Portfolio - CEHD
|Portfolio |
|Professional Development |
|My first Portfolio |
|This document contains the experiences which I gained in George Mason University, |
|Virginia, US during the Professional development program. There’re six sections in |
|it: Introduction/Personal Reflection/Professional Development, My lesson plans/Shared|
|lessons, Strategy Sheets, Action Research, Group Photos and Students Photos and I’m |
|going to share it with my colleagues. In future I’m going to work on the portfolio |
|and enrich it and it will help me a lot to develop as a teacher. |
| |
|EC DoIT |
|10/29/2007 |
| |
Portfolio Outline
1 Introduction/Personal Reflection/Fieldwork Reflection
2 My lesson plans/Shared lesson plans
3 Strategy sheets
4 Materials from mentor teachers
5 Action Research
6 Conference Abstract and Presentation
7 Group photos/students photos
1 Introduction/Personal Reflection/Fieldwork Reflection
Gulnora Kamolova Toshpulotovna
Kirpichniy Village, Hisor,
Tajikistan
735020
(992)919290221
guli1979@mail.ru
Objective: Objective for the job
Experience:
Secondary school #5-Hisor, Tajikistan
• Teacher of English to grades 7-11
• Provide trainings to teachers in the school
• Leader of the English Club in school
Teacher Re-training Institute
1. Teacher-Trainer (2004-present)
2. Trainer in Summer Camps 2004/2005/2006
Education:
Dushanbe State Pedagogical University
Department of English
Diplom (09/1995-07/2000)
Professional Development:
✓ Winner of the competition “Developing new English textbooks”
✓ Tajikistan 2003
✓ Authorship trainings “Textbook development” (2003-2006)
✓ Participant in workshops
✓ Gender balance in the textbooks of Tajikistan. Dushanbe 2004
✓ Participant in the workshop
✓ Co-author of the ST’s book “Highway to English 5, 6”
✓ Co-author of the T’s book “Highway to English 5, 6”
✓ CATEC 2007 (Central Asian Teachers of English Conference) Kyrgyzstan
Skills:
• Organized
• Responsible
• Bilingual
• Friendly
• Flexible
• Punctual
• Communicable
Computer skills:
➢ Microsoft Word
➢ Explore
➢ Excel (a little)
Language skills
❖ Uzbek
❖ Tajik
❖ Russian
❖ English
Seminar on Educational Leadership
By Dr. Shahrokhi
SESSION # 2
Wednesday, September 26, 2007
Theme: The LSI Thinking Styles and Effective Management
Topic: Self-Improvement Plan
Participant’s Name: Gulnora Kamolova (Secondary School #5 Hisor, Tajikistan)
Step 1: Looking at your completed LSI profile, you will notice that each style’s extension from the center of the Circumflex varies in length. The further extensions from the center indicate styles that are predominant in your profile. Your two longest style extensions have the greatest influence on your behavior, and are called your primary and backup styles. List them below.
Primary Achievement (11 o’clock position)
Backup Humanistic-encouraging (1 o’clock position)
Step 2: Using the style interpretations in this guide, decide which styles are working for you (your strengths), and which styles might be working against you (styles that may be reducing your effectiveness). Based on what you learn, choose one style from those you’ve listed to start with first. Select one behavior associated with this style that you would like to change. You may choose to eliminate a characteristic you feel is self-defeating, or to strengthen something about yourself that you see as positive and effective.
The style I have chosen to work on is dependent (5 o’clock position).
What does this style mean to you?
My score for the dependent style means I tend to believe that: I let others determine my behavior and guide my life. Especially I used to obey to my parents and most of the time I let them to do decision for me. I think they are older and know what is good for me and what is bad and feel they’re responsible for my happiness.
Step 3: We think and behave as we do because we have been influenced by significant people and situations in our lives. Consider your life: try to identify and isolate the influences you’ve experienced that may be associated with this style.
|Significant Person (or situation) |Ideas/Behaviors You Might Have Learned |
|Parents |determine my behavior |
|Friends |Influence on me |
|Community |discuss my behavior |
Step 4: Consider the consequences of using this style and list them as indicated below.
Personally
|Positive Consequences |Self-Defeating Consequences |
|Feel more confident and be independent |Believe in myself and set a goal |
Professionally
|Positive Consequences |Self-Defeating Consequences |
|Work hard and achieve my goal |Make my own decision |
Step 5: Consider how your life would be different if you changed your behavior in this area.
Some positive differences:
I would feel myself freer, confident, learn and understand the life, its challenges better and feel myself adult, enjoy my life, change a lot of things in my work.
Some negative differences:
May be I would have some challenges and troubles. Because it’s always difficult to make changes and people accept it differently: some people understand and accept positively but some misunderstand and accept negatively. People are different so their thoughts and ideas are different too. They would be agree with me and discuss what I say and do.
Seminar on Professional Development and Change: Reflective Practice, Individual
Action Plans, and Action Research.
Fieldwork Reflection 1: What were the greatest similarities that you noticed during your first fieldwork observation? What were the greatest differences? Which of the differences are potentially useful for your school?
I’ve been visiting Holmes Middle School: 6525 Montrose Street, Alexandria, VA 22033. I’ve been in Holmes Middle School two days on Tuesday and Thursday in the lessons of Ms Vilma Laringakis. She teaches English as a second language, Social Studies and The World Culture to grades 6 to 8.
There’re some similarities like school is free for every pupil, school supplies books for pupils, classes are mixed boys and girls study together, they can have lunch in the cafeteria, there’re some extracurricular activities for pupils to attend after the classes, there's parent association.
The differences are: the school is smaller, pupils take a school bus to school and it's free, pupils can choose they want to study, there's a school security department, pupils wear to school what they want, no uniforms, once a week they have 5 minutes training how to behave in case of emergency e.g. fire, every pupil has his own box in the corridor where they keep their things and lock the door, Pupils have different background and different ages, the classrooms are well equipped, the posters, drawings design work in the classrooms are made by pupils, school provide all teaching materials for teachers, big gyms with equipments, a library with a lot of books and computers connected to the internet, every classroom is different and taught very well when you enter top music class you see pupils playing like real orchestra , technology class pupils doing different activities like some are building bridges listening to instruction on computer, others doing some experience on Chemistry or Physics, teaching techniques are also different, Pupils more free the age of pupils are different, they’re relaxed more free and relaxed.
It was amazing for me to observe all this things and I've learned a lot. I think everything I’ve learned is important and new for me and as well it will be useful and new for my school. And I'm sure I can change a lot in my school and in teaching.
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2 My lesson plans/Shared lesson plans
Lesson Plan
Participants: 12 Grade level: 7 grade
Length of the lesson: 40 minutes Date: 10/11/2007
Title: Tajikistan
1. Objective:
At the end of the lesson students will have gained knowledge about Tajikistan and be able to talk about Tajikistan’s geography, culture, traditions and customs and places of interest.
2. Materials for learning activities
Text about Tajikistan, maps of Central Asia, markers and board.
3. Procedures for learning activities
Pre-reading activity—Activate Prior Knowledge
Brainstorming
What do you know about Tajikistan?
Write the word Tajikistan on the board and elicit from students as many information as you can. Put all the information on the board in order for students to see them.
During-reading activity
Give out the handouts with the text about Tajikistan and ask students to read independently and check were they right or not.(refer to board)
Post-reading activity.
a) Work in groups of three.
Divide students into groups and tell them to choose and discuss a place to visit in
Tajikistan and say why they would like to visit this place.
Let a student to report to the class about the places they would like to visit.
b) Work in groups. Find Tajikistan on the map, color it and say the bordering
countries.
Students report about their work.
4. Assessment
a) 3-2-1 Activity
Ask students to work individually and complete the table, give out the handouts
and set up time.
b) Students’ discussions are also way of informally assessing the students
5. Reflections
Students enjoyed the lesson, they got information about the country they didn’t know before. When I asked them to write about the places they would like to visit they chose different places and asked many questions about historical places and meals about capital city and so on. It was interesting for them to learn about other country’s culture.
I think next time I would change way of dividing them into groups because in one group there were all advanced students and they did the tasks very quickly and began to talk while the others were working.
Do you know Tajikistan?
Tour Tajikistan invites you on a tour of Tajikistan. Tajikistan is a small country about 143 thousand square kilometers. But there’s a lot you can see and do. And there are a lot of friendly people you can meet. The population of Tajikistan is approximately 7 million people. There are many nationalities: Tajik, Uzbek, Russian, Kyrgyz, Turkmen and others. The capital of the country is Dushanbe.
There are a lot of places of interest in Tajikistan and If you’re interested in history you can visit unique spring Chiluchor-chashma which means 44 springs, great rocks Childukhtaron which means 40 girls, Hisor Fortress which was built in 16 century and etc and learn more about them.
If you like swimming, sailing or fishing Kairakum Reservoir is what you wish. This beautiful place used to call Tajik Sea among people. The water is warm and clean you can lie on the sun and enjoy your summer.
If you like city life you can stay in the capital. There are a lot of places to go in Dushanbe. You can visit museums to learn more about the culture go to restaurants and taste delicious Tajik national meals like Kurutob, Shakarob or Oshi palav. You also can go shopping, discos or Botanic garden which is in the centre of the city.
The best time to visit Tajikistan is in spring in March and experience Navruz Festival taste our traditional dish Sumanak, watch national sport Buzkashi and enjoy girl dancing in beautiful costumes Atlas or Chakan. If you’re looking for adventures and love climbing on the mountains we suggest you to visit Pamir’s and climb on the highest peak Ismoili Somoni which is 7495 meters high. It’s a really wonderful place, the weather is cool, the air is fresh and the nature is amazing in all seasons.
