any examples you wish. I would suggest that you get permission from your students before you do this and then make sure to keep them anonymous. I've never had any student refuse, but it best to respect their privacy. On that note, be sure to choose sentences that are not personally revealing either in terms of personal information/experiences or just basic "I can guess who wrote this" information.
So what do you do with these example sentences? Well you give them to your students to work on. Their goal should be to find and correct any errors in logic, grammar, spelling, punctuation, word choice etc. Of course you as the teacher can limit them to working on only very specific issues (find all spelling mistakes). I typically give 3-4 sentences out to a class and give them about 20-30 minutes to work on them. Usually individually at first, and them in pairs or threes. Once you think they have done enough, be sure to go over them in class.
What you will find is that as long as you have used sentences from students at the same basic ESL level, they will struggle mightily with this task as they are trying to find the same errors that they typically make.
If you have access to a computer lab, you can have them do this in a word processor which allows them to manipulate and move the words around very easily. It is also very good to do the review on a computer with projector so that they can see you move the words around as well.
Without fail students come away from this activity with a much greater appreciation for error recognition and correction.
A simple extension of this into the speaking realm is to have students transcribe some free speech (a commentary on a picture perhaps) and then do the error hunt and fix afterwards.
Here are a few examples to give you an idea of some basic ESL sentence examples you could work with. There are from an intermediate academic prep class I taught a few years back.
1. It is hard to see snowing in my hometown so I am very exciting.
2. It is unreasonable for me, in fact I should be exciting and happy. Because she studys in University of British Columbia.
3. When my friend has arrived in Vancouver, British Columbia. This feeling is stronger than before.
4. Braised pork slices is my favorite but my mother is board chairman in her company she hasn’t time to cook for me. but she teached me to cook some of my favorite food, especially when I came to Canada.
5. I see other people wear less clothes than me, sometimes I think “why they can wear so less, and Don’t they feel cold?”.
Example sentences are very easy to collect, so I'd appreciate it if you didn't actually use these. Use examples from your class, they will match your students' levels better.
What you do is collect a series of sentence examples from your students' work. You can choose to select sentences that all display a similar problem (verb tense for example), or simply collect any examples you wish. I would suggest that you get permission from your students before you do this and then make sure to keep them anonymous. I've never had any student refuse, but it best to respect their privacy. On that note, be sure to choose sentences that are not personally revealing either in terms of personal information/experiences or just basic "I can guess who wrote this" information.
So what do you do with these example sentences? Well you give them to your students to work on. Their goal should be to find and correct any errors in logic, grammar, spelling, punctuation, word choice etc. Of course you as the teacher can limit them to working on only very specific issues (find all spelling mistakes). I typically give 3-4 sentences out to a class and give them about 20-30 minutes to work on them. Usually individually at first, and them in pairs or threes. Once you think they have done enough, be sure to go over them in class.
What you will find is that as long as you have used sentences from students at the same basic ESL level, they will struggle mightily with this task as they are trying to find the same errors that they typically make.
If you have access to a computer lab, you can have them do this in a word processor which allows them to manipulate and move the words around very easily. It is also very good to do the review on a computer with projector so that they can see you move the words around as well.
Without fail students come away from this activity with a much greater appreciation for error recognition and correction.
A simple extension of this into the speaking realm is to have students transcribe some free speech (a commentary on a picture perhaps) and then do the error hunt and fix afterwards.
Here are a few examples to give you an idea of some basic ESL sentence examples you could work with. There are from an intermediate academic prep class I taught a few years back.
1. It is hard to see snowing in my hometown so I am very exciting.
2. It is unreasonable for me, in fact I should be exciting and happy. Because she studys in University of British Columbia.
3. When my friend has arrived in Vancouver, British Columbia. This feeling is stronger than before.
4. Braised pork slices is my favorite but my mother is board chairman in her company she hasn’t time to cook for me. but she teached me to cook some of my favorite food, especially when I came to Canada.
5. I see other people wear less clothes than me, sometimes I think “why they can wear so less, and Don’t they feel cold?”.
Example sentences are very easy to collect, so I'd appreciate it if you didn't actually use these. Use examples from your class, they will match your students' levels better.
taken from: teachers-call.com
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The Rosetta Stone
If you aren't familiar with the real Rosetta Stone, it is a stone artifact found in the middle east that is a critical piece of history in the understanding an Egyptian writing. It contains multiple types of writing (translations of the same text) all in one stone slab and is perhaps the single most important 'document' in the understanding of ancient Egyptian hieroglyphics. It is because of the multiple languages on this stone that early linguists were able to discover the meanings of many previously unknown hieroglyphics.
OK, so what does this have to do with computer assisted language learning? Well there is a great piece of software called "The Rosetta Stone" that was developed to help students learn language more quickly. I had the opportunity to review a demonstration copy of the software recently and found it very easy to use, well designed pedagogically (it builds very naturally from easier topics and materials to more complicated as a student works with the software). The software works on developing a students vocabulary, grammar, pronunciation, and reading skills primarily. For what it provides (hundreds of hours of practice and materials to work on), it is very affordable.
