Tap, tap, text, text, click, click… Are cell phones taking students from merely distracted to dum, dummer, dummest?
I suppose it depends on what “dumb” is. If dumb means instant access to vast sources of information that don’t require memory recall to access, that’s hardly stupid. And if dumb means webs of instant connections for help, sharing, and getting things done, that ain’t so dumb, either.
BUT… dumb is as dumb does, so if these marvelous little devices are getting in the way of student productive academic outcomes, then we’ve got a problem. Continue reading →
By “time management” we usually mean prioritizing, using time effectively, getting things done instead of putting them off. Except that we all “manage” time — it’s a matter of how well. If done properly, the rewards are large — and costly if not.
Ben Franklin put it more succinctly:
Remember that time is money.
So let’s get a new, good start on this “time management” job of ours and break into its essential parts to see how well it can pay. Continue reading →
On March 1, 2017 at the Arlington, VA Central Library, Michael Bromley presented:
Understanding and Overcoming Procrastination
Michael Bromley discusses strategies to help ourselves and our children overcome the urge to delay. Michael is a high school teacher, historian, published author and founder and president of School4Schools.com LLC & the A+ Club
Parents of a student who has been diagnosed with “Attention Deficit,” commonly known as “ADD” and “ADHD,” get a reminder every hour of every day that by, “attention deficit,” ADD is more than some inability to focus.
characterized by problems paying attention, excessive activity, or difficulty controlling behavior which is not appropriate for a person’s age.
The key words here are, “paying attention,” something that I am reminded of as I jumped up from my living room chair at the smell of my burning breakfast. My wife would remind me that I always burn the roast. I remind her that she should remind me when I put something on the stove.
A wise, wonderful person, my Belgian host-mother during my student exchange year to Tournai, Belgium, told me (in French), “Michael, you try to do too much at once.”
My own mother wouldn’t disagree, especially during those numerous emergency visits for another round of stitches needed because I wasn’t “paying attention” again. Continue reading →
All students are aspirational: they want to do well in school and for their parents. But when they fall off from expectations, the excuses and resistance begin.
Managing a teen student is complicated enough! Now you have to deal with enforcing rules, upping the oversight, and staying on top of a resistant child. Communication breaks off, and things get, well, unhappy.
At the A+ Club, we help students do better in school by engaging them in reflection, problem solving and goal setting — and following up week to week, along with assignments and grades oversight and direct tutoring when needed.
Our system helps students identify what is possible and feel empowered to get there. When kids don’t know what to do or can’t see past the next step, it’s usually because their expectations aren’t aligned with their realities.
Do not “require a fig in winter”
When we adults say, “I want to lose weight” it’s as vague and meaningless — and counter-productive — as when a student starts a new quarter after low grades with, “I’m going to get straight A’s.”
Two recent Skype incidents remind us of the dangers of social media and the “instant age.”
One, an offensive albeit private joke ignorantly shared online, the other a deliberate spamming via Skype messaging remind us that parents can and should be aware of their teen student’s social media activities. Here are some warnings and suggestions, starting with the idea that with social media, private is never really private.
For successful testing, students need to know what will be on the test. Sounds obvious, but parents don’t want to hear from their teens that there were “surprises” on a test or that they studied for the wrong thing.
This edition of the Successful Assessment will review how to help your teenage student identify what will be on a test.
“Getting started” can be so hard. We know that we should get to work on something, but our emotions get in the way because it can seem so big, and so far away, and, well, it’s easier — and makes us feel better for now — to put it off until later. Continue reading →
Getting started on studying, homework and large assignments means just that: start a little now — and don’t worry about finishing until later.
Cramming is a difficult habit to break. The best technique for breaking the cramming cycle is to “smooth out your workflow” by just “getting started,” whether or not you’ll finish it now.
Yet getting started on homework, studying and tests can be so hard, especially when we pressure ourselves to get it done all at once.
Students who have trouble starting an assignment or project often put it aside for later because they feel they need to finish it once they start. Knowing they can’t possibly finish, they don’t bother to start. Here’s the logic: Continue reading →