If you have hope in God, if you are certain that He will give you what’s good, then this is what He indeed will give you. But if you don’t, it’s like you’re saying to Him: I don’t trust You. God is the Generous, if you don’t have hope in His bounties, it only means that you don’t even believe He is really Generous. Do you realize how serious this is?
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shared by izz aty on 12 Dec 12
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Optimism and the Law of Attraction in Islam | Muslim Mind - 0 views
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islam faith religion law of attraction lifestyle culture society positive quran
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If you fear injustice, you forget that He is the Just. If you are confused and you don’t think you’ll find your way, you forget that He is the Guide. Remember that the reason to mention all that is to prove that a Muslim should be positive and focus on the positive; it’s how we Muslims should build our mind and our inner world.
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Poverty is the promise of Satan, while forgiveness and abundance are God’s promise. Which promise are we to believe!? Remember that poverty is not only lack of money, which is only a manifestation; poverty is first of all a state of mind. Those who live in this state of mind are following and believing Satan instead of God.
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One can be poor while having tons of money, whereas those who truly believe in God don’t hesitate to give, even if they are not so rich; it’s because they don’t have this poverty state of mind. That also explains why the Prophet used to give so much that his companions said he used to give in the manner of a person who fears no poverty; this is the example of the Prophet who wasn’t really rich as we know.
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Let’s also look at some other indications of this Law of Optimism in Islam. The Prophet says “Ask God with firm conviction that He will answer your prayer.” Now imagine the state of mind of a person believing this saying of the Prophet. Imagine that you pray to God and ask Him for good and Halal things, then you go about in life certain that God’s mercy and generosity will give you what you wish. Imagine how much power this will give you, how much enthusiasm and how much hope! It’s true that God will not answer your prayer on the spot, not immediately, but you know He will, and your worries disappear.
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The verse also links this attitude of asking for the bad to being hasty, notice that pessimism is usually connected to impatience as well; a pessimist loses hope as soon as he is challenged, whereas hope can’t be there without patience, because you don’t really expect the good to happen overnight. Reasonable and hopeful people realize that, so they are not hasty and impatient to have what they want.
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"Not long ago, a book was published, which had a great success, and it was entitled: "The Secret". It tries to give an answer to the previous questions, and it claims that the secret of happy and successful people lies in what is called, "the Law of Attraction." So what is the Law of Attraction, and do we have it anywhere in the teachings of our religion? I will tell you what the secret and what the Law of Attraction are, then I will explain that the belief in this so-called secret, which was told about by our Prophet and revealed in the Quran in the most simple and expressive ways, is in fact essential for a true Islamic life-style. It is essential for the inner life of a true Muslim and believer."
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shared by izz aty on 24 Jan 13
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Integrating the 16 Habits of Mind | Edutopia - 0 views
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references habits of mind education school learning resources reference teaching
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"In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." However, in a 21st century learning environment -- one often inundated with information, stimulation and connectivity -- there may be a newfound context for their application. And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn."
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shared by izz aty on 21 Feb 12
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EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views
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esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar
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Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
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Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
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My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
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Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
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Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
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Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
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Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
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Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
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The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
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Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
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Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
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The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
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Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
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Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
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Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
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Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
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Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
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Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
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Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
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Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
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A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
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Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
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Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
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Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
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Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
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Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
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Job hunting over 50? Nine ways to make yourself employable and marketable - 0 views
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when you have decades of experience under your belt it can be easy to get stuck in an employment rut.
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sit down and understand which of the skills you’ve acquired have a value, and which may even command a premium in today’s market.
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have you stagnated, using well-honed skills on a repeated basis but without adding more personal value within the workplace?
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Break down the elements that have enabled you to be successful. Highlight your key strengths in your current or most recent role.
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Attend industry conferences to understand what is driving your sector, and how your skills might need to be adapted to play a role in the future.
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Are you up to date with the tools and techniques that are being used by the forward-thinking firms winning the business?
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Be honest in your assessment and identify both your strengths and any gaps that need to be addressed.
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Be clear about if and how the sector is growing and whether your expert knowledge is in demand or could even command a premium.
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Have an understanding of how competitors do things, as this could be used to good effect in a new role (taking into account any non-disclosure agreements, of course).