I'd say that it is very well suited to use in public school language programmes, for home study, community language programmes, and in private language schools that focus on communicative language development. It may not be ideal for programmes with a heavy academic focus, but would still provide a great deal of practice for students. The software is also available for teaching/practice in dozens of different languages (not only English instruction), so if you are teaching Italian, French, Turkish, Thai, Greek, and any of 20 or so other languages, the sofware is available for study in those languages as well.
When I was talking with a rep recently I found out that they are now offering the software with a free headset (that includes a microphone), and free shipping. Considering that they also provide a 6 month return guarantee, it is a really great opportunity to get a copy of the software. You can also send your students to read this page so they can look into getting a copy for themselves.
OK, so what does this have to do with computer assisted language learning? Well there is a great piece of software called "The Rosetta Stone" that was developed to help students learn language more quickly. I had the opportunity to review a demonstration copy of the software recently and found it very easy to use, well designed pedagogically (it builds very naturally from easier topics and materials to more complicated as a student works with the software). The software works on developing a students vocabulary, grammar, pronunciation, and reading skills primarily. For what it provides (hundreds of hours of practice and materials to work on), it is very affordable.
I'd say that it is very well suited to use in public school language programmes, for home study, community language programmes, and in private language schools that focus on communicative language development. It may not be ideal for programmes with a heavy academic focus, but would still provide a great deal of practice for students. The software is also available for teaching/practice in dozens of different languages (not only English instruction), so if you are teaching Italian, French, Turkish, Thai, Greek, and any of 20 or so other languages, the sofware is available for study in those languages as well.
When I was talking with a rep recently I found out that they are now offering the software with a free headset (that includes a microphone), and free shipping. Considering that they also provide a 6 month return guarantee, it is a really great opportunity to get a copy of the software. You can also send your students to read this page so they can look into getting a copy for themselves.
taken from: teachers-call.com
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English Pronunciation Software
For students who are learning a new language pronunciation is a hurdle that seems to take a long time to jump over. Long after grammar and reading skills have developed and vocabulary knowledge has been built, pronunciation lingers as a problem area. Often, the problem is more in the speaker's mind then a real source of comprehension problems - however that in itself is a problem that needs to be dealt with.
For teachers who are working in classes with students from a variety of backgrounds working on pronunciation issues can be a challenge as pronunciation problems vary according to a student's first language. Koreans have touble with f/v, p/b; French speakers with th/d; Japanese with r/l if we are only looking at individual sounds. Move into rhythm and intonation and you've added in another whole level of complexity. Despite having a tonal language (Mandarin for example), Chinese students of English are notorious for flat, monotonous speech in English.
So can English pronunciation software help teachers and students with their pronunciation problems? The most basic answer is yes. There are a selection of good pronunciation software packages that can help both teachers and students alike. As a teacher, you can work on more global issues in class and then have your students work on problem areas that they are personally experiencing with pronunciation software. Students can also do self-access or self-study with pronunciation software on their own time to further work on their spoken English.
Here are some English pronunciation software packages that I'd suggest checking out:
* eyespeak - Good for word and sentence level practice. Also provides some good practice on phoneme level issues. Provides good visual cues on a student's voice patterns
* Pronunciation Power I and II - Very easy to use software that provides a TON of practice opportunities over roughly 60 different phonemes. Provides practive at both word and sentence level. Corrective feedback and suggestions are not really a part of this software, but it is very well liked.
* Connected Speech - A good package of listening and speaking activities that are theme based. The focus of this pronunciation software is to work on sentence level issues (prosodics: suprasegmentals, rythm, stress and intonation)
Using software to work on English pronunciation isn't the end-all and be-all. A student must get real life exposure and practice speaking as much as possible. Improving pronunciation is a lot like playing professional sports. You can practice all you want, but until you get into the game, your skills don't really shine or let you down. It is in the 'game' that you learn where you need to work on your pronunciation and what is already OK. Getting students to do that…well that is an issue beyond any pronunciation software.
For teachers who are working in classes with students from a variety of backgrounds working on pronunciation issues can be a challenge as pronunciation problems vary according to a student's first language. Koreans have touble with f/v, p/b; French speakers with th/d; Japanese with r/l if we are only looking at individual sounds. Move into rhythm and intonation and you've added in another whole level of complexity. Despite having a tonal language (Mandarin for example), Chinese students of English are notorious for flat, monotonous speech in English.
So can English pronunciation software help teachers and students with their pronunciation problems? The most basic answer is yes. There are a selection of good pronunciation software packages that can help both teachers and students alike. As a teacher, you can work on more global issues in class and then have your students work on problem areas that they are personally experiencing with pronunciation software. Students can also do self-access or self-study with pronunciation software on their own time to further work on their spoken English.
Here are some English pronunciation software packages that I'd suggest checking out:
* eyespeak - Good for word and sentence level practice. Also provides some good practice on phoneme level issues. Provides good visual cues on a student's voice patterns
* Pronunciation Power I and II - Very easy to use software that provides a TON of practice opportunities over roughly 60 different phonemes. Provides practive at both word and sentence level. Corrective feedback and suggestions are not really a part of this software, but it is very well liked.
