Distance Learning to Play a Major Part in President Obama's Adult Education Plans

In a speech at Macombe Community College in Michigan, President Barack Obama has made some major new announcements regarding funding and plans for adult education and community colleges. The announcements come as many adults return to education in light of the recession, with recent reports from the state of Utah (at sltrib.com) claiming that the number of enrolments have increased by 19 percent in the past school year.

Obama was generally positive about the nation's community colleges and highlighted the past trend of treating community colleges ‘like the stepchild of the higher education system'. But he also had some criticisms that called for some reform.

‘Now, I know that for a long time there have been politicians who have spoken of training as a silver bullet and college as a cure-all," he said. "It's not, and we know that. I can't tell you how many workers who've been laid off, you talk to them about training and they say, "Training for what?" So I understand the frustrations that a lot of people have, especially if the training is not well designed for the specific jobs that are being created out there.'

$12 billion has been earmarked for a ten year initiative to be used across the USA, in an attempt to improve the degree completion rate by 50 percent. According to insidehighered.com, president of the American Association of Community Colleges George R. Boggs described the plan as ‘pretty ambitious'.

Yet, the use of distance education as a tool to meet these goals can also be regarded as just as determined. President Obama aims to make such courses free online - a move that has been called "historic" and "transformative" at the above source.

According to the transcript of the speech at whitehouse.gov, President Obama said: "Even as we repair bricks and mortar…we're going to support the creation of a new online, open-source clearinghouse of courses so that community colleges across the country can offer more classes without building more classrooms."

The idea is a pioneering one, especially as many countries are still behind in regards to embracing open content. Similar moves concerning distance education have been announced in the UK. In order to promote the use of online courses, Prime Minister Gordon Brown as announced a £20 million budget as an aid to students who might drop out of degree courses who can then complete their studies online.

About the Author

Sarah Maple is writing for Kaplan Open Learning about distance learning courses.

Digital Inclusion: How the accessibility of online courses might help

A recent BBC report entitled ‘Your country needs you connected' sheds fresh light on the number of people in the UK who are digitally excluded. According to Jane Wakefield, whilst the popularity of Twitter and Facebook are growing, '17 million Britons have never been online'. Digital Champion, Martha Lane Fox, is at the forefront of getting the outsiders online - so how can online certificate degree courses help her cause.

According to the report, Lane Fox is primarily concerned with targeting the six million poorest in the country, in order to break the correlation between social and digital exclusion. This is regarded as a particularly tough job by Bill Dutton of the Oxford Internet Institute. He asks, "How do you get people to experience a technology that they are predisposed not to be interested in?"

This is a valid problem, and one that I think will be solved, naturally by the growing dependency on e-Learning and online technologies to solve the increasing demand for further education courses. Yet equally, there undoubtedly needs an increase in accessibility for online courses beyond paid higher education institutions in order to minimize the risk of deterrence even further.

This calls for all types of business and services to offer easy and relevant online schemes. A move that has already been made by the Department for Work and Pensions, who's job search site has, according to Wakefield, ‘averaged a pretty impressive one million searches per day'. Such schemes are causing more of those who may not be connected at home to visit their local online centres - a trend that is no doubt stimulated by the need of many to increase their job searching zeal.

This report come at a time when in the US, Barack Obama has unveiled an initiative funding of $12 million to be given to community colleges across the country. In order to increase the degree and certificate completion rate by 50 percent, he is also calling to make a number of distance learning courses free to anybody using open content.

I can see such a method being incorporated to Lane Fox plans in the UK (or, at least, I hope it will be). Offering free mini-courses ‘to help you find a job online' or ‘to help you fill in your tax return online' all seem logical - and if they are seen as a way of saving money - then the benefits of digital inclusion will be all the more evident.

About the Author

Sarah Maple is writing for Kaplan about degree courses and education in general.

How to help your child with homework?

It is estimated that parents spend an average of six hours a week on helping their children with homework. If you show interest and give support early on, it will encourage your child to develop positive attitudes to learning, in and out of school.

You will benefit, too. You'll get to know your child's particular strengths and difficulties and you will also find out what he's studying. Your child's school will also gain by having motivated pupils and well-informed parents who are fully involved with their children's education.

As your child gets older, of course, he needs to become more independent. Helping your child to get organized, providing equipment and a quiet place to work and offering lots of encouragement will get him off to the right start.

Most schools also issue a homework diary where children write down what they have been set and when it is due. You should check it every week (and sign it if the school asks you to).

How to help

· Make sure you are familiar with any school guidelines on homework.

· Ask the school for copies of any leaflets about supporting children at home.

· Watch out for school newsletters advertising parents' subject sessions. These are really useful for learning about modern teaching methods.

· Nominate somewhere at home as a homework area. It needs a flat surface, a good light source and resources such as pens, pencils, rulers, scissors, glue, dictionary and notebook to hand.

· Set up a daily routine. Plan a homework timetable so you both know what your child needs to do and when. If your child is at secondary school he will probably be told which subject teacher will set homework on each day.