Don’t delay. Phone us today for a dream holiday!
See you soon in Tajikistan.
3-2-1
TAJIKISTAN
Write 3 historical places to visit while in Tajikistan.
1)
2)
3)
Write 2 interesting facts about the culture of Tajikistan.
1)
2)
Write 1 fact about the capital city of Tajikistan.
1)
Lesson Plans
Title: Tortoise’s Picnic Participants: 12 students
Grade Level: 6 grade Class: ESOL Level 3 Literature
Date: 10/23/2007 and 10/25/07 Duration: 2 block periods(80 minutes)
Day 1
Objective: to develop students listening, speaking and drawing skills through story telling.
Materials Needed:
Pictures of 3 apples, 3 bananas, 3 cans of soda, 3 tins of fish, 3 slices of cake, and 3 sandwiches
3 posters, markers, a basket, a text.
****************************************************************************************************
Procedures for Learning Activities
Students must be in the right “frame of mind” for a story. (change the arrangement of tables and chairs).
Enable students to show their understanding and to participate.
Speak loudly enough for the students at the back to hear easily.
Adopt a different voice for the narrator and for each of the characters.
Give more importance to what the student achieves than the mistakes he or she might make.
Task 1
Work in groups of four. (make groups??) [5min]
Choose a poster (Assign). Guess what season is it? And add more details.
Put posters on the wall in order.
Distribute pictures to groups( each group should take four different pictures).
Tell student that they’re going to listen to a story about tortoise’s picnic and a can-opener.
Elicit answers to following questions: [5 min]
Who knows what a picnic is?
Where do you usually go for a picnic?
What do you usually take for a picnic?
Do you take a can-opener with you?
Task2 [5 min]
Tell students you will need them to help you with the story.
Explain how students will assist and give out the following cards.
Three months
1 kilometer
2 kilometers
3 kilometers
Explain that when they hear these words they should hold up the card
Ask the rest of the class to help you with miming
Walk
Wait
It’s hot
It’s raining
Give out papers. Agree on how they will mime
Practice with the class for two times.
OK This is a Story time!(Present story) [20 min]
Task 3
Ask the following comprehension questions. [10 min ]
1 Did you like the story?
Where did the family go?
What did they take with them?
Did they eat the food? Why not?
How many kilometers did they go?
How long did it take them to reach the picnic place?
How many months did the father and mother wait for their son?
Task 4 Work in groups of three. Discuss and act out the story. [35 min]
Day 2
Objective: At the end of the lesson students will be able to create their own stories using the language and idea they got from the story.
Materials needed: Picture of the story, posters and markers.
Procedures for learning activities
Task 1 Work in groups of three. Discuss and put the pictures in order. [15 min]
Ask students how well they remembered the story. They’ll work in groups, put the pictures in order and retell the story in chain.
Task 2 Work in groups. Choose a task. [35 min]
1 Draw favourite pictures from the story.
2 Write a letter to a friend. The baby tortoise describes his journey.
3 Create your own ending to the story.
4 Make up your own picture dictionary for the story.
5 Write ten questions to interview Father, Mother or Baby.
Task 3 Report to the class.
Each group will report their work. Ask students to assess each others work. [30 min]
5 Assessment
The tortoise’s Picnic
Narrator:Once upon a time there were three tortoises: a father, a mother and a baby. One beautiful spring day, they decided to go for a picnic.
Baby: Oh, what a beautiful day! Mum, let’s go for a picnic!
Mother: OK. We’ll take three Colas, and three apples, and three bananas, and three sandwiches, and three cakes, and three cans of fish.
Narrator: They put everything in their baskets. They set out carrying their basket. They walked and walked and walked.
After three months they were a kilometer from home.
It was summer and it was sunny and hot.
Baby: Oh, it’s very hot. I’m tired.
Father: OK. Let’s sit down and have a rest.
Narrator: They set out again and walked and walked and walked. And after three months they were two kilometers from home. They set out again and walked and walked and walked. And after three months they reached the picnic place. They were three kilometers from home. It was winter and it was snowing and very cold. They unpacked their baskets and spread out the cloth, and arranged the food on it.
Mother: Well… Three Colas, and three apples, and three bananas, and three sandwiches, and three cakes and three cans of fish … Oh!!!
Mother: We’ve forgotten the can-opener!
Father: Baby, go back and bring the can-opener.
Baby: What!!!? … Me!!!? Go back all that long way1
Father: We can’t start without a can-opener. We’ll wait for you.
Baby: Do you promise that you won’t eat till I come back?
Father: Yes, we promise.
Narrator: And Father and Mother waited. They waited and waited.
And after three months they got hungry.
Mother: I’m hungry. Can we have just one sandwich each?
Father: No, honey. We promised sonny. We must wait.
Narrator: And Father and Mother waited. They waited and waited. And after three months they got really hungry.
Mother: I’m really hungry.
Father: OK. Let’s just have one sandwich while we’re waiting.
Narrator: So, they picked up the sandwiches. But just as they were going to eat them, a little voice said:
Baby: Aha! I knew you would cheat. It’s good thing I didn’t go back for the can-opener.
Reflection
The lessons were very interesting. Everybody was involved and busy, at the beginning it seemed easy but there were challenging activities like creating their own stories or writing a letter and some students saw themselves in the Baby tortoise character, they discuss the story and told the others about themselves. I liked them connecting the story with their life.
I think next time I’d change the first activity adding more details to posters, students weren’t happy to have ready posters they’d like to draw them by themselves. I think I have to give them time for this activity because they like drawing so much.
ESOL level 3/4 literature
Period 1
The Jersey Vocabulary
Objective: Students will be able to define words using context clues, show understanding of words and use vocabulary words appropriately
Day 1 and Day 2:
Materials needed:
List of vocabulary words, vocabulary work handout
The Jersey book
Objective: Students will need to define words using context clues.
Activity 1:
Model what is expected.
1) Distribute list of vocabulary words.
2) Distribute vocabulary work handout
3) Ask students to take out book
4) Model what is expected
a) Write the word in the blank
b) Ask students find the sentence in the book that contains the word
c) Write the sentence
d) Read text before and after sentence
e) Define the word using context clues
Activity 2:
Independent work
a) Write the word in the blank
b) Ask students find the sentence in the book that contains the word
c) Write the sentence
d) Read text before and after sentence
e) Define the word using context clue
Activity 3:
Make sure students have correct definitons
a) Call on students to read sentences and give
definitions
b) If definitions are incorrect, guide students to
give correct meaning
ESOL level 3/4 literature
Period 1
Vocabulary
Day 3
Objective: Students will be able to show understanding of words through visual representation of words
Materials needed:
Vocabulary list, completed vocabulary work handout, picture dictionary handout, colored pencils,
Activity 1:
Alphabetize words
a) ask students to alphabetize words
b) call one student at a time to come write the words in alphabetize words
c) instruct students write the words under “Word” column in alphabetical order
Add definitions to dictionary
• ask students to write the definitions of the words in the “Definition” column
Activity 2:
Illustrate word
a) model for the students by drawing a picture for the first word
b) instruct students to make an illustration for the remainder of the words
ESOL level 3/4 literature
Period 1
Vocabulary
Day 5
Objective: students will be able to show understanding of vocabulary words
Materials needed:
Bingo sheets, cards with vocabulary words, vocabulary test and list of words
Activity 1:
Vocabulary Review
Play bingo(at least 4 times)
Activity 2:
Vocabulary Test
Students will be given sentences with blanks and be asked to fill in the blanks with an appropriate vocabulary word
ESOL level 3/4 literature
Period 1
The Jersey Vocabulary
Objective: Students will be able to define words using context clues, show understanding of words and use vocabulary words appropriately
Day 1 and Day 2:
Materials needed:
List of vocabulary words, vocabulary work handout
The Jersey book
Objective: Students will need to define words using context clues.
Activity 1:
Model what is expected.
1) Distribute list of vocabulary words.
4) Distribute vocabulary work handout
5) Ask students to take out book
4) Model what is expected
f) Write the word in the blank
g) Ask students find the sentence in the book that contains the word
h) Write the sentence
i) Read text before and after sentence
j) Define the word using context clues
Activity 2:
Independent work
a) Write the word in the blank
f) Ask students find the sentence in the book that contains the word
g) Write the sentence
h) Read text before and after sentence
i) Define the word using context clues
Activity 3:
Make sure students have correct definitons
a) Call on students to read sentences and give
definitions
c) If definitions are incorrect, guide students to
give correct meaning
| Name of the Seminar: Educational Leadership by Dr. Shahrokhi. |
|Topic: Multiple Intelligences. |
|Subject: English. |
|Grade 6, |
|We love nature |
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| Level: Advanced |
| Time: 45 minutes |
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| Participants: 15 students |
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| Materials used: Posters, charts, markers, flipchart |
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| Objectives: Students will design their own rules how to protect the nature |
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| To improve language skills |
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| Warm up: Brainstorming (what is nature?) |
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| Presentation: 1) How will you contribute to protect the nature?) |
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| 2) Students work in groups. |
| 3) 15 minutes for preparation ( they can present through drawing, role plays, essays, poems, it depends on their |
|creativity) |
| 4) Each group make a presentation |
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| |
| Practice: Station Rotation |
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| |
| Application: Group discussion ( create GOLDEN rules) |
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| Homework: To make a collage on the topic " My contribution to protect the nature |
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Name of the Seminar: Educational Leadership by Dr. Shahrokhi
Topic: Multiple Intelligences
Subject: Social Studies
Grade Level: 7 – 8
Overview: During the past hundred years, due to new technologies the world has changed in many ways. Some changes have improved the quality of life and health for the human being. Others have affected people’s health care adversely causing different kinds of pollution that have harmed the environment.