* Connected Speech - A good package of listening and speaking activities that are theme based. The focus of this pronunciation software is to work on sentence level issues (prosodics: suprasegmentals, rythm, stress and intonation)
Using software to work on English pronunciation isn't the end-all and be-all. A student must get real life exposure and practice speaking as much as possible. Improving pronunciation is a lot like playing professional sports. You can practice all you want, but until you get into the game, your skills don't really shine or let you down. It is in the 'game' that you learn where you need to work on your pronunciation and what is already OK. Getting students to do that…well that is an issue beyond any pronunciation software.
taken from: teachers-call.com
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What is Intonation?
Somebody dropped me a note the other day asking about intonation and what exactly intonation is. Well it isn't that hard a concept, although it is a little subtle at times.
Basically, in language, intonation is
the rising, or falling pitch in the speakers voice as they say words or phrases. In many languages, changes in pitch reflect a change in meaning of what is being said.
Some languages are considered to be 'tonal languages'. That is, the language makes use of different tones to signify different meanings. Mandarin Chinese, and Thai are two that quickly spring to mind. What this means is that in tonal languages, words that are the same in all ways except the intonation will have different meanings. Of course the use of tones is not limited to distinguishing different words.
Other languages, like English are said to be non-tonal. This is of course not entirely correct. English speakers make great use of intonation to, among other things, signify mood, or differentiate questions from statements (as well as yes/no questions from wh questions). Additionally some Englishes have tonal variations like the raising of dipthongs in Canadian English (known as Canadian Raising).
Intonation works at word, phrase, and sentence levels to vary meaning, intent, and emotion. There are also tonal differences noted between male and female speech patterns in most languages.
Intonation is a subtle, but critical component of full spoken fluency in any language. For language learners, it is often one of the last things to be mastered as it requires tremendous levels of exposure to and interaction with native speakers of the language being learned.
Hopefully this sheds a little light on what intonation is, and why it is important to master.
Basically, in language, intonation is
the rising, or falling pitch in the speakers voice as they say words or phrases. In many languages, changes in pitch reflect a change in meaning of what is being said.
Some languages are considered to be 'tonal languages'. That is, the language makes use of different tones to signify different meanings. Mandarin Chinese, and Thai are two that quickly spring to mind. What this means is that in tonal languages, words that are the same in all ways except the intonation will have different meanings. Of course the use of tones is not limited to distinguishing different words.
Other languages, like English are said to be non-tonal. This is of course not entirely correct. English speakers make great use of intonation to, among other things, signify mood, or differentiate questions from statements (as well as yes/no questions from wh questions). Additionally some Englishes have tonal variations like the raising of dipthongs in Canadian English (known as Canadian Raising).
Intonation works at word, phrase, and sentence levels to vary meaning, intent, and emotion. There are also tonal differences noted between male and female speech patterns in most languages.
Intonation is a subtle, but critical component of full spoken fluency in any language. For language learners, it is often one of the last things to be mastered as it requires tremendous levels of exposure to and interaction with native speakers of the language being learned.
Hopefully this sheds a little light on what intonation is, and why it is important to master.
taken from: teachers-call.com
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Topics for Presentations
I've been working with a couple of newish teachers this term, and have been asked this question a number of times "What are good topics for presentations"? Which is quickly followed by should they use powerpoint.
Usually my impression is that language learners don't really need to use powerpoint in their presentations. I know that may sound like heresey coming from a guy that writes a blog about CALL and runs a University Language Lab, but for me the primary goals of a presentation are for the student to display
1. the ability to come up with the needed ideas and content,
2. organize it logically so they reach the objective of their presentation
3. have confidence to deliver it
4. make use of good language (grammar, vocabulary)
5. speak clearly so all can understand what they are trying to present.
I've found that in more cases than not, a computer based presentation just ends up getting in the way of their language production because
* they read the slides verbatim
* they look at the screen and not the audience
* the technology fails in some way (there are hundreds of ways this can happen)
* the computer portion is so flashy that it is distracting and irrelevant
This has so far been a little off the topic of "topics for presentation", but not really. It is those first five points above that should guide the choice of presentation topics in an average language classroom. Your topics should focus on materials and ideas that are relevant, and meaningful to your students. If they are within a content area that you have been studying recently, all the better as they will be more familiar with the content and language. Here are a few guiding principles that I suggest you follow when you as a teacher decide on topics for presentations
1. make sure they are age appropriate - don't give kids 'adult' topics like politics, economics, or law
2. make sure they are knowledge appropriate - focus on what your class knows, not what they don't know
3. be sure they are language level appropriate - some topics simply require more vocabulary and higher levels of grammar knowledge
4. unless there is good reason not to, give your students a lot of opportunity to explore the topic in a way that is interesting to them - basically assign general topics rather than specific ones.
As an example of this, I recently had my upper intermediate ESL class do a presentation. The basic assignment was for them to think of a problem in the world (ideally a social/environmental problem), explain why it is a problem, and offer a possible solution. I did not care if it was a global issue or an issue local to their hometown or even neighbourhood. We had 15 totally different presentation topics, which made the class more interesting and added to their overall knowledge of such issues.
There is no magic secret to presentation topics. The magic comes in the presentations themselves. If you follow some of the suggestions I've offered here, you and your students should be OK.
Usually my impression is that language learners don't really need to use powerpoint in their presentations. I know that may sound like heresey coming from a guy that writes a blog about CALL and runs a University Language Lab, but for me the primary goals of a presentation are for the student to display
1. the ability to come up with the needed ideas and content,
2. organize it logically so they reach the objective of their presentation
3. have confidence to deliver it
4. make use of good language (grammar, vocabulary)
5. speak clearly so all can understand what they are trying to present.