· It’s a good idea if your child has a break and something to eat before starting on homework.

· Ask your child to explain the homework task and how it follows on from what he was studying at school.

· Be interested and be on hand to talk to your child about what he has learnt so far.

· Help your child to become an independent learner. Explain how to look up information or find a word in a dictionary rather than simply giving an answer in order to get the task finished.

· Don’t be tempted to teach your child methods you used at school.

· Turn off the television while homework is underway but do let your child listen to music if he finds it helpful.

· Use home/school books to note how your child tackles the task, what is done well and where he has difficulties. (Remember, your child is probably one of 30 so keep your comments brief!) Read carefully any comments that your child's teacher makes in return.

· Discourage your child from copying when he's asked to do research tasks. Talk about the information together, work out the key facts and help your child to write these down as brief notes.

· Be positive about your child's attempts. If you have concerns about his progress, make an appointment with the school.

· Don’t let homework become a chore. Make it a special time that you both look forward to.

A word of warning: Schools are extremely keen that parents become fully involved in their children's education but please don't be tempted to correct homework and make your child copy it out. Schools need to know how much your child understands and can do independently.

Homework clubs

If you feel your child needs more help than you are able to give, do contact the school. Many schools offer an after-school homework club staffed by teachers or learning support assistants.

About the Author

Charles Smith
BA(Hons) in Education and teacher in primary school in London
www.ukschoolsdirectory.net

Multiplying by Nine With the Finger Method

Can you do the nine-times tables on your fingers?

When you learn how, you'll never have to stare at the multiplication tables charts for nine again. The best part is, you only need to be able to count in order to learn this!

And if you practice using the finger method, you'll be a whiz at multiplying any digit by nine, and never have to "guess" and hope you're right again.

You can learn it now, in a few simple steps that you'll never forget. But you must remember that it is not meant to be a crutch. You must practice it a lot in order to get it to the point where you don't need to do it on your fingers every time you want to multiply by nine.

At the end of the article, you'll find a great, free resource where you can find a fun way that will make you love to practice it, and it will also teach you why the method works.

Let's get down to multiplying:

First, you have to number each of your fingers. With your hands palms down, thumbs almost touching, start from the left and call your L. small finger, "one." The left ring finger is "two," the left middle finger is "three," etc. until you get to the right pinky, which is "ten."

That was easy!

Now, to multiply any digit by 9, you simply bend the finger that has that number inward. In other words, if you were to multiply nine by three, you'd bend the "three" (that's the left middle finger). Bend it inwards, beneath your hand.

Notice the number of fingers on the left of the finger that's bent. There should be two of them. That's how many tens there will be, making the answer, "twenty-something."

Next, notice the how many fingers are on the right side of the finger that's bent. There should be seven of them. That's how many units there will be, making the answer, "twenty-seven."

Warning! - This should not be used as a "trick." Don't make it a crutch. Practice it until you know the "nines-times-tables" by heart. If you still need to use your fingers after a day or two to practice, then you really haven't practiced enough.

There is a "master method" for using your fingers to learn to multiply. You only need one method for all the numbers from 6-9, so you don't have to learn a bunch of different "multiplication tricks." You can find out more at Learn to Multiply.com

About the Author

If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.

KenKen Puzzles - The New Sudoku

You many have just heard of KenKen. It's the invention of a Japanese math teacher named Tetsuya Miyamoto, who says, "I believe that if you give children good learning materials, they will think and learn and grow on their own."  Imagine that!

KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.

But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.

KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.

If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.

Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin.  But the level of play can get tougher - much tougher.

KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.

Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.

KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.

It doesn't feel like math at all - it's just pure fun

You can get free, downloadable KenKen puzzles at http://kenken.com. For free KenKen video lessons, all the way to the very advanced level, check out http://mathmojo.com/kenken.
 
About the Author

If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.

How to Learn the Multiplication Tables - The Best Strategies

There are so many fads concerning learning the multiplication tables, that it's hard to sift through them and figure out which one makes the most sense for you, your child, or your students.

There are a few things to take into consideration when you are searching for the best methods for your needs. Keep in mind that whenever you learn anything, it's good to try more than one method.

The "just-shut-up-and-memorize-it" method is the one used by most American public schools. That's one of the reasons why American elementary school children pretty much suck at math compared to most of the world. There's no need to let your child be at that low level.

When looking for a method to learn multiplication facts, keep these things in mind:

The method should:

    * Be based on understanding that multiplication of whole numbers is an extension of addition, but is not exactly repeated addition. (There is a subtle but important difference that you can read about at It Ain't No Repeated Addition)

    * Use and develop the "number sense." In other words, it should show the child relationships between the numbers s/he is multiplying, and other familiar numbers, like the number ten. For instance, 8 x 5 is like half of 8 x 10.

    * Be based on more than one sense. Just doing worksheets is not enough. If you repeatedly hear multiplication problems as well as see them, you learn how to deal with them with more than one sense. That "locks in" the skill.