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Smart use of technology has become a major part of roles at all levels of an organisation. You should be able to demonstrate that this is an area you are comfortable with and can use to advantage in your role
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Achievements are as important as skills. Having yours off pat is essential, as is being able to demonstrate how you could repeat your success.
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Look at all the elements you have broken down, and take an honest look at which are transferable to a new role and have the greatest value in today’s job market. It is these that you should be prioritising on your CV during your job search or highlighting on your LinkedIn profile.
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a key component of your job search: whether you should be focusing on roles where the likelihood of success is based your technical skills, or if you should be targeting employers where your sector and competitor knowledge is of greater interest.
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shared by izz aty on 09 Sep 14
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Adult ADHD: 50 Tips of Management « Dr Hallowell ADHD and mental and cognitiv... - 0 views
www.drhallowell.com/ult-adhd-50-tips-of-management
health ADHD attention psychology 'mental health' brain society social science science medicine
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the single most powerful treatment for ADHD is understanding ADHD in the first place. Read books. Talk with professionals. Talk with other adults who have ADHD. You’ll be able to design your own treatment to fit your own version of ADHD.
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It is useful for you to have a coach, for some person near you to keep after you, but always with humor. Your coach can help you get organized, stay on task, give you encouragement or remind you to get back to work. Friend, colleague, or therapist (it is possible, but risky for your coach to be your spouse), a coach is someone to stay on you to get things done, exhort you as coaches do, keep tabs on you, and in general be in your corner. A coach can be tremendously helpful in treating ADHD.
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ADHD adults need lots of encouragement. This is in part due to their having many self-doubts that have accumulated over the years. But it goes beyond that. More than the average person, the ADHD adult withers without encouragement and positively lights up like a Christmas tree when given it. They will often work for another person in a way they won’t work for themselves. This is not “bad”, it just is. It should be recognized and taken advantage of.
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it equally if not more important for those around you to understand it–family, job, school, friends. Once they get the concept they will be able to understand you much better and to help you as well.
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Try to get rid of the negativity that may have infested your system if you have lived for years without knowing what you had was ADHD
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Listen to feedback from trusted others. Adults (and children, too) with ADHD are notoriously poor self-observers. They use a lot of what can appear to be denial.
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Give up guilt over high-stimulus-seeking behavior. Understand that you are drawn to high stimuli. Try to choose them wisely, rather than brooding over the “bad” ones.
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Don’t feel chained to conventional careers or conventional ways of coping. Give yourself permission to be yourself. Give up trying to be the person you always thought you should be–the model student or the organized executive, for example–and let yourself be who you are.
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what you have is a neuropsychiatric condition. It is genetically transmitted. It is caused by biology, by how your brain is wired. It is NOT a disease of the will, nor a moral failing. It is NOT caused by a weakness in character, nor by a failure to mature. It’s cure is not to be found in the power of the will, nor in punishment, nor in sacrifice, nor in pain. ALWAYS REMEMBER THIS. Try as they might, many people with ADHD have great trouble accepting the syndrome as being rooted in biology rather than weakness of character.
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External structure. Structure is the hallmark of the non-pharmacological treatment of the ADHD child. It can be equally useful with adults. Tedious to set up, once in place structure works like the walls of the bobsled slide, keeping the speedball sled from careening off the track.
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Make frequent use of: ◦ lists ◦ color-coding ◦ reminders ◦ notes to self ◦ rituals ◦ files
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Color coding. Mentioned above, color-coding deserves emphasis. Many people with ADHD are visually oriented. Take advantage of this by making things memorable with color: files, memoranda, texts, schedules, etc. Virtually anything in the black and white of type can be made more memorable, arresting, and therefore attention-getting with color.
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Now that you have the freedom of adulthood, try to set things up so that you will not constantly be reminded of your limitations.
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Break down large tasks into small ones. Attach deadlines to the small parts. Then, like magic, the large task will get done. This is one of the simplest and most powerful of all structuring devices. Often a large task will feel overwhelming to the person with ADHD. The mere thought of trying to perform the task makes one turn away. On the other hand, if the large task is broken down into small parts, each component may feel quite manageable.
