- Think of what you want out of life….not how much you can get done. Assess all your activities. If they add to your life, keep them. If not, eliminate them whenever possible.
- Understand your body clock. It’s irregular and not as uniform as time from a clock. Identify its peak times. That is when to schedule especially difficult work.
- Don’t crowd every minute with some task. If you do, tension rises and effectiveness declines.
- Slow down. Don’t be addicted to rushing. Ask, “Why am I rushing? What will hap-en if I don’t?” Know the difference between necessary haste and impatience.
- Subtract an old activity when you add a new one.
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- Have you read and followed directions carefully?
- Are you taking short cuts that are confusing you?
- Are you using your book properly?
- Read the directions aloud….now do they make sense?
- Have you tried making a picture, table, graph, or diagram to represent the known facts and relationships?
- Have you tried to sold a similar, but less difficult problem?
- Have you checked the glossaries, the table of contents or the indexes for help?
- Did you copy the words or numbers correctly?
- Are you trying to do too much of the work in your head?
- Have you checked for careless mistakes?
We don’t know where we got this wonderful reminder….but it is something we wish we could remember when pressures get too great.
Relieve stress by understanding which brain hemisphere is stressed. If you feel depressed or emotionally overwrought, your stress is in the right hemisphere….the creative, emotional, holistic side.
What to do: Switch to your matter-of-fact left hemisphere by doing math, writing factual prose or organizing. The emotional right brain will calm down.
If you feel time-stressed and overburdened, the left hemisphere is involved. Switch to your right brain by singing or playing a sport.
Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes, with a will, the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks.
In the fast-paced world in which we live, adults often are hard pressed to find the time to work, manage a household, raise a family and pursue leisure activities….all within the confines of a 24 – hour day. Children are no different. Between going to school, doing homework, working part time, visiting with friends, attending athletic practice, participating in school clubs, taking music or dance lessons, doing household chores and watching a favorite television……a child can find himself without a minute to spare during a typical day.
Children need their parents’ help in learning how to organize their time. By equipping them with some vital time management skills now, they will be better prepared to meet the increasing demands placed on their lives as they grow older.
- Weekly chart. Map out a schedule each week, with specific times allotted for school, homework, work, chores, extracurricular activities, television, dating and going out with friends.
- Permanent work space. By mid-elementary age, your child should have his own palace for studying.
- Organized notebooks.
- Regular homework time
- Learning comes first. If your child starts producing incomplete assignments, neglecting his homework or slacking off in his grades, it is time to make hip drop some activities. If schoolwork improves, he can resume the disrupted activity.
Do not let your child over structure her time after school and on weekends. Children need a few moments to wind down between activities. Encourage them to have a healthy snack, listen to music or read a magazine before rushing off to soccer practice or a music lesson. Remember that part of the joy in being young is the freedom to do nothing at all.
- Challenge the process. Leaders search for opportunities, experiment and take risks.
- Inspire a shared vision. Leaders envision the future and enlist the support of others to share and achieve that vision.
- Enable others to act. Leaders foster collaboration and draw the best from their people.
- Model the way. Leaders set a good example and plan opportunities for their people to experience many “wins” along the way.
- Encourage their people. Contributions are recognized. Accomplishments are celebrated.
The Leadership Practices Inventory, called LPI, was compiled from interviews and surveys with managers who attended management development seminars.
Courtesy of Measures of Leadership
- Dealing with the aggressor who is intimidating, hostile
and loves to threaten.
What to do: Listen to everything the person has to say. Avoid arguments and be formal, calling the person by name. Be concise and clear with your reactions.
- Dealing with the under-miner who takes pride in criticism and is sarcastic and devious.
What to do: Focus on the issues and don’t acknowledge sarcasm. Don’t overreact.
- Dealing with the unresponsive person who is difficult to talk to and never reveals his or her ideas.
What to do: Ask open-ended questions and learn to be silent. Wait for the other person to say something. Be patient and friendly.
- Dealing with the egotist who knows it all and feels and acts superior.
What to do: Make sure you know the facts. Agree when possible and ask questions and listen. Disagree only when you know you’re right.
Courtesy of Business Marketing Reference Manual
For centuries, people believed that Aristotle was right when he said that the heavier an object, the faster it would fall to earth. Aristotle was regarded as the greatest thinker of all times and surely he could not be wrong. All it would have taken was for one brave person to take two objects, one heavy and one light, and drop them from a great height to see whether or not the heavier object landed first. But no one stepped forward until nearly 2000 years after Aristotle’s death. In 1589, Galileo summoned learned professors to the base of the leaning Tower of Pisa. Then he went to the top and pushed off a ten-pound and a one-pound weight. Both landed at the same time. But the power of belief in the conventional wisdom was so strong that the professors denied what they had seen. They continued to say Aristotle was right.
e-Tutor students say that online credit recovery courses have characteristics their teachers do not offer. The online program is always available. The program has a “patient” character and is nonjudgmental. e-Tutor allows students to be anonymous and allows them to do many things at the same time. e-Tutor aligns online information to the student’s learning program.
Tutors are all teachers who have been trained in online learning. Tutors are available at times that are convenient for both student and tutor.
e-Tutor Credit Recovery Program includes Online Tutoring
- Effective one-to-one learning
- Direct contact with your tutor a minimum of one hour each week
- ‘Talk” to your tutor 24/7 via email
- Includes expanded access to e-Tutor lesson modules
- Tutors emphasize skill building and reinforcement of concepts
- Assignments aligned to e-Tutor lesson modules
- Online communication and completion of assignments through the e-Tutor bulletin board/chat room
- Parents have access to and can view assignments and tutor comments and grades
Plus: All of the features from the Regular eTutor Independent Study Program
Leisure-time reading outside of educational activities is a key to superior learning performance, according to a study which examined the reading habits of 155 ten-year-olds. The most surprising finding was not the link between outside reading and educational proficiency, but rather the low amount of outside reading that is actually needed to improve instructional performance.
Astonishingly, ten minutes a day of outside book reading makes a vast difference, according to the study published in Reading Research Quarterly. Improvement tends to level off as outside reading time increases beyond twenty minutes a day.
Unfortunately most students read very little on their own. Therefore, the study suggests, parents and educators should make sure children have access to interesting books at a suitable vocabulary and comprehension level, and that adults read aloud to them and provide time for reading during each day.