    * Stress understanding of what one is doing, not just memorizing random facts.

The method should not:

    * Not be such drudgery that the child will forever look on math as a boring chore.

    * Not be based on some corporate Saturday morning cartoon characters. The "math-is-fun" school of thought is basically sound. But it should be about the math itself being fun, not because Barney says so. Be careful that your child doesn't get trained to like math only if it comes with a cartoon character.

    * Not strictly based on mnemonic (memory) devices like songs, rhymes, etc. They may work in the short term, but most of them neither develop the number sense, nor are they well-developed mnemonic techniques. If you use only them, the child will have learned only superficial information, and nothing about multiplication, or how to use mnemonics, for that matter. (Mnemonics for much more advanced calculation is a great help - just not for things as basic as the multiplication tables, and not as songs or rhymes.)

    * Never, ever, ever be learned from a calculator. Using calculators to teach simple multiplication is like shooting squirrels with an elephant gun. You may hit the squirrel, but won't get dinner. Calculators are crutches. Would you give a healthy child crutches before s/he learns to walk?

Children appreciate having their minds valued, and not being pandered to. One effective method of teaching/learning the multiplication tables that offers just that can be found at Learn2Multiply.com

About the Author

 If you or someone you know (your child or student, maybe?) hasn't totally mastered the "multiplication tables," you'll be happy to know that there is a fool-proof, easy way to teach or learn the basic times-tables in minutes. If you are serious about teaching multiplication, you owe it to your child or your students to Learn to Multiply at http://Learn2multiply.com, now.

How to Use Numerical Values to Organize Essays

Using numerical values to identify and apply expository writing structure has proved an effective tool in identifying expository text structure and helping writers organize essays. The numerical values eliminate the writing jargon that varies from teacher to teacher and curriculum to curriculum. Instead, writers simply apply the implicit hierarchy of the number system to that of reading and writing. Writers just seem to intuitively “get” the idea of a number system applied to their expository writing in essays.

One such writing program uses following number system:

(1) for the introductory strategies of an essay introduction—for example, a definition or a preview of the topic sentences.
(2) for the thesis statement that “talks about” the introduction strategies.
(3) for the topic sentences that “talk about” the thesis statement.
(4) for the major details that “talk about” the topic sentence.
(5) for the support details that “talk about” the major details.
(6) for the conclusion strategies—for example, a thesis re-statement or summary.

For Developing Recognition of Text Structure

Try analyzing expository reading by numbering the sentences. Critique the writing by analyzing the structure and whether there is sufficient evidence, e.g. enough (5s) to back the (4s).

For Essay Writing

Using your own writing prompts, practice varying sentence order within the numerical hierarchy to help students develop a flexible writing style to address the demands of the writing prompt and improve the quality of your essays.

1. (3)-(4)-(4)      
2. (3)-(4)-(4)-(4)
3. (3)-(4)-(5)-(4)-(5)
4. (4)-(5)-(3)-(4)-(5)
5. (4)-(5)-(4)-(5)-(3)
6. (4)-(5)-(4)-(5)
7. (3)-(4)-(5)-(4)-(5)-(4)-(5)
8. (3)-(4)-(4)-(4)-(5)
9. (3)-(4)-(4)-(5)-(4)-(5)
10. (3)-(4)-(5)-(4)-(5)-(5)
11. (Transition Statement)-(3)-(4)-(5)-(4)-(5)
12. (3)-(4)-(5)-(4)-(5)-(Concluding Statement)
13. (1)-(1)-(2) added to any two of the above body paragraphs
14. (6)-(6)-(6) added to any two of the above body paragraphs
15. (1)-(1)-(2) added to any two of the above body paragraphs (6)-(6)-(6)

About the Author

Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's students. Visit Mark’s website at www.penningtonpublishing.com to check out his writing, writing strategy, essay, and writing skills teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.

Job Application and MBA

For enjoying the advantages of lucrative career, the single instrument to it is ideal, appropriate learning. In present field of business, the highly liked degree is of Masters in business Administration (MBA). It is the finest option for an individual who wants a manger role and leadership. This degree allows you to learn the nuances regarding business techniques, leadership skill, management techniques and everything relevant to management.

A Masters in business administration degree includes rigorous training, presentations, reports, assignments, all of which provide you the essential abilities for handling real life business affairs. At present, you can pick to study general MBA or select from an array of MBA programs, including finance, accounting, marketing, technology, leadership and other areas of specialization.

A varied MBA class is an ideal learning environment and due to this, reputed business schools prefer candidates with different personal, professional and cultural backgrounds. Also, team work is necessary for attaining success in a MBA program. A majority of MBA programs include group assignments and case discussions that call for working in groups. Thus, B schools want students who have already demonstrated an aptitude to work fine in-group setting. Usually, work experience gives people a chance to work within teams and show people skills and most importantly teamwork. Having a nice working experience provides you a cutting edge over your competitors.

Why avail an MBA degree

The prime reason for getting MBA degree is to increase your salary potential as well as take your career onto a higher level. Having an MBA degree along with job experience further allows the candidates to apply for the senior management and executive positions directly.