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Prioritize. Avoid procrastination. When things get busy, the adult ADHD person loses perspective: paying an unpaid parking ticket can feel as pressing as putting out the fire that just got started in the wastebasket. Prioritize. Take a deep breath. Put first things first. Procrastination is one of the hallmarks of adult ADHD. You have to really discipline yourself to watch out for it and avoid it.
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Accept fear of things going well. Accept edginess when things are too easy, when there’s no conflict. Don’t gum things up just to make them more stimulating.
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Notice how and where you work best: in a noisy room, on the train, wrapped in three blankets, listening to music, whatever. Children and adults with ADHD can do their best under rather odd conditions. Let yourself work under whatever conditions are best for you.
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it is O.K. to do two things at once: carry on a conversation and knit, or take a shower and do your best thinking, or jog and plan a business meeting. Often people with ADHD need to be doing several things at once in order to get anything done at all.
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Do what you’re good at. Again, if it seems easy, that is O.K. There is no rule that says you can only do what you’re bad at.
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Leave time between engagements to gather your thoughts. Transitions are difficult for ADHD’ers, and mini-breaks can help ease the transition.
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Keep a notepad in your car, by your bed, and in your pocketbook or jacket. You never know when a good idea will hit you, or you’ll want to remember something else.
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Read with a pen in hand, not only for marginal notes or underlining, but for the inevitable cascade of “other” thoughts that will occur to you.
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Recharge your batteries. Related to #30, most adults with ADHD need, on a daily basis, some time to waste without feeling guilty about it. One guilt-free way to conceptualize it is to call it time to recharge your batteries. Take a nap, watch T.V., meditate. Something calm, restful, at ease.
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Many adults with ADHD have an addictive or compulsive personality such that they are always hooked on something. Try to make this something positive.
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Understand mood changes and ways to manage these. Know that your moods will change willy-nilly, independent of what’s going on in the external world. Don’t waste your time ferreting out the reason why or looking for someone to blame. Focus rather on learning to tolerate a bad mood, knowing that it will pass, and learning strategies to make it pass sooner. Changing sets, i.e., getting involved with some new activity (preferably interactive) such as a conversation with a friend or a tennis game or reading a book will often help.
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recognize the following cycle which is very common among adults with ADHD: Something “startles” your psychological system, a change or transition, a disappointment or even a success. The precipitant may be quite trivial. This “startle” is followed by a mini-panic with a sudden loss of perspective, the world being set topsy-turvy. You try to deal with this panic by falling into a mode of obsessing and ruminating over one or another aspect of the situation. This can last for hours, days, even months.
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Plan scenarios to deal with the inevitable blahs. Have a list of friends to call. Have a few videos that always engross you and get your mind off things. Have ready access to exercise. Have a punching bag or pillow handy if there’s extra angry energy. Rehearse a few pep talks you can give yourself, like, “You’ve been here before. These are the ADHD blues. They will soon pass. You are O.K.”
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Expect depression after success. People with ADHD commonly complain of feeling depressed, paradoxically, after a big success. This is because the high stimulus of the chase or the challenge or the preparation is over. The deed is done. Win or lose, the adult with ADHD misses the conflict, the high stimulus, and feels depressed.
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Use “time-outs” as with children. When you are upset or overstimulated, take a time-out. Go away. Calm down.
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Learn how to advocate for yourself. Adults with ADHD are so used to being criticized, they are often unnecessarily defensive in putting their own case forward. Learn to get off the defensive.
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Avoid premature closure of a project, a conflict, a deal, or a conversation. Don’t “cut to the chase” too soon, even though you’re itching to.
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Try to let the successful moment last and be remembered, become sustaining over time. You’ll have to consciously and deliberately train yourself to do this because you’ll just as soon forget.
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Remember that ADHD usually includes a tendency to overfocus or hyperfocus at times. This hyperfocusing can be used constructively or destructively. Be aware of its destructive use: a tendency to obsess or ruminate over some imagined problem without being able to let it go.
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Exercise vigorously and regularly. You should schedule this into your life and stick with it. Exercise is positively one of the best treatments for ADHD. It helps work off excess energy and aggression in a positive way, it allows for noise-reduction within the mind, it stimulates the hormonal and neurochemical system in a most therapeutic way, and it soothes and calms the body. When you add all that to the well-known health benefits of exercise, you can see how important exercise is. Make it something fun so you can stick with it over the long haul, i.e., the rest of your life.