Purpose: As the future of our country, children need to be able to identify the types of pollution, the sources of pollution, and how they can protect the environment from future pollutant.
Objectives: By the end of the lesson students will be able to:
• Identify and discuss different kinds of pollution
• Identify and discuss the sources of pollution
• Discuss and explain why it is important to keep the environment free of pollution.
Resources/Materials:: lesson vocabulary cards, photographs of water, air, and land pollution, chart paper, "Let's Stop Pollution" poster, poster board, crayons, markers, variety of sizes of cardboard boxes, poster or tempera paint, Kleenex, soap, water, variety of pollution bumper stickers.
Activities and Procedures:
Linguistic/Spatial intelligences (How can I use the key terms on pollution, How can I use visual aids/visualization/color/art or metaphor?)
1. The Teacher will begin the activities by displaying and reviewing the lesson vocabulary. (Pollution, surroundings, litter, environment)
2. The teacher will discuss the displayed pictures of water, air, and land pollution. Students will identify what is wrong in each of the pictures displayed. Teacher will write students responses underneath each of the pictures. Teacher will remind the students that pollution is anything that harms our surroundings and that people cannot survive without clean air, water, and land. Stress that pollution is a responsibility and concern of all people in every community.
3. Ask students to "Brainstorm" to complete a list of ways that they can help to stop pollution. Examples: not put garbage into the lakes and streams, walk or ride bikes whenever possible, pick up litter). List the students’ responses on a poster titled "Let's Stop Pollution".
Teacher will stress that because so many important things in the surroundings are shared by people in other communities, everyone must work to stop pollution of the air, water, and land.
Students will then have a variety of activities to teach them about the causes and effects of pollution.
1. Teacher will provide students with a half sheet of posterboard and crayons. Teacher will instruct the students to make a poster to inform others about pollution. Display the posters around the school. (Spatial intelligence)
2. Teacher will provide students with boxes and paint. Teacher will instruct the students to make "litter boxes" with labels and decorations that state why it is important not to litter. Place the boxes in areas around the school or home. (Bodily-Kinesthetic /Spatial intelligences)
3. Teacher will instruct the students wash the outside of a window that is easy to reach. A few days later, teacher will ask the students to wipe the same window with a clean tissue. Teacher will make groups and instruct the students to discuss possible reasons the window became dirty. (Air pollution) (Linguistic/Bodily-kinesthetic/Interpersonal intelligences)
4. Provide students with materials to make replicas of bumper stickers illustrating warnings and laws concerning pollution. Suggestions: NO LITTERING, NO TRUCKS, NO DUMPING, NO BURNING. (Naturalist intelligence)
OR. Teacher will take the students for Fieldtrips to local companies or industries that deal with pollution prevention. After field visit students will write 2 pages report on how to prevent pollution. (Naturalist/Intrapersonal intelligences)
5. In group students will be instructed to make jingle to raise the awareness regarding the causes and effects of pollution. Teacher will provide key terms on pollution i.e. pollution, surrounding, litter, environment, etc). Students will present their jingle in front of the class. (Musical Intelligence)
3 Strategy sheets
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Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Expert group
2. When is this method or strategy useful?
When students have a long text to read in a short period of time
When a lot of material has to be covered in a short period of time
3. Why or how is this method or strategy useful?
It develops all language skills like reading, speaking and writing.
Students work cooperatively in the groups.
Students gather much more information than they would have on their own during that time period.
4. What are the steps involved in using this strategy or method?
Break students into groups
Give each group a topic or a portion of a reading or vocabulary word
Students are to read independently or as a group
Students are to discuss with group members (teacher should give guiding question) They need to become experts.
One student from each group will go to another group
At this time, this student will teach to the new group what he/she learned and listen from his new group.
OR
Break students into groups
Give each group a topic or a potion of a reading
Students are to read independently
Students are to discuss with group members (teacher should give guiding questions)they need to become experts.
Then the expert group needs to share with the class what they learned
5. When would this method or strategy be useful in your setting?
They’re interesting and new for me and a good way of engaging all students in the process. I also can use them for warming up, for practicing reading or working with vocabulary.
6. What would you like other teachers in your school to know about this method or strategy?
I would like all my colleagues at school to know and use these strategies because they’re suitable in all lessons
[pic]Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Picture dictionary
2. When is this method or strategy useful?
When students need to learn new vocabulary, to show understanding of the word and to use the new word properly in a sentence.
3. Why or how is this method or strategy useful?
This kind of activity helps to check student’s comprehension, students work individually it develops thinking skills because students find definition of the words, draw a picture how they understand the word and write a sentence with this word.
4. What are the steps involved in using this strategy or method?
Students are to figure out meaning using context clues,
Teacher goes over definitions with students.
Students must alphabetize the words.
Students must write the definition.
Students must draw a picture showing the meaning of the word.
Students must use the word in a sentence. (Sentence needs to be about picture)
5. When would this method or strategy be useful in your setting?
They’re interesting and new for me and a good way of engaging all students in the process. I also can use them for warming up, for practicing reading or working with vocabulary.
6. What would you like other teachers in your school to know about this method or strategy?
I would like all my colleagues at school to know and use these strategies because it’s a good way of learning language.
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Lesson Plan Format
Intern: Robinson Secondary school Grade Level: 9
Title: India Date: 10/11/2007
I. Objectives
By the end of the lesson students should be able to:
VA-WH1 2.4A
• Identify India in Geographic, and Chronologic History
• Understand how Geography (or climate) impacts History
• Understand written language, science and technology of Indus River valley
VA-WH1 2.4B
• Understand trade network and cultural exchange
VA-WH1 2.4C
• Understand possible reasons for decline
II. Materials for Learning Activities
Power point presentation, map work, projector
III. Procedures for Learning Activities
▪ Teacher explanation of History and Geography of the Indus River/ orally conversation
▪ Lecture
IV. Assessment
Questions from Homework, test items will assess students’ understanding of content
V. Differentiation
Make copies of notes for visually or special needs
If remediation is necessary plans could be altered
VI. Reflection
Add or delete content based on reflection
Portfolio strategy sheet
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Jigsaw Activity
2. When this method or strategy is is useful?
When there is a wide topic or a whole unit.
3. Why or how this method or strategy is is useful?
This is one of the cooperative learning strategies which: is used to cover a big topic and help students to learn from each other.
4. What are the steps involved in using this strategy or method?
Step 1: Divide students into four groups
Step 2: Assign the student from the group to research one of the given sections
Step 3: Individual reading and note down the necessary information from this section
Step 4: Working in expert group to make sure all information is correct (those who worked on the same section come together and work on it)
Step 5: Returning to original groups to share information. Each student should have notes for all of the sections
5. When would this method or strategy be useful in your settings?
I can use this strategy whenever I want because we do not need any IT technology. It also can be used during the reviewing of the topic or unit.
6. What would you like other teachers in your school to know about this method or strategy?
When I will use this activity I will invite my colleges to my lesson and will share with them; or every week we have methodology day on which I can explain them this strategy.
[pic]Portfolio Strategy Sheet
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy: Scavenger Hunt
2. When is this method or strategy useful?
It is useful when there is a new topic students are unfamiliar with which you want to differentiate learning and teaching methods.
3. Why or how is this method or strategy useful?
The purpose of this activity is to have students collect information on a particular instruction topic, to teach students to use search engines properly, and to introduce students to text, digital resources, and research process.
4. What are the steps involved in using this strategy or method?
a. Identify standards
b. Identity objectives
c. Essential questions
d. Types of resources you want kids to use
e. Making a list of questions on particular topic
f. Find the sources of information which can be used by students: dictionary, books, internet, magazines, atlas, encyclopedia and etc.
g. Provide students with the questions and sources they can use
h. Use Media center and library to find answers to questions+
i. Facilitate students’ learning and research process the library
5. When would this method or strategy be useful in your setting?
I like this activity because by using this activity we will teach them how to find information by using different sources. As we have two computer labs in our school and they are always busy during the lessons I can use this activity after the classes.
6. What would you like other teachers in your school to know about this method or strategy?
In our school teachers give students homework to find information on a particular topic but they do not provide them with the sources of information and students face difficulty. By using this activity they will be familiar with what? when? and how? to use different sources and find information.
[pic] Library Quest [pic]
1. According to Webster’s New World College Dictionary, what is the definition of “migrate”?
2. According to the Encyclopedia of World Biography, Chandragupta founded what dynasty in 322 B.C.?
What page did you find this on?
3. Using a different dictionary, find the definition of “edict.” Cite your source.
4. Find a map of India in an atlas. What two bodies of water touch India? Cite your source.
Use the Facts on File Database for questions 5-7
5. The Vedas, a collection of prayers and rituals of Hinduism, was originally brought to India by whom?
6. Give three facts about the Mahabharata.
1.
2.
3.
7. What is the difference between the Mahayana sect and the Theravada sect of Budhism?
8. What does it mean when most Indian families were patriarchal?
9. What is the meaning of the Hindu process of reincarnation? Cite your source.
10. Find and describe where the steppes are located.
For questions 11-15, go to the ABC Clio Database. Click on the World History: Ancient and Medieval Eras Site and search “Hinduism” and then read the essay entitled “Hinduism.”