Picking best MBA College

Searching the best institute for acquiring MBA degree is quite a challenge. Selecting the best institute is confusing and time consuming. It is not just stressful for you but your family as well. You have to ensure to be enrolled in a college that hold great reputation and has higher ranking. To find the best college anywhere in the world, nothing can be better than accessing online. On Internet, you will be able to find out each and every detail about a specific college within a very less span. The procedure of admission, course structure and even the fees structure will be clearly mentioned at the site, further enabling you to know more about the college.

Selecting a good college is also important, when you are considering doing such a reputed course. Along with your qualifications and work profile, an MBA degree from a renowned institute will significantly assist in getting an established post at a reputable firm. MBA degree from one of the best B-schools in the world and great amount of work experience will certainly give a boost to your professional career.

Online MBA degree and work experience

Apart from the traditional way of attaining MBA degree, some distinguished online institutes too provide MBA degree programs and specializations. Individuals, who want to work as well as study, can take this option. A number of companies give preference to the students having online MBA degree, as they simultaneously earned whole lot of work experience, which is enough for learning business etiquettes and being acquainted with business management.

Llana Herring works as the coordinator for California Miramar University, which is accredited by DETC. CMU offers both graduate and undergraduate courses at affordable rates. Click on the link to view Online MBA Programs.

Article Source: http://EzineArticles.com/?expert=Llana_Herring

ADD and ADHD: Focus on Foods

When it comes to food, some people want it both ways. They want to have the freedom to eat what they want but they don't want to accept the ramifications for what they are eating.

We see this all the time in people with food related issues such as weight problems, food allergies or diabetes, yet they don't change their diets. Sometimes, it takes an actual painful life and death experience for someone to monitor what they eat, or at least make sure they don't eat that kind of food again.

When a food allergy is subtle, it's easily dismissed.

Several years ago, I was working with a young man with "over the top" ADD behaviors. In addition, he'd been diagnosed with Tourette's syndrome. I discovered that he had a wheat allergy. Since he was only nine years old and accustomed to eating what he wanted, he was not thrilled to go on a wheat free diet.

However, within weeks on a wheat-free diet, his abilities to focus increased. His excessive energy level became more manageable. People around him were happy that he seemed to get into less trouble. He even stopped having the tics associated with Tourette's. (Those tics had been especially embarrassing. He was thrilled to be free of them.)

Then, he spent a Memorial Day weekend with his grandparents. They insisted that it was cruel not to be able to eat like the other kids did, and they dismissed his wheat-free diet.

By the time the young man arrived home, his issues were returning, but summer was coming and his parents didn't monitor his diet. By the first day of school in September, the child was back where he'd started. Even worse, his parents agreed with the grandparents and asked, "What's wrong with him just taking his medication?"

The subtlety of the child's allergy disguised the importance of it.

Now, before you run out and take wheat out of your diet, remember this: Wheat might not be your problem. It might be dairy or high fructose corn syrup or... the list is long. Many different food allergies can trigger uncomfortable ADD and ADHD behaviors.

Do not underestimate the power of diet. You may need to eliminate things from your diet, or add things into it, or both. Just as with the removal process, added nutrients can make a tremendous difference.

Remember that dietary changes may be part of a larger protocol. They may help you better access all the gifts that come with ADD and ADHD, and manage the challenges of them. Diet is not always the answer, and it's rarely the only issue.

But, it's a good place to start, with the guidance of a experienced professional.

About the Author

Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website,  www.weboflight.com

ADD, ADHD and Focus - Three Important Questions

Focus can be a challenge for people with ADD or ADHD, but the solutions can be easy.

There are a number of different factors to examine when looking to increase focus in the ADD gifted individual. They can include changes in diet, environmental issues, organizational set-up, or support through supplementation.

In over a decade of work with ADD/ADHD clients, I've learned that there are no magic pills or easy one-step solutions. Everyone is a unique individual and the best programs are individually created.

My office has received calls from many people. Sometimes, they've tried a supplement, technique or even a lifestyle adjustment that I recommended to a different client. Of course, it didn't work for the caller.

The reason? They're not the person who I recommended it for. Or, if they heard me on the radio or read my book, they overlooked phrases like "has been known to help" or, "can help some people who..." The solution that works for one person won't necessarily help someone else.

Looking at ADD/ADHD as a disability (a point with which I strongly disagree), we end up trying to treat it as disability. That's the wrong approach. Instead, we need to recognize, understand and embrace the individual, and then create something that will work best for him or her.

To create individual strategies that will work, consider the following focus questions.

1. What kind of learner are you?

Whether or not you're in school, or in any learning situation, it's vital to understand your learning style. Some focusing and remembering tools will work better for you than others. For example, visual learner may work better with color coding or list making for example.

2. Are you better at the big picture or are you more detail oriented?

Before an ADD individual can focus on what needs to be done, he or she must realize why it must be done. The overall value must be clear; we call that the "buy in." If you are big picture or detail oriented, ask questions to establish that buy in. Once you understand the big picture and what you're working towards, it's easier to engage your mind in the process.