I've found that in more cases than not, a computer based presentation just ends up getting in the way of their language production because
* they read the slides verbatim
* they look at the screen and not the audience
* the technology fails in some way (there are hundreds of ways this can happen)
* the computer portion is so flashy that it is distracting and irrelevant
This has so far been a little off the topic of "topics for presentation", but not really. It is those first five points above that should guide the choice of presentation topics in an average language classroom. Your topics should focus on materials and ideas that are relevant, and meaningful to your students. If they are within a content area that you have been studying recently, all the better as they will be more familiar with the content and language. Here are a few guiding principles that I suggest you follow when you as a teacher decide on topics for presentations
1. make sure they are age appropriate - don't give kids 'adult' topics like politics, economics, or law
2. make sure they are knowledge appropriate - focus on what your class knows, not what they don't know
3. be sure they are language level appropriate - some topics simply require more vocabulary and higher levels of grammar knowledge
4. unless there is good reason not to, give your students a lot of opportunity to explore the topic in a way that is interesting to them - basically assign general topics rather than specific ones.
As an example of this, I recently had my upper intermediate ESL class do a presentation. The basic assignment was for them to think of a problem in the world (ideally a social/environmental problem), explain why it is a problem, and offer a possible solution. I did not care if it was a global issue or an issue local to their hometown or even neighbourhood. We had 15 totally different presentation topics, which made the class more interesting and added to their overall knowledge of such issues.
There is no magic secret to presentation topics. The magic comes in the presentations themselves. If you follow some of the suggestions I've offered here, you and your students should be OK.
taken from; teachers-call.com
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Sunday, 12 April 2009
How to Deal With Immensely Rude People? (Tips)
Tips:
* Always, always, always remember to keep your cool!
* Don't take anything that this person says seriously.
* Keep on the down-low when making replies; you want to make polite ones, not ones that will get you in trouble. This will give you the impression that you are much more mature, and therefore will help you maintain your dignity!
* Don't talk about them behind their back just in case they were sent by the rude person to spy on you.
How to Deal With Immensely Rude People?
Many times in your life you will meet those rude people that you don't like, but have to pretend to anyway! This article will teach you all about how to deal with them.
Steps:
1. Look right at them say their name and tell them to stop. Keep repeating until their attitude changes or they stop. Example "Mike, stop", or you can say, "That's not appeciated, cut that out." Keep increasing aggressiveness as necessary until the balance of power is equalized. They don't want to cooperate with you, they want to control you.
2. Be better than them. If they brag or do something annoying, look at their facial expressions. Is their face blank and matter-of-fact, or does it have a smirk? If it is the latter, proceed on. If it isn't, simply try to turn the conversation.
3. Take a second to maintain your calm. After a while, you will start doing this automatically.
4. Give a smart, but polite reply that will not hurt either of you, but deeply satisfy your feelings. Here are some examples:
"I have a cell phone. I bet you don't!" you would say "Of course I don't. I don't need one, as I prefer to enjoy talking to people face-to-face."
"Why are you acting like a nerd?" say "I'm sorry. I am a geek not a nerd."
5. Always be on the ready. Whenever you are at leisure, think of some common crows that people make, and make your own polite reply.
6. Don't give them what they want by acting jealous. If they keep bragging, just smile and say "That's nice."
7. Act like you're more mature than they are.
8. Steer the conversation away to something they couldn't possibly be rude about, like the weather.
9. Avoid them if they keep on bothering you.
10. Try to ignore them if they keep on bothering you after you try all of the previous steps.
Works well if you are still at school, do not do step one in a place of work. The rest of the tips are OK if a little childish.
(taken from; www.wikihow.com)
How To Control Anger?
Anger can be very destructive to yourself and others. The following material discusses various types of anger and how to control it.
Steps:
1. Seek therapy or anger management groups. Or with the net one can go on line, and find dozens, hundreds, perhaps thousands with a same or similar problem. One can join chat groups.
2. One can mitigate one's anger by transference. Transfer one's anger to inanimate objects like a punching bag. Examples of such may found at the following Release-Anger.
3. Understand the reasons for your anger and understand its causes:
* Examine thoughts, as the memories of the causes and reasons for the anger to arise. Limit this examination to one source and cause at a time, and isolate it from the numerous other things that may make one angry.
4. Determine whether specific anger is legitimate, or from expectation:
5. LEGITIMATE ANGER: One is certainly genuinely entitled to anger at those who do one harm, cheats, lies, steals from one, or violates one in some way. One may be legitimately angry at circumstance such as the situation of an orphan, incest, rape, deceit and innumerable other injustices. And so the anger is justified and it is there, and it is quite natural. This justified anger may be amplified by frustration, where one cannot do anything to rectify the cause, either because it is in the past and done, or because the cause cannot or will not be changed. Dwelling on #this anger often causes extreme emotional states, adrenaline rush, the racing of thoughts and the exaggeration of other slights related or not.