11. What picture is in the upper left corner?
12. What language did the Aryans use?
13. How many social categories were there?
14. What three Hindu gods are mentioned?
15. How many paragraphs are in the article?
16. Who was the founder of Buddhism? Cite your source.
17. What are the Four Noble Truths of Buddhism? Cite your source.
18. What were the Silk Roads?
ANSWER KEY
1. to move from one place to another
2. Maurya Dynasty
page 426
3. official, public announcement of policy
4. Arabian Sea and Bay of Bengal
5. Aryans
6. answers will vary
7. Mahayana sect accept the new doctrines that offer salvation to all, Theravada adhere to the strict original teachings
8. headed by the eldest male
9. an individual soul or spirit is reborn again and again until a state of perfect understanding is reached
10. dry grasslands that stretch North if the Caucasus Mountains which are between the Black and Caspian Seas
11. statue of a dancing Shiva
12. Sanskrit
13. 4
14. Shiva, Vishnu, Brahma, or Krishna
15. 16
16. Siddartha Gautama
17. life is filled with sorrow and suffering, the cause of this suffering is selfishness, one must end desires to end the suffering, overcome desires by following the 8 fold path
18. vast network of caravan routes that traders used to bring silk from China to West Asia and then to Rome
World History I
Ancient Middle East
Cut-Outs Project
Directions:
1. Cut along the lines to create individual tabs for each Empire, Fact, & Leader.
2. Match each of the Facts & Leaders for each of the empires of the Ancient Middle East
3. Rank the empires from earliest to most recent, using your text and notes as a reference
4. Paste the information in your foldable booklet pasting one empire per page in the booklet.
| Sumerians |Akkadians |
|Chaldeans |Phoenecians |
|Assyrians |Persians |
|Hittites |Babylonians |
|Hebrews/Israelites | |
Ancient Middle Eastern Empires
Ancient Middle Eastern Facts
|Created the wheel, Ziggurats, & Cuneiform |Created world’s first written code of laws |
|First Empire builders in World History |First to use iron weapons |
|World’s First Alphabet |Created Royal Roads that stretched across Mesopotamia |
|World’s First Monotheists |First chariot builders |
|Seafaring traders, eventually move to Carthage |Created library at Nineveh |
|City-states included Ur, Uruk, Lagash |Empire was centered in Asia Minor; its capitol city was called Hattusas |
|Established cities such as Tyre, Byblos, and Sidon |Moved into the land of Canaan, later enslaved by Egyptians |
|Fierce warriors that wore body armor and besieged cities using ladders and |An Indo European group that borrowed aspects of culture from the Akkadians |
|battering rams | |
|Defeated Assyrians and built the Hanging Gardens at Babylon |Conquered land empire that stretched from the Indus River to the Aegean sea|
|Used Satraps to govern their large empire |Scientific findings make up the basis for astronomy & Astrology |
Leaders:
|Abraham |Xerxes |
|Sargon |Zoroaster |
|Hammurabi |Cambyses |
|Moses |Saul |
|David |Cyrus I |
|Sennacherib |Darius |
|Ashurbanipal |Nebuchadnezzar |
4 Materials from mentor teachers
The Jersey
Vocabulary Work
Directions:
1) Find the word in the book.
2) Write the sentence which contains the word.
3) Use context clues to define the word.(do not use a dictionary)
________________
SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________
DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________
________________
SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________
DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________
________________
SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________
DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________
________________
SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________
DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________
________________
SENTENCE:__________________________________________________________________________________________________________________________________________________________________________________________
DEFINTION:_________________________________________________________________________________________________________________________________________________________________________________________
5 Action Research
Action Research
I have been teaching in secondary school #5 named by Mirzo Tursunzoda. My school is situated not far from the center of our region called Hisor. I’ve been working in this school for seven years. I teach English as a foriegn language. Our school is very big it has 2375 students and 103 teachers. It’s a secondary school because we have elementary students, middle school students and high school students. Education is in two languages Tajik and Uzbek. At school students learn different subjects and English is one of them, the requirement to learn English is very high, students are eager to learn English and parents also want their children to learn English. But some students have challenges’ with learning the language. The students are mainly from two backgrounds about 70 present of them are from Tajik families and 30 present are from Uzbek families. As I said before students have some challenges. They’re not confident,afraid of making errors and some prefer to keep silent then to speak with mistakes. That’s why I decided to do research work on following topic. And I think it’s a real issue to make research.
How can I correct errors in oral language in ways that do not discourage my students from communicating freely in English?
• What causes my students to feel ashamed of their errors?
• How can I increase my students’ participation in the lesson?
• What techniques can I use to help my students?
When I correct my students errors they feel upset and if I don’t correct their English goes wrong. That’s why I considered this issue an important topic to do research, study the problems and learn the ways of solution, correct their errors
by encouraging way and help them to communicate in English freely.
There are many things which cause this problem: first our students begin to learn language from the second grade when they’re 7 or 8, Tajik classes learn Russian and Uzbek classes learn Tajik and Russian. And from the third grade they begin to learn English. So for Tajik students English is the third language and for Uzbek students it the fourth language. As the students are from different backgrounds all of them use their own languages at home and English they hear in school during English classes. Their motivation is very high to learning English. Some students just enjoy speaking English, some of them have their own goals they wish to study abroad and they realize without English they can’t, some of them learn English and in future wish to have a good job, some wish to live in foreign countries. Taking into consideration all of these we’ve organized an English Club and every Wednesday is an English speaking day in our school Tuesday after the classes we get together and do different activities: do preparations for some event, develop quiz games for the whole school, edit wall newspapers or do some preparations for the English day like translate the Timetable into English and hang it in the corridor for everybody to see arrange school competitions between classes. We try to motivate our students, increase their interest toward the English language.
But still we have some difficulties with sources its lack of English teachers, lack of good textbooks and there’s no Internet access in the school. All this things influences negatively on students leaning.
What I plan to do. First I will observe conversations, actions, reactions, students’ behavior and their climate of the environment in learning centers, interview my students and collect all the information to assess. Then I will organize a group for students who are shy or don’t feel confident. I will begin my work from January and till January I’ll have groups and plan for the course. I will focus on students’ oral communication and develop activities according students needs and abilities of learning, interests and learning styles and activities which develops their thinking and speaking skills and creativity. And in the classroom activities I’ll put them with strong students in groups and pairs and create the natural atmosphere of learning from each other.
For analysing data I will use different techniques as observation, interviews, discusssions, focus groups and performance asessments.I will use the following tools: Organizing my evidence into themes or categories, Analysis using emergent themes, Getting started: The first shifts, shakes, and shuffles, Coding my data, Traingulating data, Ethics and bias, Peer work: Ensuring reliability of my coding, Reflective analysis, Data analysis chart
Sharing the final project
Going back home I’m going to share with my students, friends, collegueas the things I’ve gained duing the program. I’m going to use all methods and techniques in my lessons and in extracurricular activities, English club, and for my colleguas I will organize some workshops and share my lesson plans, strategies, materials from my mentor teachers, fieldwork reflections, the abstract which we developed in group of three from different countries for the End of the Conference Program, It’s Teachers working with parents and local community. I’ve got lots of ideas abuot this toipc and going to share them with my colleguaes and discuss the ideas take something and implement it in our school. I’ve learned some activities and stratigies which is useful in every subject and I’ll share it with my colleguaes. And also I’m going to discuss the idea of making portfolios and the advantiges that every time you can make changes like update your portfolio. As we have English Teachers Assosiation meeting I can present my porthfoilo in Asosiation meeting and let other teachers know about the creating portfolio. Our Teachers Asosiation has its newspaper called ETAT (English teachers asosiation of Tajikistan). It’s published monthly and artiles from teachers are welcomed so I’m going to write an article about my visit, expirience in US and discuss the portfolio. I’m sure that our teacher will like it because it’s easy to use, make changes, saves you from paper and pencil work, is not heavy to carry if you’re going to take it with you, it’s a new way of collecting documents together, a good example for students.
References
The Power of Questions
A Guide to Teacher and Student Research Beverly Falk Megan Blumenreich
6 Conference Abstract and Presentation
End of Program Conference
TEA Fall 2007
Proposal Abstract
General Area
Presenters: Atiya Siraj
Daniya Gaisina
Gulnora Kamolova
Virginia “George Mason University”
Title: “Teachers working with parents and Local Community”
Introduction
PTA
With sincere gratitude to IREX, like us teachers from overseas, had this great opportunity to come and observe Middle and High public schools of America. Our field visits to particular schools have boarded our horizon and enhanced our knowledge about the successful learning objectives of students here. Among other remarkable and innovative things learned about school policies, one is the PTA. That is, Parents Teachers Association.
We have discovered that no policy of school administration and the goals/objectives of can be realized without the support of Community. The schools here give due and significant importance to active involvement of parents in school and learning activities.
It is really amazing to notice that the school authorities empathize greatly and enthusiastically on the support of parents for the successful accomplishment in schools.
What we’ve come to know through our visiting and observing and associating with the teachers and students is that, this PTA is a committed and supportive part of a school which contributes largely and helps students. The student who are more other than their children.
These PTAs, we’ve learned help students to become life-long learners and successful citizens.
Now what is PTA.? It is a part of school with a noble mission, which plays important role to improve Communication between parents and teachers becoming a PTA, can demonstrate to his/her child the importance her/his place on education.