3. Are some environments better for your focus?

For some people, absolutely silence works really well. Others need 2 or 3 other noise sources - such as a TV, radio, or iPod -- to do better.

Some people react negatively to fluorescent lights or they do better if there is air circulating. Are you better outdoors or inside? Can you focus better in a big space or in a small space?

Different things, and sometimes a combination of them, can support your focus.

In my practice, I've seen that certain aroma therapies, foods or drinks or supplements can help an individual go into focus mode.

Think about the questions I've given you. Consider your answers instead of "magic pills," or one-size-fits-all solutions.

The better you understand yourself, or someone that you are trying to help, the more easily you'll find effective solutions.

About the Author

Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website,  www.weboflight.com

The Gift of ADD and ADHD

"I just finished reading this book and I have decided that I am ADD."

"I saw a TV show about ADHD. I have it and so does my son."

"My daughter's teacher says she asks too many questions. Do you think she's hyperactive?"

Over the past ten years, we've all heard announcements like these from friends, family and even strangers.

As a spiritual coach and counselor, I deal with questions about ADD and ADHD every day. My insights may be helpful to you, too.

ADD AND ADHD IN ADULTS

Recently, a client started our counseling session by declaring that he's ADD. His wife was quick to agree. That's what brought them to my doorstep. They needed help with their marriage.

Often, the first step to repair a marriage begins with personal spiritual growth. Until the individual understands him- or herself, it's difficult to build trust and understanding in any relationship.

In this case, I did an energetic scan of my client. Some medical intuitives, including me, use this process to identify areas that need work. We "see" physical, emotional and energetic distress.

Next, I described to my client what I saw in the scan. I explained it in the context of ADD. Like many people who are confused by ADD and ADHD, he was relieved to find someone who understood what was going on.

After that, I recommended that they read more about the subject. Between their studies and a few counseling session, the client and his wife were able to understand each other better. According to them, it began a renaissance within their marriage.

For many adults, that's all it takes. With a little education and some counseling, they learn how to live with ADD and ADHD.

ADD AND ADHD IN CHILDREN

Most people are diagnosed with ADD or ADHD as children. Through them, we can more about the many faces of Attention Deficit Disorder, with or without obvious hyperactivity.

Years ago, one of my most important breakthroughs was with a 12-year-old client. His first statement to me was startling.

With a look of anguish, he blurted, "It hurts to be a human when I think of and see all that we have done to this planet. But, I know I am here to make it better." Scanning his energy, I could sense the pain that he was in. To me, it was as if he had been born without skin. He could feel everything around him. He had no personal boundaries.

That session helped him, but it helped me even more. I learned, beyond a shadow of a doubt, that ADD and ADHD aren't disabilities. They're gifts. Those gifts need to be managed and nurtured, but they're still gifts. They may even point the way that our species is evolving.

If we medicate those gifts to minimize them, we risk losing those gifts altogether.

ADD, ADHD, UNDERSTANDING AND "THE BOX"

During the following months, my practice attracted many clients with Attention Deficit Disorder and forms of hyperactivity. I was one of the few who understood them as gifts, not diseases.

My staff and I used to joke that I'd become an "ADD magnet." But, those months were a tremendous educational experience. Some of my clients already knew about ADD and ADHD. They'd already been diagnosed. They knew the terminology and the popular medical solutions. Some even chose the ADD label because, finally, it defined who they were.

Those clients can be the most difficult to work with. The ADD "box" acts as a protection and a defense. To help them, we must convince them to step outside that box. For someone who has lived without boundaries, that's a very scary step. The box is the safe place to be. Convincing them to step outside can be challenging.

HOW TO HELP

The following basics can help anyone who is dealing with ADD and ADHD in children and adults.

* ADD and ADHD are gifts.
* The ADD and ADHD labels are over-used. They may mask other conditions that need to be examined.
* In addition, ADD and ADHD can be masked by other, more obvious conditions. Medication can make it even more difficult to identify attention, activity and boundary issues.
* Attention Deficit Disorder, with or without hyperactivity, affect four levels: Physical, emotional, mental and spiritual. Each level must be addressed separately.
* In most cases, ADD and ADHD need to be managed, not drugged.
* In almost all cases, these people also have heightened perceptions of -- and sensitivities to -- spirituality. That spirituality can provide a bridge to help them, as well as support during episodes of extreme activity and/or vulnerability.

Because these and other conditions can be "layered," diagnosis and treatment can be difficult with some clients. However, this also makes the work constantly engaging, challenging and intriguing.

THE FIRST STEP

In most cases, the first major issue is the client's feeling of isolation. To resolve that, clients may have developed inappropriate behaviors. For example, they may be accustomed to creating emergencies and drama to attract attention and support.

Until the sense of isolation is addressed, those behaviors can slow treatment. Once the client feels a stronger connection to those close to him or her, the process becomes much easier. In addition, a client's lifestyle needs to be reviewed. This includes diet and attitudes. Protocols must be created and understood by everyone who is connected to the client.