* Deal with Legitimate Anger: It comes down to - one wants justice. Anger may be readily justified by difficult circumstances and people. One would expect not to get robbed and when one does one is entitled to get and be angry. However the anger and bitterness only compounds the original injustice extending it into perpetuity. One allows the perpetrator the control of one's feelings endlessly, not only in the past but in the present as well.
* Realize anger becomes an identity. 'I am angry person, hear me roar'. This entitles one to special privileges and compensations. It gives one power. Attempt to discover the entitlements one's anger has provided one, and that one becomes dependent. One may derive emotional energy and motivation from anger, to power trip and just to get one's own way. Perhaps a better way to channel this type of anger is to get mad at things that don't affect one exactly personally, like the news. Channel anger into creative motivation like art, writing, manual labor or sports.
* Realize that depression, even that diagnosed by a professional, can at root be caused by anger, and the frustration arising when it cannot or is not rectified, and there is no justice. Because anger in most cases must be suppressed, so as to not cause harm to oneself and others, or its source has caused humiliation and shame, and because one seethes with it when not released, and one pushes it into the unconscious, its unresolved festering can cause depression.
* Understand that unresolved anger is often directed unfairly at others by stereotype, as either individual persons, groups or organizations. Unable or unwilling to confront the source of one's anger, one may create a general category resembling the character of the source and attack those of that type to get justice. It is unfair to guiltless parties.
* Determine fault by an honest assessment, mostly to determine whether one has misplaced blame on oneself. Do not take blame for others misconduct. If one has some culpability take responsibility for it, wherein it helps to admit and cross check with others. Refuse to take any responsibility where one is not at fault. This means there is no guilt. However if one has culpability one may have diverted the anger from the self to another party. One might find that they may have exaggerated the source incident out of proportion. Until one accepts responsibility there will be no resolution, but only endless recrimination.
* Attempt to discover one's true feelings toward the source of one's anger and of oneself in relation to it. One may feel they cannot put the blame on someone they love, or admit hate especially if one does not believe they hate, or cannot love one they think they hate, or cannot hate one they think they love.
* Separate out conflicts of interest, such as emotions in conflict with ambitions and desires, such like confrontation with an anger source that controls inheritance or livelihood. One may have to choose between material benefit and self-well being.
* Purge the anger. This is a necessity and can be done in a variety of ways. Confront the perpetrator. Get revenge if the perpetrator truly deserves it. Get it out and confess it to oneself and to others. Write it out. Once one has made it conscious, the next step is to say it aloud to others, as the case with 'whatever' Anonymous. This can be a professional, a group, friends or complete strangers.
* Accept it. What is done is done. Move along nothing to see here. Get over what is only a negative force in one's life.
* Forgive. Never forgive whatever is the most honest solution.
* Forget.
6. EXPECTATION ANGER: means one creates expectations of one's own choosing, or adopts them from family, friends or the culture in general. Anger may arise when actual experience or present thinking does not conform to expectation, and where that expectation is important and has consequence. Expectation is standards, rules, laws, tradition, custom, the way one expects others and reality and general to be. When reality does not meet expectations, one may get angry. This anger problem can be dealt with by changing one's expectations.
* Do not expect others to share the same standards, values, and expectations as oneself. Maybe the most common expectation is expecting others to conform to one's own standards. Don't assume others who make one angry are doing it intentionally. They may simply have different standards. In some cities in the world everyone beeps their horn when the light changes to green. One may get angry because someone's faux pas is interpreted as willful disrespect, arrogance or animosity, when actually the true problem may be they are simply unaware of what one's standards are. Confront the perpetrator in some way to let them know that they are making one angry. Of course caution must be considered in the event of the possibility of violence.
* High expectations for other people when unrealized, may tend to cause anger. Anger may be created by imposing expectations and by having them imposed on one. Attempt to understand the motivations for one's high expectations. One may discover they have more to do with one's own flaws of character. Recognize that imposing one's own standards on others is fascist. Let them have their own life. When there is conflict: discuss it, argue it out, compromise or separate. One may not like it when others do it to one, but to then do it to others, can only be for the reason of some higher authority. One may have to learn to avoid these kind of people.
* When something makes one angry express and let it out immediately in some calm and intelligent way and do not suppress it. Make understandings with others concerning one's annoyances. One should expect that compromise might be necessary. In relationships, expectations should be known and agreed upon by all parties. Expectations for children or anyone for that matter should be relative to their capacities and equally explained.
* You can change your expectations: Anger can be dealt with by changing one's expectations. One may change, as raise or lower one's expectations for circumstances and other people. It is useless to expect a dog to adopt religion, and the failure can only cause disappointment and anger. People who are wedded to strict, standards and absolutes are subject to anger when others do not conform. Apply standards to oneself and not necessarily others. Separate the responsibility for one's own standards from others.
* Always discuss with others what it is they do that causes one's anger and attempt a resolution or compromise. Relationships may have to be ended if no resolution can be reached, when the anger is destructive to all members involved. The break may be a better option than the continuous friction and perhaps violence and humiliation of all.
7. CIRCUMSTANTIAL ANGER: Anger at circumstance can be difficult to solve since it is often difficult to change, like children who don't like their family for instance. Learn to accept reality as it naturally is. Avoid circumstance that causes anger whenever possible, like avoiding certain people, situations and relationships. Learn one's own capacities and do not get angry at one's inability to live up to things that are not realistic for one's own abilities. Many times these things may become possible as one gets older, or they may simply be impossible. Personally not planning on ever becoming a millionaire. Not fair is it? It may help to accept the world the way one finds it and not create anger by having unrealistic expectations.