Helping Your Teenager
Succeed in School
To succeed in school and work teenagers need to know they are capable of doing a good job.
Teachers working daily with middle school and high school students report that the most
important "school supply" a teenager can bring to school is a "Can Do" attitude!
Help Your Teenager Get Organized
• Expect responsibility: Encourage your teenager to plan out a daily routine and stick to it.
• Schedule study time: Post a family calendar that schedules study time and school project deadlines,
athletic activities, mid-term dates, exam periods and report card deadlines.
• Keep track of assignments: Turning in assignments on time is essential and an assignment book is
the key. Encourage your teenager to write down all assignments and the dates due and check this
regularly to keep the work on schedule.
• Help with homework: Giving help does not mean doing, but helping to understand assignments,
listening to oral reports and proofreading first drafts or discussing a problem.
• Provide a study place: Provide your teenager with a desk or table in a quiet place with a bright light
and a comfortable chair. Keep a supply of paper, pencils, pens, ruler, tape and stapler on hand to
avoid lost time. Handy paperback reference books are an asset-dictionary, atlas, thesaurus and
almanac.
• Provide materials for organizing: Successful students keep materials for each subject separate.
Some use notebooks with folders, others use colored-coded notebooks. Whatever system your
teenager likes, provide the supplies and work with them to make certain the system is used.
Support 100% Attendance
Some kinds of absences are unavoidable, but the trend toward taking students out of school for medical
appointments, family vacations and even shopping trips, should be eliminated.
It Takes Teamwork
The school can send newsletters and notes home, but teachers also need to hear from parents if the best job is
to be done for a student.
• Help's Nearby: Please urge your teenager to seek individual help from his or her teacher{s}
whenever a difficulty arises.
• Call teachers: When you have a question or comment about school or your teenager's work, please
call his or her teacher. They want to hear from you. It's important to call if something your child says
about school doesn't quite ring true. Call and check out the story.
• Get involved: Attend school activities--open houses and parent/teacher conferences. When your
teenager sees you involved he or she will also see education as a high priority. Another way to
demonstrate your commitment to education is to become a school volunteer.
Permission to reprint granted from the Minnetonka Public Schools, 261 School Ave., Excelsior MN 55331
Page 1 of 17
You Can Make A Difference!
Parents play a major role in bui1ding confidence in their children by encouraging them in these ways:
Be generous with praise
A good rule of thumb is five positive comments for each negative one. Don't be insincere, but look carefully for things
the child does right to comment on first--then approach the negative in a positive way.
Say "I love you” in many ways
• Spend time with your child doing what he or she wants to do.
• Give honest praise in the presence of others.
• Say "I'm sorry" when you are.
• Forgive when he or she hurts or disappoints you.
• Take time to LISTEN.
• Respect your child's opinions.
• Show physical affection "did you hug your child today?"
• Let gifts be symbols, not proofs of love.
Encourage "personal best"
Help your child by encouraging him or her to do their "personal best" in school and at home. Remember, "personal best"
does not mean "perfect," and learning is not the same as high grades, and children like adults must have the freedom to
make mistakes and learn from them.
Let your priorities show
Your attitude toward school attendance, education and involvement in the school makes a strong and lasting impression
on your child.
Keep skeletons in the closet
If you want your youngster to succeed, don't provide such excuses as, “I was never any good at math either."
Show interest in school work
Talk about school each day. Ask to see classwork, encourage your teenager to discuss new ideas and defend his or her
opinions. Express your pride in thoughts expressed and ski11s shown. Show interest and appreciation.
Avoid pressuring your teen
Pressure results from comparing one person against another. Inspire a young person to perform to his or her own
“personal best." Have specific suggestions about how your child can do better:
• Reading the assignment when it's given
• Keeping a list of new vocabulary
• Proofreading material to catch errors before writing a final draft
• Outlining a chapter to prepare for class
• Reviewing notes before a test
Help set goals
At the beginning of each quarter or semester of the school year ask your teenager to identify three or four goals. (You
could settle for just one!) Put the goals where the teenager can frequently refer to them. (Many parents find the
refrigerator an excellent spot.) Make sure the goals are more specific than just "better grades."
Page 2 of 17
Listen-So They'll Talk
Good communication builds good relationships and is the best foundation for helping your teenager learn to
make more of his or her own decisions.
Listening is an art that requires practice. Here are some ideas to help you become a better listener for your
child's sake.
Be attentive
Stop what you're doing as soon as you can and give full attention. Focus fully on your child's words, using eyes as well
as ears. A youngster may say nothing is wrong when dejected looks tell you differently. So be sensitive to tone of voice
and expression. Ask yourself what your child is trying to tell you.
Encourage talk
Eye contact, a smile, a nod and one-word responses indicate understanding if not agreement. Keep questions brief, open
and friendly, and try to avoid "why" questions. Children don't always know all the reasons behind their actions and
feelings and open-ended questions won't help.
Often repeating an important idea your teenager has expressed, but in a tentative way, draws the child out. "It
sounds like your feelings were hurt when she said that." "You must feel very proud to have done that. Am I right?"
Try to empathize
Understanding others begins with empathy, putting yourself into another's shoes. Empathizing with your teenager may
take imagination and patience, but try to focus on underlying feelings the child may be having difficulty in expressing.
Listen with respect
React to your teenager as you would to an adult friend. Grownups tend to do most of the talking when conversing with
young people. LISTEN as much as you talk. After speaking for half a minute or so, stop and let your youngster have a
chance. Accept the fact that teenagers are complainers. Let them get their grievances oft' their chests. Try not to interrupt
or push a topic they don't want to discuss.
Talk-so they'll listen
Take time to have relaxed conversations alone with each of your children on a regular basis-five to 10 minutes each day.
Frequent talks will help you spot difficulties before they become real problems. In open discussions, various points of
view are expressed and everyone both TALKS AND LISTENS. It is often helpful to be doing something together when
you talk-and preferably when others are not around.
Here are some specific guidelines for talking with adolescents:
• Show respect. As you did in listening, so in. talking. Show your teenager the same courtesy and interest you would show
your adult friends.
• Be brief. The time to stop talking is before your teenager stops listening! If you must get across a message, feed a little
information-- remember the HALF-MINUTE rule for good listening?-then ask for comment before adding a little more. Try
hot to lecture.
• Be aware of your tone of voice. Often it's not what you say but how you say it that conveys your message--how loudly,
softly, fast or slowly you speak. You also communicate with eye contact and facial expression.
• Be specific. Strive consciously to communicate in simple and specific terms.
• Help your teenager empathize with you by expressing your feelings. Reveal some of your inner self. Let your child know
you also are an individual and can be hurt by others, even confused in your thinking and fearful of certain situations.
Source: Helping Youth Decide, National Assn. of State Boards of Education, Helping Youth Decide Project. For additional information or materials
write NASBE, 701 North Fairfax St., Suite 340, Alexandria VA 22314.
Copyright National School Public Relations Association
Page 3 of 17
Saying 'No'
There are lots of ways to say NO when it is appropriate to do so. Teenagers are more likely to stand up for
themselves and their beliefs if they can do so without embarrassing themselves or offending their friends.
One of the things that teens have to learn-and parents can teach them-is that it's a11 right to be different once in
a while, that real friends will respect their individuality and honesty. You can point out that bucking the crowd can
actually be a source of strength-and so can speaking up in an effort to change minds among their friends.
How Peer Pressure Works
Discuss with your teen how peer pressure works. Suggest that friends who are pressuring may be feeling pressure
themselves and may even be relieved if someone else has the courage to say NO and to explain why.
What Makes A Leader?
Talk about qualities that make a leader. Explain that saying NO doesn't have to mean being left stranded by friends and
peers. One can disagree and gain support by offering a better idea. People admire those who offer new ideas and seem
confident of themselves and their beliefs.
Say No Gracefully
Discuss ways of saying NO gracefully. A polite "No, thank you" will have a better effect than a rude or insulting refusal.
Giving a reason without being critical is less threatening to the other person. Using humor eases the tension and takes the
spotlight off a refusal. And, suggesting alternatives will let friends know that you still want to to be with them-even if
you don't want to do what they have suggested.
Stay involved. Whatever you do keep trying. Talking to a school counselor, teacher, minister or trusted friend may help. Raising the
subject one day, but waiting until the next to talk about it, may help. Good communication will make the teen years a lot easier on
each of you.
Setting Limits-When Parents Must Say No
Firm, fair, clear and consistent guidelines are especially helpful when teenagers are wavering and unsure about what to
think or do. Your rules can serve as an excuse for them not to go along with the crowd. ("I can't, my mom would kill
me.")
• State the rule calmly. An angry order is often taken as a direct challenge on, as an attack on your children's
friends or taste.
• State your reasons for the rule. Teenagers want to know why. Even if they don't agree, they will understand that
the rule is based on your concern for them, not on your wish to keep them from having fun.
• Assure them there win be new privileges as they get older. Explain that trust is earned. And be sure to keep the
promises you make. Few things will undermine your relationship faster than unkept promises.
Source: Helping Youth Say No, National Assn. of State Boards of Education, Parent Education Project. Other
publications include Helping Youth Decide and its Spanish counterpart Decidiendo Juntos, designed to improve parentchild
communication; Helping Youth Decide: A Workshop Guide assists those working with families to provide, in a
group setting, additional insight in communication and decision-making skills. To receive single copies of these
publications or additional information about the Parent Education Project write NASBE, 701 North Fairfax Street, Suite
340, Alexandria VA 22314.
