Category Archives: Partner with Parents

Different Parenting Styles – which are you?

What I learned from my research, is that parenting styles will overlap. What is important today is that we get the support we need to parent mentally healthy children.  We need society and communities to understand the need for longer parental leave, more flexible work hours, caregivers provided at larger businesses, etc…  What I’m seeing in our society is that many people have learned to work from home in order to fulfill the need to be both employed and a parent.

Please enjoy the following article on parenting style:

What’s your parenting style?

Experts have identified four basic types: authoritative, permissive, authoritarian, and hands-off. Whatever your approach, here’s how to make the most of your parenting style.

By Carol Lloyd

Different parenting styles

As a parent, your approach to your child is as unique as you are. You can’t just wake up one day and be a different person because you read a book or watched a devilishly effective mother on the playground. Parenting isn’t only a collection of skills, rules, and tricks of the trade. It’s who you are, what your family culture is, and how you transmit the most personal aspects of your values to your child.

But here are the facts: nearly 50 years of research have found that some parenting styles are more effective than others and show far better outcomes for children. Studies have identified four major parenting styles: permissive, authoritarian, authoritative, and hands-off. Of these styles, child development experts have found that the authoritative parent is the most successful in raising children who are both academically strong and emotionally stable. But the truth is, most parents don’t fall conveniently into this or any other single type; instead, we tend to be a combination of several styles. The trick is to be flexible enough so that you make adjustments to your basic type — adapting your style by adopting some best practices from other parenting styles.

Check out the following four parenting types and to see how you can make the most of your style to help your child thrive in school and in life.

Permissive parenting

While shopping, your seven-year-old son begs for a special cookie (even though he’s already had his share of treats that day). You say:

A. “Not a chance. You should know better than to ask me for one right before we have dinner.”

B. “OK, you’ve been such a good boy, you deserve a cookie.” He seems to have his heart set and, after all, it’s only one cookie.

C.“No, you’ve already had plenty of treats – pick something healthy instead.”

D. “Don’t nag me. What I spend my money on is up to me.”

Are you frequently the parent who picks B? You’re not alone. Permissive parenting is common in this day of busy schedules, harried two-worker families, and a feeling that we just don’t get enough quality time with our kids. We love them to death! Why must we say, “No” all the blooming time?

Unfortunately, indulging our children’s every wish can have unfortunate consequences both for the child and the parent. Children can end up feeling entitled to getting what they want, not what they need: the self-restraint, patience, and other character traits that will help them succeed in life. Parents who give in to the short-term battles about the extra toy or the chore that never gets done face bigger battles down the road when the child is used to running the show: fudging on homework, back talking parents, or simply not behaving responsibly.

Here’s the ticket: your love. Permissive parents are deeply in touch with their overwhelming affection for their children, which is no small thing. The problem? Sometimes these parents aren’t thinking about the long-term consequences of their parenting choices. So don’t dismiss your desire to make your child happy. Instead, consider their long-term happiness a little more.

When you find yourself in a permissive parenting conundrum, ask yourself, “What will make my child happy tomorrow, or next week, or in ten years?” The answer may make you seem a little stricter in the moment, but you’ll know that you’re acting from your deepest impulse, your love for your child.

Hands-off parenting

You and your daughter have been doing errands all Sunday and you both come home tired and cranky. Your daughter has homework and she announces she needs lots of help, despite your throbbing headache. You say:

A. “I will help you, but get started on it on your own and do what you can.”

B. “It’s not my homework. You have to do it on your own. And make sure you do a good job or there will be punishments.”

C. “Why don’t I do your homework with you?”

D. “I have such a headache. Please do it on your own or just skip it tonight. After all, it’s been a long day and I know how tired you are.”

Have you ever been the parent who chooses D? Hands-off or uninvolved parenting emphasizes learning through experience: you don’t shelter your children from the lessons that naturally happen from their mistakes. But it’s hard knowing when to let our children make their own mistakes. In times of our own stress or discomfort, it’s definitely tempting to tell your children you’ve had enough and they are on their own.

The problem with this approach is that if it comes because of your mood, not your child’s needs, it can undermine her own motivation to, say, do well in school. You could argue that by not helping, you’re helping your child be more independent. But suggesting she skip her homework when she really needs help is not the time to teach autonomy.