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Learn to joke with yourself and others about your various symptoms, from forgetfulness, to getting lost all the time, to being tactless or impulsive, whatever. If you can be relaxed about it all to have a sense of humor, others will forgive you much more.
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Make a good choice in a significant other. Obviously this is good advice for anyone. But it is striking how the adult with ADHD can thrive or flounder depending on the choice of mate.
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Schedule activities with friends. Adhere to these schedules faithfully. It is crucial for you to keep connected to other people.
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Find and join groups where you are liked, appreciated, understood, enjoyed. Conversely, don’t stay too long where you aren’t understood or appreciated.
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shared by izz aty on 12 May 14
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Why private schools are better than state - Parentdish UK - 0 views
www.parentdish.co.uk/...-schools-are-better-than-state
english education england education ESTEkiv united kingdom private school independent school
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beautiful buildings, steeped in history, the acres of immaculate grounds, the committed teachers, the exam results, the range of extra-curricula activities
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Or maybe I'd simply prefer my children to mix with other children and parents whose speech is not punctuated with 'innit'.
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Not all teachers in state schools are work-shy; some are brilliant. But there are too many teachers who are not
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In the last 10 years, only 17 out of 400,000 teachers in state schools were dismissed due to incompetence
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In the state school, once-a-term staff meetings were something to get through as quickly as possible.
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Parents thought nothing of looking me right in the eye at parents' evenings and reminding me that they were paying a lot of money for their child's education, so they expected results. I felt personally accountable. Do parents dare to tell a teacher in a state school that their taxes are paying their salaries, so shape up?
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class size. I've taught classes with 15 pupils and classes with 35. Children in smaller classes feel more confident about contributing, and I had more time for them. I knew the name of every pupil in the school; I felt part of a close knit community and so did they.
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Independent schools can't allow any child to slip through the net. At the weekly staff meeting we discussed each year group, flagging up any pupil who was struggling and an action-plan was devised. My department also had a weekly meeting where pupils were discussed.
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Autonomy and accountability, that's what makes the independent system successful. Bad teachers just go.
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Do independent schools simply hot-house children to get them through exams? Yes, and why not? But extra-curricular activities in independent schools are there to help children flourish, whether they are academically gifted or not.
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Everyone connected with independent education expects success - the teachers, parents and children. There is no embarrassment about applying to Oxbridge or any Top Ten university, it's the norm. I accept that not all state schools have low expectations, but too many have an 'us and them' attitude towards top universities.
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Until the state system is run on those lines, giving parents power, attracting the very best teachers with salaries and working conditions to match, then money will always buy better education and no one should feel guilty if they choose to buy it.
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It could be deduced that we live in a society where your chance of success is determined before birth and that there is little reason to compete in 'the race of life' since some people are starting that race 150 yards in front and the top positions in our society are largely predetermined.
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The trick is to find a school where the kids (and their parents) are committed to learning. Such schools do not have to be private, and the teachers in both private or state schools are generally excellent.
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The grammar schools and the private schools are roughly comparable in academic performance. They outperform the comprehensives, for the simple reason for this is that the kids ending up in the comprehensives tend to be the ones who failed the 11+ examinations (i.e. their parents did not get them private tutoring, etc.).
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This is the third time she has been back to private education and we feel we have much more of a say, as we are employing them to do a service and feel much more involved in her education.
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shared by izz aty on 17 May 14
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England's Ranking in International League Tables | National Union of Teachers - NUT - 0 views
www.teachers.org.uk/...in-international-league-tables
english education education ESTEkiv state school OECD PISA social problems social phenomenon social justice england united kingdom
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The Sutton Trust report said that big variations in England’s education rankings in global league tables can be misleading, should be treated with caution and can obscure the true challenges facing schools.
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apparent differences in performance between different global tables, are the result of three key factors: Different countries are included in the different tables; League tables exaggerate the importance of raw test scores; and Some countries do better on one survey than another, perhaps because the surveys test different aspects of literacy, numeracy and science.