Copyright National School Public Relations Association
Page 4 of 17
Self-Esteem: The Key to Success in School and in Life
Critical decisions in children's lives, such as whether or not to use drugs or to stay in school or drop out, are
affected by their sense of self-worth--their self-esteem. Helping children develop good self-esteem is
probably the most important thing parents can do for their children, because self-esteem is the foundation
on which children build the rest of their lives.
• People with high self-esteem are capable of making good decisions, proud of their accomplishments,
willing to take responsibility and able to cope with frustration.
• Self-esteem is closely tied to family and environment. When children feel that they are listened to,
taken seriously and genuinely cared for, their self-esteem is high.
Source: The National PTA, "Back to School Guide for Parents" special advertising section, Redbook Publication 1987, The Hearst
Corporation. For additional materials and information write The National PTA, 700 North Rush Street, Chicago IL 60611.
15 ways to help children like themselves
1. Reward children. Give praise, recognition, a special privilege or increased responsibility for a job
well done. Emphasize the good things they do, not the bad.
2. Take their ideas, emotions and feelings seriously. Don't belittle them by saying, "You'll grow out of
it" or "it's not as bad as you think."
3. Define limits and rules clearly, and enforce them. But do allow leeway for your children within
these limits.
4. Be a good role model. Let your children know that you feel good about yourself. Also let them see
that you too can make mistakes and can learn from them.
5. Teach your children how to deal with time and money. Help them spend time wisely and budget
their money carefully.
6. Have reasonable expectations for your children. Help them to set reasonable goals so they can
achieve success.
7. Help your children develop tolerance toward those with different values, backgrounds and norms.
Point out other people's strengths.
8. Give your children responsibility. They will feel useful and valued.
9. Be reasonable. Give support when children need it.
10. Show them that what they do is important to you. Talk with them about their activities and interests.
Go to their games, parents' .day at school, drama presentations, and awards ceremonies.
11. Express your values, but go beyond "do this" or "I want you to do that." Describe the experiences
that determined your values, the decisions you made to accept certain beliefs, the reasons behind
your feelings.
12. Spend time together. Share favorite activities.
13. Discuss problems without placing blame or commenting on a child's character. If children know that
there is a problem but don't feel attacked, they are more likely to help look for a solution.
14. Use phrases that build self-esteem, such as "Thank you for helping" or "That was an excel1ent
idea!" Avoid phrases that hurt self-esteem, "Why are you so stupid?" "How many times have I told
you?"
15. Show how much you care about them. Hug them. Tell them they are terrific and that you love them.
Remember the Power of Praise!
Copyright National School Public Relations Association
Page 5 of 17
Coping With Challenge
Stay friends with your teenager
Don't, DON’T retreat from your child's life when he or she becomes a teenager. Yes, your child will demand
more freedom and privacy but he or she will need your friendship, support and caring even more.
Meet your teenager on his or her own ground. Find out the teenager’s interests and share them. Your child
may not want to sit with you, but you’ll have something to talk about after the game. Challenge your teenager
to a tennis match--or to doubles with another parent-child team. Take a class together. Work on a project
together instead of separately.
If a gulf has already started to widen--bridge it. It's never too late to begin-or resume--doing things with
your child.
'Turn Down That... "
Can a teenager really learn while the radio's blasting? If your teenager says he or she concentrates better with
music in the background, what is meant is the teenager is in the habit of studying with music on.
What can you do? Try phasing out the music over a week or two by turning down the volume a little at a
time. If your child complains about needing the music to drown out the TV or people's talking, examine the
noise level in your household. Perhaps you can designate quiet places or quiet times.
Form a Parent Network
“Everybody does it,” says your child.
NO, everybody doesn't do it, but you’ll never know for sure unless you talk to other parents. Whether you
visit with other parents over the back fence or have organized monthly meetings, parent support groups are an
effective way of dealing with the responsibilities of being a parent.
Some groups have been formed by parents of children with chemical abuse problems. Others have
developed among parents who want to prevent problems. They may set common rules for their youngsters.
They may organize activities that are an alternative to questionable parties or recreational activities their
children want to attend. Past networks have established rules on topics such as these:
• School night and weekend curfews
• Youngsters' responsibility to let parents know where they are at all times
• Adult chaperones at all parties
• No drinking and driving
• No overnights without communication between parents
• No party-crashing.
Evaluate the value of TV
The average American child watches television five hours a day, or 1,825 hours a year.
• Protect your child's reading, studying and activity time by controlling the television.
• Consider time limits, or keeping the TV off until after homework is completed. Or you can schedule
special programs into your family calendar, but limit total TV time. Some families use TV as an
incentive, letting children earn TV hours with chores, or well done homework.
• Keeping activities in proportion
Page 6 of 17
Sports, after-school classes and music lessons are all beneficial activities. However, your child's
schoolwork can suffer if he or she doesn't have time for relaxing, phoning and socializing. Watch your
teenager's schedule carefully to be certain he or she does not become harried and pressured. Communicate
clearly that school is the top priority. If a parent doesn't help protect study time, it can easily be whittled
away.
Weight the Gain in "Gainfully Employed"
A majority of high school students today have part-time jobs, averaging about 20hours a week, according to a
recent national survey.
These jobs help students develop self-confidence, learn job skills and gain a better understanding of the
working world--plus earn spending money!
However, devoting this much time to a job means that teenagers have less time for other activities--and
often it's their schoolwork that suffers.
• Be sure your teenager's job is governed by your family's priorities.
• If your youngster aims for college, studies are important-more important in the long run than the
stereo he or she is working to buy or the car the teenager is going to have to support.
• If the teenager wants to begin a career straight out high school, help him or her to be aware that an
employer may value performance in vocational courses more highly than hundreds of hours of minimum-
wage work.
Monitor eating, sleeping habits
Set and enforce good health habits.
They'll payoff for your teenager. Too many children succumb to the taste-temptations of junk food and the
time-temptations of late night TV, which wrecks havoc on their health habits. Establish good nutrition rules
and stock the refrigerator with nourishing snack food.
Setting limits is a sign of love which your children will actually appreciate at the very same time they're
arguing against them.
A youngster may say he or she is not hungry for breakfast before school, but the same child win have
trouble concentrating in class from 9 a.m. to noon because his or her energy level is too low.
Permission to reprint granted by Minnetonka Public Schools, 261 School Ave., Excelsior MN 55331
Copyright National School Public Relations Association
Page 7 of 17
Discipline
A Three-Point Plan
"A three-point 'constructive discipline' plan nets good results in school and home.'" Designed by the Los
Angeles (Calif.) County Office of Education, and written up in Parade Magazine, a "constructive discipline'"
program for students is producing results. There are three parts to the technique:
1. Reward good behavior with praise, recognition, prizes and privileges.
2. Ignore minor infractions or work out deals to reward children for reducing minor misbehavior.
3. Punish only "major misbehavior'"-vanda1ism, truancy, disruption, fighting, resisting authority, drug
use.
Parents easily can adapt the program at home.
Families Who Care
In Green Bay, Wis., parents from public and parochia1 schools joined together to develop guidelines to help
parents concerned about their children. The guidelines have four main sections:
1. Family Communication--Know where to reach each other by phone. Be awake or awakened, when your
children come home at night. Assure your children they can telephone you to be picked up whenever needed.
Get to know your children's friends and their parents. Form a parent network and call one another about concerns
or questions. Support school regulations as a family.
2. Reasonable Hours--On school nights, children should be home unless employed or attending school,
church or community events, or studying at the library. Parents agreed that students should be home a halfhour
after the activity ends.
3. Social Life--Be alert to signs of drug and alcohol abuse and be aware that driving after drinking or drug
use is a crime. When a child is going to a party, feel free to contact host parents to verify the occasion and
check on supervision. Ask what win and win not be served. As a host parent, encourage your children to ten
their friends their parents are welcome to inquire about the party.
4. Malls and Shopping Centers--Be sure your children know where to go for help if problems occur.
Encourage reasonable time limits for shopping. Be aware of the amount of money your children have to spend
and what items are brought home.
10 Ways Parents Can Improve Discipline
1. Be familiar with school rules and regulations and support them.
2. Take an active interest in your child's activities, both academic and extracurricular.
3. Talk to teachers about your child's behavior patterns.
4. When consistent discipline problems occur, talk to your child. Find out why he or she is misbehaving. Be an active
listener.
Page 8 of 17
5. Stress the importance of good discipline at home and at school to your child.
6. Monitor your child's behavior at home by encouraging the discussion of daily events.
7. Be a good role model for your children.
8. Show respect for your children and they will show respect for others.
9. Encourage independence. Give your children a chance to take part in making decisions about things that affect their
lives.
10. Be sure your child eats properly. Bad eating habits can cause disciplinary problems.
Good behavior begins at home. And, that's where parents can help children become well-adjusted, self-disciplined, lawabiding
citizens. Control...conduct...rules. We know what discipline is, but it is difficult to define. By cooperating with
teachers in enforcing the school’s discipline policies and holding the same policies for a child's activities at home,
parents can be a part of their child's educational development.
Source: Parental Involvement, An Agenda for Excellence, Pennsylvania Public Schools.
Discipline at Home = Behavior in School
Never punish in anger and remember that punishment does not mean
abuse, rather restriction of activities or reduction of privileges.
How parents handle discipline at home translates into a child's behavior in school. Suggestions for parents to
follow in order to provide better discipline practices include:
• Use a positive approach. Say "do this" more than "don't do that."