Your strength: you know that you’re raising an adult, not a child. The hands-off parent keeps the greater philosophical facts – every person must learn to take care of herself – in mind. But sometimes it’s easy for the hands-off parent to forget how long it takes to learn these obvious lessons. The next time you’re tempted to slough off a demand from your child on key issues around school or responsibility, recall that your child, while perhaps acting whiney and overly dependent, is asking for guidance. You don’t have to give in or be indulgent – but help them build a bridge to independence by breaking the problem down into smaller steps that they can do on their own.

Authoritarian parenting

Your teenage children have been asking to go to a party at the home of a kid you’d rather they not socialize with. After telling them you don’t want them to go, they launch a full assault with tears and arguments that all their friends are going and that you’re the strictest parent in the whole world. In response you:

A. say, “OK, fine, you can go. But don’t expect me to help you get there. You have to find your own ride.”

B. ground them for talking back to you and questioning your judgment.

C. say, “I want to sit down and talk to hear your concerns, but I’m not going to change my mind as long as I feel the party won’t be a safe place.”

D. realize they have a point – they should be able to go to a party all their friends are attending. You even offer to take them to the party, but because you’re concerned about safety, you wait in a nearby café and pick them up at the end of the night.

Are you the parent that might choose B? No doubt, authoritarian parents do not accept the notion that the home is a democracy with the loudest voices winning. Old-fashioned rules help your children understand where they stand, what they are allowed to do, and what is expected of them. Unlike permissive parents who always want to be liked, authoritarian parents expect to be respected.

The hitch is that strict, rule-based parenting can erode the affection and communication that makes children and parents stay connected emotionally. When children are very young, the strictly run household can look quite orderly and admirable, but as children grow into teens, experimenting with independence, they may be so afraid of their parents’ censure that they become secretive. Authoritarian parents can also raise children who never learn to speak up or think for themselves – two indispensable skills in the work world.

How to make the most of authoritarian parenting? By all means, value your clarity, your high expectations, and your tough love. Then recall that your child may not know your strictness comes from love unless you make that abundantly and continually clear. In other words, you can show love without spoiling your children. This duality encapsulates the complexity of parenting: no one ever said it was simple.

Authoritative parenting

On a rainy day, your 11-year-old son begs not to go to his track meet because it’s rainy and he really really really really doesn’t want to go. On the one hand, it’s not schoolwork. On the other hand, you’ve noticed that lately your son is spending more time “hanging out,” not really using his time well, saying he’s too sick for school when you don’t agree, and basically avoiding anything that requires uncomfortable effort. In response, you:

A. say, “It’s up to you what you choose to do. Besides, it’s only track — it’s OK if once in awhile you miss it.”

B. Offer to pick him up early from school and take him out for ice cream since you know he’s been tired out lately and needs a break.

C. say, “I understand you don’t want to go and I know that feeling of not doing something you don’t want to, but that’s precisely why I want you to go. Sometimes we have an urge to avoid tough stuff, but it’s important to do things even when they’re hard.”

D. say, “You have to go. No ifs, ands, or buts – conversation over.”

Are you the type of parent who will take the uncomfortable path to C?

Congratulations! Authoritative parents have been found to have the most effective parenting style in all sorts of ways: academic, social emotional, and behavioral. Like authoritarian parents, the authoritative parents expect a lot from their children, but also they expect even more from their own behavior. They are willing to say, “No,” or lay down the line, but they are careful to remain calm, kind, and patient about empathizing with the child’s perspective.

It’s not easy to toe the authoritative line – it takes energy and time and sometimes herculean self-control. But there are great benefits to raising children who know you have high expectations and who maintain close emotional ties to you because there’s always been a strong bond of trust.

If you aspire towards authoritative parenting, keep up the great work, but on occasion give yourself a break. Remember that no one is perfect and parenting is a process without a roadmap – don’t beat yourself up if you get lost once in a while. As we all know, getting a bit lost, then finding your way, is part of the journey.

 



Forest Service Jobs for Students

The Forest Service is hosting a summer job application workshop from 1:00 p.m. to 7:00 p.m. on Friday March 4, 2016  at the CSU, Fresno Engineering East Building, Room 368 (computer lab).  The workshop will provide one-on-one assistance with applications and tips on applying to FS internships and/or career positions.  Said positions are entry-level or require minimal work experience and education.  Students will work 40 hours per week for up to 8 to 12 weeks during the summer (housing is available at most locations for a minimal fee); pay ranges from $11 to $15 per hour.

 All majors are encouraged to apply including:  business, administration/clerical, engineering, recreation, biology, geology/hydrology, archaeology, firefighting, range, and many more.