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Sir Peter Lampl, chair of the Sutton Trust, said:“Whatever the average ranking of English education, we need to focus on reducing social segregation which is greater in England than almost all other OECD countries
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We also need to improve teaching standards across the board and not focus so much on structures if we are to match those countries that consistently outperform the rest of the world – not just places like Hong Kong and Japan, but successful European education systems – and use their achievement as our benchmark
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School systems that offer parents more school choices are less effective in raising the performance of all children
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PISA 2009 had some interesting things to say on schools systems, choice and equity, finding, for example that: Comprehensive school systems produce better and more equitable results;
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Pisa is unequivocal in saying that: “The bottom line is that the quality of a school system cannot exceed the quality of its teachers.”
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The top ranked countries were Finland and South Korea where, despite huge differences, there was a shared social belief in the importance of education and its “underlying moral purpose”. These countries also had among the lowest levels of school choice and Finland had the lowest levels of school autonomy.
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The Pearson report concluded that spending on education was important but less so than other factors. For example it said successful countries gave teachers a high status and have a ‘culture’ of education.
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also emphasised the importance of high-quality teachers and the need to find ways to recruit the best staff – including raising teacher status, professional respect and pay.
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OECD, PISA 2009 Results: What Makes a School Successful? – Resources, Policies and Practices (Volume IV) (OECD Publishing, 2010)
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Issues about Outcomes Based Education - 0 views
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Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
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According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
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The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
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the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
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Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
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Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
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According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
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Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
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An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
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Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
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Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
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little mention is made about specific things that students should know as a result of being in school.
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The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
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It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
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Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
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Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
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If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
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Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
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transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
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Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
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consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
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If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
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With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
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whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
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although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
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Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
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shared by izz aty on 17 Nov 14
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Center on International Education Benchmarking » Finland: Education For All - 0 views
www.ncee.org/...finland-education-for-all
finnish special ed finnish education education finland scandinavian education nordic nordic special ed EFA education for all
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Finland invests much time and effort to insure that all students have the supports they need to succeed in school. This is quite clear in the instructional supports provided to large numbers of school children by special needs teachers found in schools across the country
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In 2010, 23.3% of comprehensive school students in Finland received extra instruction from a Special Needs Education Teacher in school in the subjects in which the student needed help
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By establishing a comprehensive school for grades 1-9 with rigorous standards, improving teacher quality and making school funding based solely on student numbers, Finland has been able to almost completely eliminate what was once a huge disparity.
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Special education teachers, are important in the process of diagnosis and intervention, but it is not up to them alone to identify students. Each school has a group of staff that meets twice a month in order to assess the success of individual classrooms and potential concerns within classrooms. This group, which is comprised of the principal, the school nurse, the special education teacher, the school psychologist, a social worker and the classrooms’ teachers, determines whether problems exist, as well as how to rectify them. If students are considered to need help beyond what the school can provide, the school helps the family find professional intervention.
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Those students classified as having more intensive learning difficulties, including severely delayed development, severe handicaps, autism, dysphasia, and visual or hearing impairment (1.2% of the school population in 2010) were educated in a special education school.
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The country with the second-lowest rate of variance, Canada, still had a rate more than double that of Finland.
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Finland has also been successful in uncoupling socioeconomic status from academic success or failure: there is only about a 6.8% variance based on students’ socioeconomic backgrounds, and a 23.2% variance based on a school’s socioeconomic background.
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shared by izz aty on 17 Nov 14
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Center on International Education Benchmarking » Finland Overview - 0 views
www.ncee.org/...finland-overview
finnish special ed finnish education education finland scandinavian education nordic nordic special ed
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Right after the Second World War, Finland was largely a land of woodcutters and agriculturalists. Finland’s education system and student achievement at that time were unremarkable.
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In the early 1990s, Finland was forced to completely re-think its economic strategy. An overheated economy combined with the collapse of the Soviet Union, a major trading partner, to produce a precipitous decline in GDP and an unemployment rate of 20%, higher than in the Great Depression. Following this cataclysm, Finland applied for entrance into the European Union and began to move away from its traditional export strategies.
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The government decided to funnel resources into the development of the telecommunications sector, hoping to reinvent Finland as a global telecommunications capital.
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By 2003, 22 of every 1000 Finnish workers were involved in the research and development sector, a figure almost three times higher than the OECD average, and more than four times higher than in Finland in 1991. The Finnish economy had undergone a major transformation.