(taken from;www.wikihow.com)
Steps:
1. Seek therapy or anger management groups. Or with the net one can go on line, and find dozens, hundreds, perhaps thousands with a same or similar problem. One can join chat groups.
2. One can mitigate one's anger by transference. Transfer one's anger to inanimate objects like a punching bag. Examples of such may found at the following Release-Anger.
3. Understand the reasons for your anger and understand its causes:
* Examine thoughts, as the memories of the causes and reasons for the anger to arise. Limit this examination to one source and cause at a time, and isolate it from the numerous other things that may make one angry.
4. Determine whether specific anger is legitimate, or from expectation:
5. LEGITIMATE ANGER: One is certainly genuinely entitled to anger at those who do one harm, cheats, lies, steals from one, or violates one in some way. One may be legitimately angry at circumstance such as the situation of an orphan, incest, rape, deceit and innumerable other injustices. And so the anger is justified and it is there, and it is quite natural. This justified anger may be amplified by frustration, where one cannot do anything to rectify the cause, either because it is in the past and done, or because the cause cannot or will not be changed. Dwelling on #this anger often causes extreme emotional states, adrenaline rush, the racing of thoughts and the exaggeration of other slights related or not.
* Deal with Legitimate Anger: It comes down to - one wants justice. Anger may be readily justified by difficult circumstances and people. One would expect not to get robbed and when one does one is entitled to get and be angry. However the anger and bitterness only compounds the original injustice extending it into perpetuity. One allows the perpetrator the control of one's feelings endlessly, not only in the past but in the present as well.
* Realize anger becomes an identity. 'I am angry person, hear me roar'. This entitles one to special privileges and compensations. It gives one power. Attempt to discover the entitlements one's anger has provided one, and that one becomes dependent. One may derive emotional energy and motivation from anger, to power trip and just to get one's own way. Perhaps a better way to channel this type of anger is to get mad at things that don't affect one exactly personally, like the news. Channel anger into creative motivation like art, writing, manual labor or sports.
* Realize that depression, even that diagnosed by a professional, can at root be caused by anger, and the frustration arising when it cannot or is not rectified, and there is no justice. Because anger in most cases must be suppressed, so as to not cause harm to oneself and others, or its source has caused humiliation and shame, and because one seethes with it when not released, and one pushes it into the unconscious, its unresolved festering can cause depression.
* Understand that unresolved anger is often directed unfairly at others by stereotype, as either individual persons, groups or organizations. Unable or unwilling to confront the source of one's anger, one may create a general category resembling the character of the source and attack those of that type to get justice. It is unfair to guiltless parties.
* Determine fault by an honest assessment, mostly to determine whether one has misplaced blame on oneself. Do not take blame for others misconduct. If one has some culpability take responsibility for it, wherein it helps to admit and cross check with others. Refuse to take any responsibility where one is not at fault. This means there is no guilt. However if one has culpability one may have diverted the anger from the self to another party. One might find that they may have exaggerated the source incident out of proportion. Until one accepts responsibility there will be no resolution, but only endless recrimination.
* Attempt to discover one's true feelings toward the source of one's anger and of oneself in relation to it. One may feel they cannot put the blame on someone they love, or admit hate especially if one does not believe they hate, or cannot love one they think they hate, or cannot hate one they think they love.
* Separate out conflicts of interest, such as emotions in conflict with ambitions and desires, such like confrontation with an anger source that controls inheritance or livelihood. One may have to choose between material benefit and self-well being.
* Purge the anger. This is a necessity and can be done in a variety of ways. Confront the perpetrator. Get revenge if the perpetrator truly deserves it. Get it out and confess it to oneself and to others. Write it out. Once one has made it conscious, the next step is to say it aloud to others, as the case with 'whatever' Anonymous. This can be a professional, a group, friends or complete strangers.
* Accept it. What is done is done. Move along nothing to see here. Get over what is only a negative force in one's life.
* Forgive. Never forgive whatever is the most honest solution.
* Forget.
6. EXPECTATION ANGER: means one creates expectations of one's own choosing, or adopts them from family, friends or the culture in general. Anger may arise when actual experience or present thinking does not conform to expectation, and where that expectation is important and has consequence. Expectation is standards, rules, laws, tradition, custom, the way one expects others and reality and general to be. When reality does not meet expectations, one may get angry. This anger problem can be dealt with by changing one's expectations.
* Do not expect others to share the same standards, values, and expectations as oneself. Maybe the most common expectation is expecting others to conform to one's own standards. Don't assume others who make one angry are doing it intentionally. They may simply have different standards. In some cities in the world everyone beeps their horn when the light changes to green. One may get angry because someone's faux pas is interpreted as willful disrespect, arrogance or animosity, when actually the true problem may be they are simply unaware of what one's standards are. Confront the perpetrator in some way to let them know that they are making one angry. Of course caution must be considered in the event of the possibility of violence.