ADD AND ADHD AREN'T DISABILITIES

Attention Deficit Disorder is not a disability, it is a "diffability." The person's abilities are not "less than" or impaired, just different.

Each person is brilliant in some way. Often, this brilliance simply needs to be discovered, acknowledged and unlocked. ADD and ADHD are gifts. They may represent an expansion of our awareness beyond the 10% that the brain traditionally utilizes. Let's not try to medicate and subdue this exciting evolutionary step.

Recently, a client said to me, "I am not dumb you know, even if they all say I am." That's a common misunderstanding when dealing with people -- especially children -- who have the gift of ADD.

They're not "dumb" or stupid. In fact, they're so smart in such different ways, we don't always realize that what they have is an asset.

THE FUTURE OF ADD AND ADHD

Working together, we can become smart enough to understand those with ADD and ADHD. For now, let's help these gifted people deal with isolation, fear, anxiety, depression and more. We can help each other. In this process, we may find ways to utilize even more intelligence, to help the evolutionary process. Our world could benefit greatly.

You can help people who have ADD and ADHD. Start by letting them know that they're not alone.
About the Author

Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts. Visit his website,   http://www.weboflight.com

Alternative Education and the ADD - ADHD Child

A recent article in USA Today reports that home schooling has been on a steady rise for the last five years. There are now 1.5 million children being home schooled, up 74% since 1999. A desire for religious or moral instruction, formerly the number one reason to choose homeschooling, is now the second most popular reason. The first reason is safety and avoidance of peer pressure and exposure to drugs. Third is the dissatisfaction with academic instruction and fourth is interest in nontraditional approaches.

Current statistics indicate that the number of alternative educational/school choices, not including religious based schools or military schools, is somewhere around twelve thousand. That is the largest number of choices ever to exist outside the traditional public school system and the number keeps growing.

Obviously, the selection of public versus private includes many factors, among them the practical aspects of cost, location, transportation and does the alternative represent a basic ideology that the parent feels would be detrimental to the child. What follows is a look at some of the factors in choosing an educational format.

Determining the educational goal, as a parent, is an easy way to eliminate whole groupings of alternative educational choices. However, a parent might be wise to avoid automatically eliminating, for example, religiously based schools because they are simply not of the family's religion. A school might be quite passive about religious "recruitment" of the child, as are many Catholic private schools, or they may be very active, even aggressive, in the "recruitment" of a child, as are many more fundamentally based religious schools. In one case, a parent chose such a school because of its educational quality but did not fully understand the aggressiveness of the school in converting her child to its belief system. At least not until her child started coming home every day, in tears, begging her mother to convert because she would go to hell if she didn't. Upon further questioning, it was clear that the school had made the child responsible for the task of converting the mother. The child was nine. The mother moved the child the following week.

Next, we want to look at the child. It is imperative to look at the child from multiple perspectives, not just does he/she have ADD/ADHD. Because ADD plays out differently based on learning style, processing style and communication style, the parent should find the school that either actively teaches in a variety of styles or specializes in the styles that best enable his/her child to learn. The parent should also consider aspects such as the child's emotional age and if the child has already found his/her passion(s) in life. If the child is brilliant in computer programming and development and could possibly be the next Bill Gates, the parent would be wise to enroll that child in a school program that specializes in dealing with technically gifted children, as long as all the other bases are covered. Personality and gender also play a role in the whole child. Finally, it is important to gravitate to schools that interweave the development of critical thinking with the development of personal responsibility.

Other things to consider:

· Does the child need structure or is he/she self-structuring?

· How well does the child function independently?

· Does the child have difficulty dealing with change?

· Does the child relate better to a male or a female teacher -- or does it matter?

· What is the child's social skill level with peers and, if this is a challenge, how does the school deal with those kinds of issues?

· What kind of participation is required of the parent, and is this level of participation possible within the framework of the entire family?

If the parents are investigating home schooling, there are some pros and cons to consider.

On the positive side, there are many educational support programs for home schooling currently available and more coming on line all the time. They vary in participation level needed by the parent. Just like shopping for a school, the parent needs to look for an education support program that will best work with the specific child and with the family. Home schooling can allow a child to learn at his/her own pace and can be creatively modified as the child goes on.

On the negative side of home schooling is the stress on the parents. Does the home schooling parent have a flexible teaching style and can that parent switch between the teaching and the parenting roles easily? The teaching parent should currently communicate well with the child and have been successful in helping the child learn new things and to develop new skill sets. As a simple measure, how has the parent done on helping the child with his/her homework to date? There may be resentment between parents caused by the time, energy, and effort required for teaching, on one hand, and by the resulting relationship with the child on the other. More effort will be required of the parents to ensure that the child gets both sufficient social interaction and is exposed to the diversity that the world has to offer, including opinions other than the parent's own. Finally, can the parents help the child to develop the skill sets to manage well in the world when the home schooling ends?