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The education system was able to respond to the workforce needs created by the events of the early 90s because of a series of extensive reforms that had begun in 1972, which had changed the face of teaching and learning in Finland.
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began with creation of a unified comprehensive education structure and national curriculum guidelines.
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Accompanying the restructuring of schools was a restructuring of teacher education, with responsibility for teacher training moving to Finland’s universities, where Finland’s other most valued professional had long been trained. Other measures were also aimed at improving the quality of the Finnish teaching force.
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The Finnish story is not unlike that of Singapore, in that eventual success was the result of a long, slow and rather steady process, not the result of a single development, policy, program or administration. Each step in the development of the modern Finnish education system built sensibly on those that went before.
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These reforms and others, described in more detail in other sections on Finland on this site, made Finland’s economic survival in the 1990s possible.
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if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them. Some would argue that this, in some sense, makes the Finnish case irrelevant to the decisions to be made by other countries, because they lack the culture in which such a high value is placed on teachers and teaching.
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when one examines the specific policies that the Finns have adopted with respect to the recruitment, selection, training, supervision and support of teachers, and the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific highly integrated system of policies and structures that other nations can emulate to produce a culture that is no less supportive of teachers and no less likely to result in superior student performance.
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USEFUL LINKS Finnish Ministry of Education and Culture The Finnish National Board of Education thisisFINLAND: Education & Research Articles World Education Services Education Links – Finland The CIA World Factbook: Finland
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Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country.
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Though Finland’s population is very homogenous (more than 98% are descended from Finnish stock), that is changing and the Finns know that their education system will have to change to adapt to these changing demographics.
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Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.
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The government’s stated priorities going forward include reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills, and overhauling adult education and training
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Finnish National Board of Education. (2012). International comparisons of some features of the Finnish education and training system 2011.
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Ministry of Education and Culture, Finland. (2012). Education and Research 2011-2016: A development plan.
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OECD. (2011). “The Children Must Play: What the U.S. Could Learn from Finland” in The New Republic. (PDF)
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Abrams, S. (2011). “Finland: Slow and Steady Reform for Consistently High Results,” in Strong Performers, Successful Reformers in Education: Lessons from PISA for the United States. (PDF)
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The World Bank. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. Education Working Paper Series. (PDF)
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shared by izz aty on 30 Dec 12
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Lesson Plan Aims - 0 views
www.philseflsupport.com/lessonplanaims.htm
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shared by izz aty on 31 May 12
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Wifehood and Motherhood are Not the Only Ways to Paradise - 0 views
www.suhaibwebb.com/...-not-the-only-ways-to-paradise
motherhood parenthood parenting marriage relationship love religion islam muslimah education society sexism wife family
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The Prophet (saw) makes it clear that his Sunnah is to marry, and that women and men are to be supporters of one another, and that following this Sunnah is better than not following it. At the same time, the examples of Asiyah and Maryam and others, show that although there is an ideal of a Muslim family that we should all try to emulate, we are not defined by that family alone. The root of worship is a relationship with Allah (swt). All other relationships should ideally stem from this one. It may sometimes be the case that a person did not marry for one reason or another. This makes them no less in fulfilling their purpose of creation – to worship Allah.
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Adam was created to worship Allah, but his ROLE was to be the father of all mankind. Does this result in a MANDATE that all men must be fathers to fulfill their purpose? No. There are numerous examples of great scholars from the history of the Ummah, such as Imam an-Nawawi, al-Zamakshari, Bishr al-Hafi, and even Ibn Taymiyyah – who never married and never had children. Are they less in fulfilling their purpose? No – rather they are cornerstones of the scholarship of the Ummah.
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Eve was created to worship Allah, but her ROLE was to be a companion to Adam. Does this result in a MANDATE that all women must be wives? No. It is the Sunnah to marry and for this reason it is the best example to strive for. But we should not make it such that unmarried women (or men) are somehow less than any one else. Their reward is with Allah if they fulfill their purpose of worshipping him.
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The purpose was to validate single sisters who want to get married and have children [but that's not happening for whatever reason] and let them know that there are other roles even a Mother of the Believers had played without having the blessing of kids.