• Say what you mean...and mean what you say. And don't fool yourself, a child knows the
difference.
• Be clear. A child should never be confused about the rules. Rules should be simple and
explained carefully.
• Be reasonable and understanding. When possible, explain why things have to be the way
they are. And try to understand your child's feelings about how things are.
• Remind yourself that children are different. What works with one child may not work
with another.
• Set an example for your children. Your own behavior is the base for establishing your
expectations of them.
• Set limits on your children's behavior. Agree with your children on the limits and make it
clear what the consequences are for breaking the rules. Enforce the consequences when
necessary.
• Be certain that you punish when you say you will.
• Punish as soon as the misdeed is done...don't put the punishment off for a later time or to
another person.
• Stick to your decision. Never let a child talk you out of a punishment you feel is necessary.
Source: Pennsylvania Department of Education, "An Agenda for Excellence in Pennsylvania Public Schools."
Copyright National School Public Relations Association
Page 9 of 17
Drug Abuse and Your Teens: What Parents
Should Know
Drug use is too widespread to assume that it will never touch your son's or daughter's life.
How can I tell if my child is abusing drugs or alcohol?
.
If you find alcohol, drugs, or drug paraphernalia in your child's possession, there's a strong probability that
your child is using drugs. Certain behaviors also can warn you that your child may be involved with drugs:
• Abrupt change in mood or attitude
• Sudden decline in attendance or performance at work or school
• Impaired relationship with family or friends
• Ignoring curfews
• Unusual flare-ups of temper
• Increased borrowing of money from parents or friends; stealing from home, school or employer
• Heightened secrecy about actions and possessions
• Associating with a new group of friends, especially with those who use drugs.
While these behaviors may indicate drug use, they may also reflect normal teenage growing pains. By
observing your child, getting to know his or her friends, and talking to your child about problems including
drugs and alcohol, you should be able to learn whether he or she is involved.
What do I say if I think my child is abusing drugs?
In a straightforward way, tell your child about your concern and the reasons for it; taking drugs is harmful to
one's physical, mental and social well-being. Tell your child that you are opposed to any drug use and you
intend to enforce that position.
Remember, if your child is using drugs, she or he needs your help. You may want help also. Seeking the
support of other parents in your community will enable you to handle this problem in a more understanding
and helpful way. Don't be afraid to be a strong parent.
How can I stop my child from using drugs?
If, after you've established a rule against drug use, your child violates it, it's time to back up that rule with
discipline. Unless you're prepared to enforce it, the rule win become meaningless.
One of the most effective punishments is grounding. Forcing the child to stay home gives parents and the
child a chance to talk. Also it is important to talk to the parents of your child's friends about why you have
taken this necessary action and to ask their support in making it succeed. If peer pressure is part of the
problem, grounding removed your child from the group.
If the problem becomes too much for you to handle alone, consider professional help. Counselors trained
in working with youth can help re-open communication between parent and child. Contact your child's
classroom teacher or building principal to help you locate help to supplement your efforts at home to
eliminate your child's involvement with drugs.
How can I work with other parents to stop or prevent drug abuse?
One way is by joining a parent peer group. These groups are based on the idea that the most effective way to
stop a child from using drugs is to stop his or her friends from using them too. When parents join together and
Page 10 of 17
take a united stand against drug use, they become much more effective than if they act separately. Parents can
also benefit from the support of other parents by helping each other resist pressure from parents who do not
set the same limits on their children's behavior.
Parent Peer Groups Can Provide:
Education.. .
...researching and sharing information on drugs and the
hazards of drug use.
Support...
...providing emotional support to one another in coping
with their children's drug problems.
Community action...
...approaching local and state governments, school
officials and businesses for their cooperation in
stopping drug abuse.
For more information:
National Clearinghouse for Drug Abuse Information, Post Office Box 1909, Rockville MD 20857
Alateen, Al-Anon Family Group Headquarters, Inc., Post Office Box 182, Madison Square Station, New York
NY 10159
National Clearinghouse for Alcohol Information, Post Office Box 2345, Rockville MD 20852
National PTA Drug and Alcohol Abuse Prevention Project, 700 N. Rush St., Chicago IL 60611
Source: National PTA, 700 N. Rush St., Chicago IL 60614, made possible with a grant from Chevron U.S.A
Inc., San Francisco, CA (Excerpted with permission from the National Institute on Drug Abuse publication,
Parents: What You Can Do About Drug Abuse.)
Copyright National School Public Relations Association
Page 11 of 17
Helping With Homework
Parents who help their children, in elementary, middle or high school grades, with homework play a major
role in boosting student achievement.
Some Guidelines:
Set a regular time and place. In the primary grades, before homework is assigned, take time daily to read to
your child and discuss what's happened during the day.
In the upper elementary grades, a half hour should be set aside for studying and reviewing. Ask your
child's teacher how much time he or she would recommend for homework.
In the junior high and high school years establish with your child a homework schedule that you both
agree on and then see that it is followed.
• If the homework includes directions, read them carefully-or ask your child to read them to you-to make certain
they are clearly understood before starting work.
• Check to see if your child is following directions. If there are problems, demonstrate one as an example, do the
next one together, and then have your child finish the assignment alone. Offer to read the finished work and
help your child correct any mistakes. Don't give the answer or do the work for the child.
• If you don't understand an assignment your child has received, contact the teacher--or advise your child to go to
the teacher for help. Write teachers from time to time indicating what you have noted about your child's
progress with homework.
• Be certain your child has a quiet place to study with good light, necessary supplies-paper, dictionary, pencils,
thesaurus and a secure place to keep materials where they will not be disturbed.
• Conduct spelling practice, math drills and other activities to help your child.
Special Help:
Many school districts are establishing support activities to help with homework assignments. These
include:
• Hotline resource lines handled by teachers during study hours in the evening. Students or parents can call in
for help.
• Parent hotlines staffed by parent volunteers working to help students and/or parents with homework
assignments. Many such hotlines offer bilingual help.
• Community and/or school homework/tutoring center. More and more community groups, parent volunteers
and school personnel are setting up special homework/tutoring centers to help students after regular school
hours or in the evening. Several successful programs for both students and their parents are being held on
Saturdays.
Help Children See Value of Studying
One of the most important ways you can help your children with their homework is to help them believe the
time they spend studying will make a difference, according to Homework: Helping Students Achieve, a
booklet published by the American Assn. of School Administrators. Here are some ways to do that:
• Stress that homework is important. Set and provide a suitable place.
• Be available to quiz your son or daughter
• If your child has trouble with schoolwork, take time to sit down and find the root of the problem. A session with
your son or daughter’s teacher may help.
--IASB: School Public Relations Service, Illinois Assn. of School Boards. Copyright National School Public Relations Association
Page 12 of 17
A Parent's Guide to Helping Teenagers Cope
Teenagers long to be accepted, to be part of a group. And groups of teens want everyone to
do things the group's way. That's peer pressure and it comes in many forms.
Some peer pressure is good...
Wanting to get good grades in school, to excel in a sport, or to become a good musician can
all result from positive peer pressure.
Some peer pressure is bad...
The pressure to try drugs, to drink or smoke, to take wild risks, to do something illegal also
result from peer pressure.
Sometimes peer pressure comes in the form of a direct challenge: "If you don't join us, you're out!" More
often peer pressure will be in the form of silent rules. "Do it with us or be excluded.” No matter what its form,
peer pressure is real and teenagers are especially vulnerable. To help your children during their teenage years
you can begin with understanding.
The Search for Identity
When they are young, children tend to accept the values and beliefs of parents and other adults. Then one day
they begin to think about and question those values and beliefs. This is part of making them their own and a
process teenagers go through. Friends are important in this process because they provide feedback. Teenagers
need reactions, and their fellow teens are willing to give honest opinions, to listen, to be sympathetic eyes and
ears as they all try out new roles and ideas.
This doesn't mean parents aren't important to them anymore. They are. Teenagers may not ask your
opinion on clothes or music, but when it comes to important things--an illness, job, college or career plans,
they are listening--even if they don't always show it.
The Search for Independence
• Parents want children to become self-sufficient, to make their own decisions. The problem is some
days your teenagers may amaze you with their mature insights and the next astound you with some
foolish stunt pulled with friends.
• Rebelliousness is inevitable and can even be healthy in adolescence.
• Questioning rules, taking risks, testing limits are all part of the way teenagers prove to themselves and
their friends that they do have some control over their lives.
• Parents do have to set clear limits in these years. They must recognize both the movement toward
independence and the continuing need for guidance and authority. It is a delicate balancing act.
• Hanging out in groups, dressing and talking like their friends and being part of the crowd are also
normal ways of struggling for independence. It builds the confidence necessary to take the big step
into adulthood and genuine independence.
• With the help of peers, teenagers learn how to build friendships including friendships with the
opposite sex. They learn about trust, compromise and the value of friendship. Teens use each other to
develop and practice social skills that will serve them throughout their adult lives.
Page 13 of 17
• Peer groups provide the testing ground for trying out emerging adult identities. They are a bridge
between childhood dependence and adult independence. That is why friends and peers are so
important in a teenager's life.
• There will be times when teenagers win want to do things that you believe are wrong. There are
things you can do to help and guide the way through these years to help your child survive what can
be bad peer pressure.
Pointers for Parents
The key to dealing with peer pressure is self-confidence. Teens who are unsure of themselves-and want to be
accepted-are much more likely to give in to negative peer pressure than those who have plenty of confidence.