Home schooling is a viable option. If the parents live in a big enough area, they are even likely to find local home schooling groups that do things together. The home schooled child may also attend a class here or there in order to fill out the educational experience. The parents need to make an extra effort in the area of social skills, to be wary of creating an unhealthy attachment or dependency on themselves and to guard against becoming insular in a way that limits the child in dealing with the ever-growing diversity of the world.

The key to finding a successful educational format for the child is for the parents to do their own homework! They need to determine what their educational priorities are and to diligently investigate their options in light of the whole child regardless of ADD/ADHD.

About the Author

Dr. Kevin Ross Emery is the author of "Managing The Gift: Alternative Approaches for Attention Deficit Disorder." Dr. Kevin is a Doctor of Divinity. He travels internationally, offering lectures and workshops about ADD, ADHD and related conditions. He also helps set up supportive, non-medical protocols for children and adults with ADD and ADHD. Dr. Kevin's primary practices are in Portland, Maine and Haverhill, Massachusetts.  Visit Dr. Kevin at  http://www.weboflight.com

What to consider when Choosing a Quality High School

From their first breath on, parents wonder and worry about their kids. They dream about the future and try to imagine how their children will look like, if they will be healthy, how they will grow up and what they someday will be.

Responsible parents never stop thinking about their children and plan the future of their offspring way ahead of time. This includes education, which will largely determine if a youngster will fail or succeed in life.

By the time children reach puberty, most parents already have learned a few tricks on how to choose a suitable school for their kids and know most of the determining factors.

• Is the school in a safe neighborhood?
• How far does the child have to travel?
• Is transportation affordable and convenient?
• What programs and extra-curricular activities does the school have to offer?
• Are the class sizes acceptable?
• How high are the fees and other expenses?
• Do children require a uniform and how much will that cost?
• Is the facility equipped to support children with disabilities?
• Is the school accredited and the teaching staff certified?
• How much security staff is at hand? What is their stance on discipline?
• How will parents be informed about their child's progress and general school activities?

So, by the time their teenager are entering the secondary school faze, and it is time to pick a high school, most parents already know what to expect in their search.

Not all children are destined to be thinkers and leaders, and parents will have to recognize that what they once had planned for their child may not always realize. Finding the right career direction and choosing the proper courses to fulfill that dream will eventually have to be the child's choice.

As young adolescents mature, they will ask to share some the educational responsibilities. They may not be as clear headed as their parents and may request to attend the same high school as their friends do, even if that facility is inappropriate for the career choice they initially had in mind. In that case, parents should reason with their children and hope they will understand that highly professional teaching staff and a safe environment are more important for their future than personal friends, who will come and go. Developing a superior academic approach to learning will be much more rewarding and will last a lifetime.

There are different ways to locate a first-rate high school. Many facilities will advertise locally, parents can canvas the neighborhood or ask friends for a reference, or they can go online and browse through educational directories, which offer extended lists of prominent learning centers and related web links.

In this age of technology, many high schools have their own websites, some of which include visual tours. It is always nice to see how the buildings and grounds look like, even before paying the school a visit. A well organized site also discloses awards and credentials, which courses are offered, introduces teachers, guidance and general support staff, possible scholarships, and will also touch on many of the traditional questions and issues parents may have. The better informed a parent is, the easier it will be to choose!

About the Author

School Select is Australia's premier school directory. School Select specialises in all types of schools in including secondary school, primary schools, private schools and even driving and music schools. Article distributed by SHOUT SEO: www.shoutwebstrategy.com.au

Quiet Signaling, A Classroom Management Technique That Really Works

The time that students spend in the classroom actually working on academic subjects is sometimes referred to as “engaged time.”  This engaged time is very valuable.  Classroom teachers have an opportunity to observe students actively solving problems and independently working through an assignment.  Through appropriate monitoring and active observation, instructors can determine what tasks students are having difficulty with and when students are being successful.

During independent seatwork several of the children may have questions as they work through the assigned tasks.  But the key to addressing these questions is to have previously developed a simple procedure with the class, so as not disturb the valuable learning time of the rest of the students.

In Mrs. Suppes’ 3rd grade classroom at Marquette Elementary School, a simple “quiet questioning” procedure is used everyday.  Her method of assisting students who need help, without disrupting the learning environment, is to utilize a flag located on each of their desks.  This simply designed flag (the “Flagbee”) can be flipped up on its swivel.  If a student gets stuck on a problem and requires teacher assistance, he or she may raise the flag, but should continue working.  An upright flag indicates that help is needed.  This quiet signal for help minimizes distractions and disruptions.

Many times Mrs. Suppes chooses to wait a few minutes before immediately addressing a raised flag.  This technique allows the children additional time to attempt to problem-solve on their own.  In many cases, the student may choose to lower his or her own flag without teacher intervention, because they have figured it out on their own.