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“Notwithstanding the issue of whether or not `A’isha was on the correct side (the consensus is that she wasn’t), the prominent role she played shows that the earliest of Muslim women —a wife of the Prophet (peace be upon him) himself— thought it conceivable that a woman could take such a leadership role over a group of Muslims. At no time did she strive to be head of state and actually took a role deferring to Talha and al-Zubayr. Yet, to one of the pioneers and masters of Qur’anic exegesis, a woman could take a leading role in the affairs of the Muslims.”
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Why, as a general community, are we not putting the same pressure on women to encourage them to continue to seek Islamic knowledge? Higher education? To make objectives in their lives which will carry over and aid them in their future familial lives, if such is what is meant for them? Perhaps it's because we're obsessed with the idea that women need to get married and become mothers and that if they don't, they have not reached true success.
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shared by izz aty on 27 Jul 13
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Editorial Ass: some very quick thoughts on the present tense - 0 views
editorialass.blogspot.com/...quick-thoughts-on-present.html
story prose fiction literature writing inspiration resources reference grammar tense education language learning english language esol
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successful present tense novel writing is much, much more difficult to execute than past tense novel writing. Most writers, no matter how good they are, are not quite up to the task. I'm not just being conservative here. It's true that historically, most novels have been written in the past tense. This is not purely convention--there are practical reasons for narrating in the past tense
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shared by izz aty on 12 May 14
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BBC News - Gove calls for state schools to be more like private - 0 views
www.bbc.co.uk/...education-26015535
english education england united kingdom education ESTEkiv state school private school independent school
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he said he wanted to break down the "Berlin Wall" between state and independent sectors. This could see state pupils taking the private school common entrance exam and state schools staying open longer
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The education secretary, speaking at the London Academy of Excellence, said that for decades "the dominant consensus has been that state education in England was barely satisfactory"
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he wanted schools to be able to stay open longer for nine or 10 hour days. This would allow more time for after-school activities or to provide a place for children to do their homework.
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Mr Gove said that commentators had associated state schools with "poor discipline, low standards, entrenched illiteracy, widespread innumeracy", but he said that this "pessimistic view is no longer tenable"
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he said the state system was improving, with better results, more pupils taking tougher subjects and fewer weak schools
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called for more testing, including taking the common entrance exam taken by 13 year olds in some private schools
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Mr Gove backed plans for individual secondary schools to be able to take the OECD's international Pisa tests
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Sir David also had tough words about teachers' unions, saying their "political naivety has been astonishing". "Their barrage of industrial action and knee-jerk opposition to any change has allowed the education secretary and his supporters to characterise them as cartoon-like bogeymen," he writes.
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Responding to Mr Gove's speech on Monday, Labour's shadow education secretary, Tristram Hunt, said: "Improving school standards starts with a qualified teacher in every classroom. Until Michael Gove commits to this, he is ruling himself out of any serious debate about how we raise standards in our schools. "Whether on discipline, delivering extra-curricular activities or on improving learning outcomes: it all hinges on the quality of the teacher in the classroom. Raising the quality of teaching - that is where the focus needs to be and that is what Labour is concerned with. The Tories have lost sight of this and are undermining school standards as a result.
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Christine Blower, leader of the National Union of Teachers, challenged the idea of state schools using the common entrance exam. "Why would we imagine that that is an appropriate examination? He's not discussed that with anybody, he's not discussed it with any of the exam boards, he's certainly not discussed it with the representatives of teachers," said Ms Blower.
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Mr.Gove says that at the heart of every successful private school is the independence of the Head. It isn't.At the heart of every successful private school is exclusivity; fees; selection and privileged parental backgrounds.Will he give those to state schools? No, of course not. So let's stop this nonsensical argument now.
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Most people work a 8 hour day (although there are many who work more) and we expect children to work for longer? How, many of us adults would want to attend a course that lasted 10 hours a day for 40 weeks of the year? I know my brain would explode! Concentrate on quality not quantity Mr Gove!