Here are some ways parents can help teenagers develop self-confidence:
• Show interest in your teens' activities
• Support your teens' growing independence. Encourage responsibility.
• Help set realistic goals
• Avoid personal criticism. When it is necessary to be critical, it is better to attack the problem.
• Show your teens you love and respect them. Knowing they can count on you will help in developing
confidence in relationships with people outside the family.
Thinking Ahead
• You can help your teenagers anticipate problem situations before they arise.
• Bring up a situation that worries you. Ask what your teenager would do in such a situation. Listen to
the reaction. Try to respond by asking further questions and making suggestions-not lecturing!
• Consider alternative actions. Discuss different ways of reacting to a peer pressure situation. Talk
about the consequences of various alternatives.
• Leave the discussion open for further consideration. Your goal is to help think through the issue in a
calm way-not to force your opinion or to extract a reluctant promise. Give your teenager a chance to
think about it and draw his or her own conclusions.
Making a Decision
One way to help your teenagers become better decision makers is to step out of your role of exclusive decision maker
and take on the new role of coach and helper. Teach these steps for making a decision:
1. Discuss the problem. What is it you need to do or decide? What do you know about this issue?
2. Gather more information. What do you know from other experiences that would help? What do you need to
know more about before making the decision?
3. List the alternatives.
What are all the possible choices? Are there others you've forgotten?
4. Examine the consequences. What will be the results, good and bad, of each alternative? What are the
consequences, in the short and long run of each? How do you feel about each choice today? How do you think you will
feel next week? Next year?
5. Consider feelings and values. How do you feel about each alternative? Each consequence? How does each fit
with your values, your family's values and community expectations?
6. Choose the best possible course of action
• Make decisions together. Go through the steps with your teenager. Remember that those who contribute to a
decision are much more likely to stick to it.
• Create opportunities for your teens to make decisions on their own. When a good decision is made-especially when
it is the teenagers'-it is important to praise the child and let him or her know you're proud.
Source: Helping Youth Say No, National Assn. of State Boards of Education, Parent Education Project, 701
North Fairfax Street, Suite 340, Alexandria VA 22314. .
Copyright National School Public Relations Association
Page 14 of 17
Preparing Students for the 21st Century
FCAT Passing Scores for High School Graduation:
MATHEMATICS: 300 READING: 300
All 10th-grade students tested after February 1, 2002, will have to earn scores of 300 for both reading and mathematics.
Students will have multiple opportunities to take the test to earn a passing score prior to graduation in the 12th grade.
Who received Certificates of Achievement?
Certificates of Achievement apply only to student scores on the Sunshine State Standards portion of the FCAT.
Recognition for outstanding performance is given to:
• 4th-grade students who score a 5. or above in writing
• 8th- and 10th-grade students who score a 5.5 or above in writing
• students who score at Achievement Level 5 on FCAT reading and mathematics
Purposes
The primary purposes of the statewide assessment program are to provide information needed to improve the public
schools by maximizing the learning gains of all students and to inform parents of the educational progress of their public
school children. The program is designed to:
• assess the annual learning gains of each student toward achieving the Sunshine State Standards appropriate for
the student's grade level
• provide data for making decisions regarding school accountability and recognition
• identify the educational strengths and needs of students and the readiness of students to be promoted to the next
grade level or to graduate from high school with a standard high school diploma
• assess how well educational goals and performance standards are met at the school, district, and state levels
• provide information to aid in the evaluation and development of educational programs and policies
• provide information on the performance of Florida students compared with others across the United States.
Checklist for Parents
• Take an interest in learning and let your child know it.
• Be an active school volunteer.
• Talk with your child's teacher.
• Serve on the School Advisory Committee.
• Set high standards of achievement in all you do.
• Let your child know you have high expectations.
• Make sure your child is well prepared for school each day.
• Encourage your child to have good study habits.
• Display a positive attitude.
• Emphasize learning during family time.
• Be a lifelong learner yourself.
Increased Support for Parental Involvement
The 1996 Legislature established parental involvement as the eighth state educational goal, adding to the seven goals
enumerated under Florida's 1991 School Improvement and Accountability Act. Communities, school boards, and schools
are encouraged to provide opportunities for parents to become active partners in the public school system and their
child's education. The State Board of Education adopted standards of progress toward the goal of parental involvement
on January 1, 1997.
For additional information, please call the Florida Department of Education at 850-487-1785.
FLORIDA DEPARTMENT OF EDUCATION
342-9O102-2OK-BL-4
Page 15 of 17
Early High School Years--Your Goal is Just Around the Corner
What Parents Can Do
• Planning for a higher education is a family affair. The more discussion and planning which occurs between
parents and their future graduates, the better the chances of being academically, socially, and financially
prepared for the challenges ahead.
• Help your student choose the right courses. Encourage your student to select high school courses that
will prepare him or her for college and the world of work.
• Investigate college options with your child. Accompany your child on visits to schools and help
evaluate the pros and cons of each one. Help him or her assess whether the environment will be a
good one in which to learn.
• Assess your savings in relation to your financial goal. Is it enough? What can you do to increase the fund?
• Adjust your budget and your lifestyle. Some families wait until their child enters college to streamline
their expenditures. But by then it is often too late. Now is a good time to take a hard look at where
your income goes.
• Learn about college financing options. If you think you'll need help with costs, it's time to learn about
what types of assistance is available.
It's important to remember these three very important facts:
1) for most families, some or all financial aid comes in the form of a low-interest loan.
2) most financial aid is dependent upon the student having what the U.S. Congress determines as "financial need."
3) even if you qualify for assistance, it may not cover all costs.
• Learn about how the financial aid process works. Don't let the paperwork get the best of you. Parents
can be cool too! Knowing how it all works can take away the mystery and give you the best chance
for receiving all the aid to which your student is entitled.
Here are the basic premises upon which the whole process is based: Each year students and their parents
can file the Free Application for Federal Student Aid (FAFSA) with the federal processor. Based on income,
number of family members, etc., the result is an indication of the amount that the parents are expected to
contribute toward educational costs. Financial aid officers compare this Estimated Family Contribution (EFC)
figure with the cost of education at the school. If the contribution doesn't cover the cost, the student is
determined to have financial need. The school’s financial aid office then attempts to offer enough assistance to
make up the difference. That's all there is to it!
Help is, available for completing the forms from the financial aid office of the school you're applying to, as
well as local high school workshops. Many publications and websites are available to help educate parents
and students about financial assistance. Information may be obtained by accessing the U.S. Department of
Education website at: finaid
Know how to give and get help for your child. Keep "school" as a positive goal in the mind of your future
graduate.
What Students Can Do
• As you prepare to enter high school, consider how important the next four years will be in preparing
for the rest of your life. No matter which path you choose, you will need to know how to read, write,
think critically, work with others and solve mathematical problems.
Page 16 of 17
• Plan what courses to take and study hard. The best single predictor of success on admissions tests
required for college is the number of difficult courses high school students complete in English and
mathematics.
• Try to maintain a 3.0 GPA or higher to qualify for admission to colleges and to earn scholarship
monies.
• Getting good grades improves your chances of scholarships and being accepted to the school of your
choice. Practice taking the SAT/ACT.
• Read, read, read--it's the best way to improve your vocabulary!
• Save money from part-time work. Try to save as much as you can from your earnings to put toward
your school expenses. Invest it to earn additional funds.
• Talk to admissions officers and financial aid staff at colleges under consideration.
• Visit colleges and talk to enrolled students. Arrange for a visit to the school, including an
appointment with an admissions advisor and a financial aid advisor and then take a tour of the school.
Often the tours are led by enrolled students, and they are excellent sources of information.
• Use books and the computer to do research.
• Apply for scholarships. If you have good grades, apply for a variety of scholarships. Your guidance
counselor can assist you, or the financial aid officers at the schools you are considering can advise
you on the programs available at those particular schools. There are several scholarship search tools
on the Internet that can save you an enormous amount of research. Here are two to check out:
,
• Discuss financial needs with your parents based on your college choice. Once you have narrowed
your choice of schools, you can more accurately determine how much it will cost.
• This is a good time to become more familiar with the financial aid application process. Visit web sites
such as or to review the application process, complete need
and loan calculators, as well as money management and borrowing advice. There are numerous
resources, become educated!
Senior Year - Let's Get Serious!
Serious financial preparation for college needs to begin early in the senior year of high school. The following
suggestions should help you stay on target with the financial plan you have established.
/
What Parents Can Do
• Attend a financial aid workshop. Many high schools and most community colleges and universities hold college
fairs in the fall term. File your taxes early so your child can file for financial aid.
• Help your child choose a school. Factors to consider are reputation, size, location, facilities, social and cultural
environment, and cost.
• Help your child apply for financial aid.
• Check your credit report and repair any flaws.
What Students Can Do
• Apply for admission.
• Work part-time and save as much as possible.
• Apply for financial aid and scholarships early. Work closely with school counselors and utilize the free
scholarship search services that are available on the Internet to locate and apply, for scholarships.
• Put together a financial plan by estimating your potential sources of income from savings, parents'
contributions, and financial aid.
• Surf the web and become more knowledgeable about financial aid. You can calculate estimated Expected.
• Family Contribution (EFC) by accessing calculations. Additional information can be found at
the National Association for Student Financial Aid', Administrators (NASFAA) website at and
going to the "Parents & Students" link.
Page 17 of 17
7 Group photos/students photos
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