* High expectations for other people when unrealized, may tend to cause anger. Anger may be created by imposing expectations and by having them imposed on one. Attempt to understand the motivations for one's high expectations. One may discover they have more to do with one's own flaws of character. Recognize that imposing one's own standards on others is fascist. Let them have their own life. When there is conflict: discuss it, argue it out, compromise or separate. One may not like it when others do it to one, but to then do it to others, can only be for the reason of some higher authority. One may have to learn to avoid these kind of people.
* When something makes one angry express and let it out immediately in some calm and intelligent way and do not suppress it. Make understandings with others concerning one's annoyances. One should expect that compromise might be necessary. In relationships, expectations should be known and agreed upon by all parties. Expectations for children or anyone for that matter should be relative to their capacities and equally explained.
* You can change your expectations: Anger can be dealt with by changing one's expectations. One may change, as raise or lower one's expectations for circumstances and other people. It is useless to expect a dog to adopt religion, and the failure can only cause disappointment and anger. People who are wedded to strict, standards and absolutes are subject to anger when others do not conform. Apply standards to oneself and not necessarily others. Separate the responsibility for one's own standards from others.
* Always discuss with others what it is they do that causes one's anger and attempt a resolution or compromise. Relationships may have to be ended if no resolution can be reached, when the anger is destructive to all members involved. The break may be a better option than the continuous friction and perhaps violence and humiliation of all.
7. CIRCUMSTANTIAL ANGER: Anger at circumstance can be difficult to solve since it is often difficult to change, like children who don't like their family for instance. Learn to accept reality as it naturally is. Avoid circumstance that causes anger whenever possible, like avoiding certain people, situations and relationships. Learn one's own capacities and do not get angry at one's inability to live up to things that are not realistic for one's own abilities. Many times these things may become possible as one gets older, or they may simply be impossible. Personally not planning on ever becoming a millionaire. Not fair is it? It may help to accept the world the way one finds it and not create anger by having unrealistic expectations.
(taken from;www.wikihow.com)
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Sunday, 5 April 2009
The top 5 factors for college success (Lesson Plan)
Using the College EduGuide in Your Classroom
Lesson Plan Activities for English as a Second Language
Improving Technology Use in K12 Grades
by Ginger Sisson
Topics:
Study Skills and Academics
This fall, Grand Valley State University held a lecture series featuring nationally known speakers on the pros and cons of technology in the classroom with kids, grades K–12. Overall, each of the speakers had the same theme: the American public has been sold a bill of goods.
What led each of them to this conclusion? The lack of hard research to demonstrate that technology has improved student learning or improved school standardized tests despite billions of dollars in expenditures.
I don't doubt the research results. What I question is the leap in logic that suggests that technology in education is therefore not worth the cost.
Such thinking in ancient Rome would have put a stop to further construction of aqueducts when what was needed was to stop lining them with lead. The aqueducts were a wonderful invention, but the delivery of water needed to be perfected to keep people from dying of lead poisoning.
In much the same way, we have filled our schools with amazing equipment, but the delivery of information via that equipment needs to be imbedded into the curriculum before any major impact in student learning will be seen.
Why hasn't this happened?
Most school boards have been driven to establish networks in schools. Their focus has been on wiring, hardware and software. In the rush to keep up with surrounding districts, many offer statistics to community members about the ratios of computers to students rather than on descriptions of how computers are changing teaching and learning.
Although bond issues allow districts to purchase equipment, the legalities behind the funding do not provide for teacher training or for future maintenance.
Impact in Districts
What is the result? First, teachers have been given computers with little or no training in the use of either the operating system or the district wide software.
In my own school, part of a progressive suburban district filled with the latest in technology, it is not uncommon to find me explaining to veteran teachers the most basic principles of opening a window, saving to the network, or using e-mail.
If teachers are not comfortable with the equipment, how can we expect them to use the technology in innovative ways in their classrooms?
Second, many school districts have not chosen to hire enough technicians to maintain the equipment they buy. When dollars are tight, spending money on support help rather than on more teaching staff is a difficult choice.
However, if computers don't always work, teacher won't use them. We wouldn't spend thousands of dollars on a new building without hiring maintenance personnel; why do we make a different choice with technology? Good teaching is more important than good hardware, but poor hardware has the potential to devastate good teaching.
What is needed, now that money has been spent on equipment, is for money to be spent on training and maintenance. Only then will we begin to see information technology thoroughly integrated into curriculum, instruction and assessment. And then we will see the results.
Ginger Sisson is a media specialist at Grandville High School.
Parents Involvement in Education Can Encourage Technology in Classrooms
by Paul Blundin
Topics:
Parents and Schools, School Policy and Education Issues, Study Skills and Academics
In June 2008, the Harvard Education Letter published an article that reviewed the impact of one-to-one laptop programs in America's schools. According to the article, more than 25 percent of the 2,500 largest U.S. school districts have at least one grade of students using their own laptops - a figure that is expected to double by 2011. While researchers are still debating major educationissues related to the value of laptops in schools, educators in K-12 grades who work in laptop environments know that laptops, when used well, allow students to learn, explore, discover and create in new and exciting ways. In the article, Jackie Pearce, Principal at the Robert C. Fisler School in Fullerton, Calilfornia says that laptops promote "self-directed, project-based and collaborative learning." This is exactly the kind of learning that resonates best with students.
Education and Issues: How is Your School Using Computers?