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shared by izz aty on 11 May 14
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The Swedish Model - Education | Frontier Centre for Public Policy - 0 views
www.fcpp.org/...the-swedish-model-education
sweden swedish education free school independent school social reform scandinvian education ESTEkiv
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Reforms that came into force in 1994 allow pretty much anyone who satisfies basic standards to open a new school and take in children at the state's expense
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local municipality must pay the school what it would have spent educating each child itself—a sum of SKr48,000-70,000 ($8,000-12,000) a year, depending on the child's age and the school's location
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Nothing extra can be charged for, but making a profit is fine
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In just 14 years the share of Swedish children educated privately has risen from a fraction of a percent to more than 10%
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What no one predicted was the emergence of chains of schools. Yet that is where much of the growth in independent education has come from
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He then broadens the analogy to hotels and airlines, which make money only if they are popular enough to maintain high occupancy rates.
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Youngsters spend 15 minutes each week with a tutor, reviewing the past week's progress and agreeing on goals and a timetable for the next one. This will include classes and lectures, but also a great deal of independent or small-group study
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Kunskapsporten allows each student to work at his own level, and spend less or more time on each subject, depending on his strengths and weakness
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Each subject is divided into 35 steps. Students who reach step 25 graduate with a pass; those who make it to step 30 or 35 gain, respectively, a merit or distinction
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Teachers update and add new material to the website during school holidays and get just seven weeks off each year, roughly the same as the average Swedish office worker
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“We do not mind being compared to McDonald's,” he says. “If we're religious about anything, it's standardisation. We tell our teachers it is more important to do things the same way than to do them well.
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Sweden's Independent Schools Association has ten members that run more than six schools, and five that run ten or more
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Each child's progress is reported each week in a logbook, and parents can follow what is being studied on the website.
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“Our aim is that by the time students finish school, they can set their own learning goals,” says Christian Wetell, head teacher at Kunskapsskolan Enskede. “Three or four students in each year may not manage this, but most will.”
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tracks the performance of individual teachers to see which ones do best as personal tutors or as subject teachers
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bonuses to particularly successful teachers and is considering paying extra to good ones from successful schools who are willing to move to underperforming ones
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preferred bidder to run two “academies”—state-funded schools run largely free from state control—in London
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run by a not-for-profit arm, since for-profit ventures are banned from Britain's academies programme
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The firm also hopes to open low-cost independent schools in Britain, where it can offer the full Kunskapsskolan experience, free of state meddling
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the returns are solid, rather than stellar: Mr Ledin quotes an average return on capital of 5-7% a year
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If a future government, hostile to school choice, changed the rules, that would be the end of this nascent market.
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The school reforms are popular with parents, he says, and politicians know they meddle with them at their peril. More plausible would be a change to the rules so that independent schools had to match the methods and curriculum of state schools more closely, or perhaps even a ban on profits
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The latter sounds bad, says Mr Stawström, but would not really amount to much: companies could split themselves into non-profit schools and a profit-making body that supplies services, such as teaching materials and consultancy
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What Traits Can Recruiters Deduce From Your Facebook Profile When Screening For a Job? ... - 0 views
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Northern Illinois University’s College of Business, has found that Facebook personality profiling managed to outperform industry standard psychometric tests in terms of its ability to predict the job success of a candidate.
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What was remarkable was that the researchers only needed a five to ten minute perusal of a Facebook profile to achieve these superior results, which compares favourably to psychometric tests which can take up to 30 minutes to complete. This means it is easy for employers and recruiters to do the same.
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surely this is a non-issue as Facebook users can prevent recruiters from seeing their profile data, using privacy controls, right?
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What if an employer askS for access to your Facebook profile? This is personal information, protected under the data protection legislation of many countries in the world and you are under no obligation to disclose it to a recruiter.
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shared by izz aty on 08 Dec 10
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DailyShots - The Daily Short Texts/Stories Project - 0 views
dailyshortstories.tumblr.com
blog tumblr journal reading log reading project strategies education language english essr extensive reading
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One of the major keys to success in language acquisition is making reading a habit. Extensive [Sustained] Silent Reading (ESSR) is thus useful as it allows readers to improve their language skills in various aspects (grammar, vocab, spelling etc) and levels without the stress of classroom learning and a teacher's supervision. I aim to read (at least) one English text (eg. short story, article, poetry) a day - although this may be slightly stretched from time to time, depending on academic/personal commitments.
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The Teacher as an Organizer - 0 views
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Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.
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shared by izz aty on 06 Aug 11
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Teach Children Well - 0 views
teachwellnow.blogspot.com
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