All students have been trained to make appropriate use of the help signal as a class wide intervention, and not to abuse the flags.  After posting the help signal, the student should continue to check over the current work assignment to see if there are other problems or items that he or she can work on while waiting for the teacher.
This quiet questioning practice has proven to be very effective in elementary classrooms. The flag was designed by educators, and supports the latest practice in classroom management techniques.  It has encouraged students to remain on task while waiting for assistance, and has helped maintain an appropriate working environment for everyone, that is conducive to learning.  You can order a classroom set of Flagbees today!  Visit our website at http://www.flagbee.com

About the Author

Hi, I'm Rita Rea Suppes, co-creator of Flagbee.  I have used Flagbee in my third grade classroom for the past three years at Marquette Elementary School, and I would never dream of conducting a class without them.  My students absolutely love their own personal student desktop helper, and I appreciate that students continue to work while I am assisting others.

Recently, my husband and I decided to share our idea with other classroom teachers. This management tool has made a world of difference for my students by keeping them focused and on task, without having to stop to raise their hand.  I invite you to give it a try.  I know you and your students will love Flagbee!!!

21 Days To Back-To-School Bliss

Tips for getting your school-year off to a relaxed and productive start.

Gearing up for back-to-school can be a bit overwhelming; there is a lot to do, a lot of transitions to navigate, and often a sense of blues as the realization that summer has, once again, gone by too fast.  However, you can easily turn back-to-school anxieties into positive anticipation for a great school year with the following action plan.  Plug these steps into your calendar right now and see what a different they can make!

One Week before School: Week of Preparation

Day 1 (seven days before school):  Ease into a "school" bed-time schedule.  Slowly transitioning into a "school" sleep schedule ensures proper rest and encourages a positive attitude towards going back to school.

Day 3:  Create a place for everything, so everything will be in its place.   Designate one basket for each child to store his shoes, bookbags, and jackets.  Give each child a container filled with standard homework supplies that can be transported from, for example, the kitchen to the computer room.  Finally, establish a place for each child to store extra papers from school -a section of your file cabinet or a designated box under his bed.

Day 4:  Purchase supplies.   Keep the supplies minimal and simple.  Fancy folders and notebooks are bulky and hard for students to use.  The best system to use is a one-inch binder with a plastic folder for each class, keeping all folders in one place.

Day 6:  Set goals with your children.  Help your children look forward to the new school year by having each person (including you) share at least two goals for the new school year: one academic goal and one "fun" goal.

First Week of School:  Week of Routines

Day 7 (night before school):  Have a "Sunday Night Meeting" every week!  Each member of the family should grab their planners/calendars for a 10-15 minute "meeting."  Ask your children what they have scheduled for the week (such as sports practices), share your plans for the week (children like to know what to expect, so tell them if you will have a late night at the office or will have to attend a meeting at school), arrange rides home from after-school activities, etc.  Your week will be much less chaotic because everyone will be on the same page!

Day 8:  Establish a routine for papers that need your attention.  Purchase magnetic clips for each child and post them on the refrigerator.  Have your children clip papers here that you need to fill out, sign, etc.  (Expect to spend four hours filling out back-to-school papers this week.)

Day 10:  Get ready for school at night, before you go to bed.  Avoid chaotic mornings and forgotten school supplies by having everyone pack up their homework, bookbags, lunch/lunch money, etc. before they go to bed.  They should also set out their clothes, shoes, and jacket at night, too.

Day 11:  Is everyone using their school planners?  All students need to use a homework planner!  Check planners every night until they are part of everyone's routine.

Day 12:  Clean out bookbags once a week.  Cluttered book-bags are the root cause of lost assignments and must be cleaned out regularly.  (The Sunday Night Meeting is another good time to do this.)

Second Week of School:  Week of Cooperation

Day 14:  Hold your second "Sunday Night Meeting" of the school year.

Day 15:  Give each child a choice about something today.  The more you can give your children choices, the more cooperation you will get from them, especially when doing homework.  Some choices may include giving two options for dinner or two different times to do their homework.  When you give choices -and honor their choices- your children feel empowered and will be much more cooperative.

Day 18:  Catch your children being good today!  Improve cooperation by giving compliments to your children.  Keep them specific and succinct (most children are embarrassed by mushy-gushy compliments).  For example, "Thank you, Kristen, for coming home and starting your homework right away.  I appreciate that."  Positive praise works wonders!

Day 21:  Give yourself a break!  Congratulations, you have survived the first two weeks of school and you are well on your way to a happy, productive school year.  Celebrate by scheduling some time for yourself.  You deserve it!

(c) 2008 Susan Kruger, All rights reserved. You are free to reprint/republish this article as long as the article and byline are kept intact and all links are made live.

About the Author

Susan Kruger, M.Ed. is a Certified Teacher and the author of the book SOAR(r) Study Skills.  Her exclusive Homework Rx(r) Toolkit at http://www.soarstudyskills.com/toolkit/index.html includes "25 Ways to Make Homework Easier...Tonight!", Homework Scorecard, Homework Inventory for Parents and a free subscription to the Homework Rx(r) eNewsletter to help you and your child enjoy homework success.