Even if your school doesn't have a laptop program for your child, smart schools use technology to go beyond the traditional classroom paradigm. The Internet is revolutionizing the way we communicate, socicalize, research, play, shop and learn. It allows students to think in new ways about themselves and their place in the world and increasingly, it's up to schools to help students become wise and innovative computer users.
Parent Involvement in Education Inspires Innovative Uses of Technology
Try these tips:
* Attend Back to School Night (or other public functions) and ask to see the computer lab(s) or the computers in the classroom. Ask about the use of the machines and what plans the teachers have in store for them. Educate yourself about what the school expects from the children and the staff.
* Ask to see the school's Technology Plan in writing. Most schools today are required to develop such plans by their respective state governments.
* Ask if the teachers could plan a time to show how the computers are used in the classroom.
* Ask if the teacher is knowledgeable about computers and current ideas for their use. Maybe your school needs a specialist.
* If possible, provide a relatively new computer capable of an Internet connection for your child to use at home. If you can't, make regular visits to the local library. Many libraries are equipped with computers that are connected to the Internet and have installed programs your child could begin using.
* Become computer literate yourself. Local schools often sponsor low-cost evening courses on many subjects, including computers. (You won't look foolish in a class of beginners.)
* Offer to be of help in the classroom if you have the skills and the time. You would be surprised at how many teachers would love to have someone supervise dedicated time on the computers they have in the room.
* Be prepared to read, sign and enforce an acceptable-use computer policy sent home from school. These impress upon the children many ethical considerations before they are allowed to use the machines at school. They include policies prohibiting intellectual plagiarism, copyright violation, and proper use of Internet time for educational uses.
* Overall, your role could be to gently confirm that the computers are being or could be used for projects that bring out the best in the learner. If you find the use of computers at your local school uninspired, try to understand the teacher's predicament. He or she may simply need a more inspired vision.
Source:
Gillard, C. (2008) "Equity, Access and Opportunity." Harvard Education Letter 24:3. Harvard Graduate School of Education. p.1.
Parent Invovlement in Education Supports Teacher Technology Learning
by Natalie Walker Whitlock
For years, teachers in K-12 grades have lacked contact with cutting-edge technologies. Most didn't have computersin their classrooms, let alone access to the Internet. Technology was something their students did once a week in computer lab.
But today, the Internet and the prevalence of computers have changed all that. Technology and its use are major education issues that all schools are working on.
Technology Education: Current Issues Involve Preparing Children and Teachers
Joan Fenwick, National Director of the AT&T Learning Network and former school teacher, is one of many leading educators who believe the key to the future success of education is technology.
"It is an Information Age -- not an Industrial Age," said Fenwick. "Today's education mandates arise from the pressing need to prepare children for a very different world than that of their parents."
Fenwick, who was recently named one of the country's top 30 Most Significant People in Education Technology by "eSchool News," said: "Technology must become as comfortable as a pencil, as ingrained in the daily process as a book in language arts or a beaker in the lab to be effective."
Does the prospect of a "wired" classroom seem woefully unattainable? Not when parents and educators band together. Here are a few things parents can do to help teachers catch up:
Create a Technology Task Force
Sierra Ridge Middle School in Pollock Pines, CA had little technology but big hopes for its 376 middle-school students. Faced with eight PCs and no resources for teacher training or curriculum, the school formed the Sierra Ridge Technology Task Force, composed of parents and teachers, a librarian, the principal, a school board member and several student-body representatives.
The taskorce determined a Technology Use Plan, found sources of funding and developed specific strategies for using the computers in teacher lesson plans. They even sponsored a free day-long staff training workshop.
Start a Mentoring Program for Technology Education and Issues
Educators overwhelmingly say they learn better person-to-person. A survey of more than 1,000 elementary and secondary teachers found almost all (93 percent) support mentoring programs as the preferred avenue for professional growth. Parents could help launch such a program at their school, partnering tech-savvy teachers, community and business leaders with willing technology-challenged teachers.
Volunteer to Support Schools' Issues
If you have strong computer knowledge, offer your time and talents to your child's teacher or principal. If you have a specific skill, such as Web page creation or network administration, see if your school needs some help getting a computer system together or maintaining or upgrading the equipment they already have.
If you don't feel comfortable volunteering in this way, offer to help out in the classroom, grade papers or take a turn at playground duty-anything to free up teachers' time and allow them to take an online class, prepare PC-rich lesson plans or just practice "surfing."
Keep your eyes open
There are literally thousands of opportunities for teachers to hone their computer skills. Programs in your area may be offered by businesses, government and nonprofit groups on a variety of topics. Finding them is another matter. Offer to do the research for them and compile a list for your child's school to use as a starting point, even request information and applications.
For example, in Michigan, the Ameritech Technology Academy offers educators training to help them get tech-savvy. School-based teams attend summer workshops and online courses to learn to integrate technology into their classrooms.
However you choose to do it, offer your support as teachers struggle to keep pace in a medium moving at hyper-speed. In the words of Ted Nellen, one English-teacher-turned "Cyrarian": "The role of the teacher is changing dramatically. We are morphing and the technology is causing it: It is the evolution of education."
Natalie Walker Whitlock is a freelance writer and the mother of seven children, including infant twins.
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