Applications will only be available Mon. February 29 – Fri. March 4, 2016 by 8:59pm (PST); student can apply on USAjobs.gov.

 Important: Positions will be added on the following link on February 29, 2016:  http://www.fs.fed.us/r5/ccc/internship/Internship.positions.shtml

­­­­­­­­­­­­­­­­­­­­To apply for the positions with the USDA, Forest Service:

1.     log on to www.usajobs.gov. Go to “my accounts” on the upper right hand corner and create a “Profile”

2.     Create and upload a government standard resume

View the links below for information on how to create a government standard resume

a.      Government Resume Guide: http://www.fs.fed.us/r5/ccc/internship/gov.resume.guide.pdf

b.      Sample Resume: http://www.fs.fed.us/r5/ccc/internship/sampleresume.pdf

3.     Upload valid school transcripts

Transcripts do not have to be official. However, ensure your transcripts or school enrollment verification documents include the following:

a.      Must show your full name and the name of your institution

b.      Show name of courses and number of units completed as well as courses in progress

c.       Current and Cumulative GPA

d.      Enrollment dates, term/quarter or semester and year for courses in progress (ex. Spring semester 2016)

e.      We encourage students to submit transcripts from all colleges and universities they attended

4.     Apply to Positions of Choice

a.      Internship (Pathways) Positions – Applications will only be available February 29-March 4, 2016.

Minimum requirements:

·         Maintain good academic standing as defined by the school (typically 2.0 GPA or above)

·         Be currently attending or enrolled at least part-time Spring 2016 (typically 6 units) at an accredited school or university

·         Be eligible to work in the U.S.(Residents, DACA, Citizens, International students all may apply)

 

For further information please see the attached flyer.

Juan M. Alvarez

Regional Director

United States Department of Agriculture

Hispanic-Serving Institutions National Program

Central & Northern California / Washington

California State University, Fresno

Craig School of Business / Peters Building

5245 N. Backer Avenue, M/S PB-7

Fresno, CA. 93740-80001

Phone:  559.278.8311

Fax:  559.278.8682                                                                                                                               

Email:  Juan.Alvarez@osec.usda.gov

www.hsi.usda.govCCC-Workshop-Fresno State

PASSION IN EDUCATION RECEIVES AWARD 2015

IMG_6700 IMG_6702Passion in Education Receives 2015 Best of Visalia Award

Visalia Award Program Honors the Achievement

VISALIA July 2, 2015 — Passion in Education has been selected for the 2015 Best of Visalia Award in the Education category by the Visalia Award Program.

Each year, the Visalia Award Program identifies companies that we believe have achieved exceptional marketing success in their local community and business category. These are local companies that enhance the positive image of small business through service to their customers and our community. These exceptional companies help make the Visalia area a great place to live, work and play.

Various sources of information were gathered and analyzed to choose the winners in each category. The 2015 Visalia Award Program focuses on quality, not quantity. Winners are determined based on the information gathered both internally by the Visalia Award Program and data provided by third parties.

About Visalia Award Program

The Visalia Award Program is an annual awards program honoring the achievements and accomplishments of local businesses throughout the Visalia area. Recognition is given to those companies that have shown the ability to use their best practices and implemented programs to generate competitive advantages and long-term value.

The Visalia Award Program was established to recognize the best of local businesses in our community. Our organization works exclusively with local business owners, trade groups, professional associations and other business advertising and marketing groups. Our mission is to recognize the small business community’s contributions to the U.S. economy.

Healing the 7 Types of ADD!

Dr Amen:

“One Treatment Does Not Fit Everyone”

As the founder of six Amen Clinics, I bring a multidisciplinary approach to diagnosing and treating brain based disorders including attention deficit disorder and coexisting conditions. For over twenty years, I’ve used SPECT brain scans (along with other diagnostic techniques) to develop individual, targeted treatment plans for each patient. Early on, I discovered through brain SPECT patterns that attention deficit is not a single or a simple disorder.

My ADD Is Not Your ADD

ADD, anxiety, depression, bipolar disorder, autism, and other conditions are not single or simple disorders. They all have multiple types. ADD affects many areas of the brain—the prefrontal cortex and cerebellum primarily, but also the anterior cingulate, the temporal lobes, the basal ganglia, and the limbic system. The 7 types of ADD that I studied are based around three neurotransmitters—dopamine, serotonin, and GABA.

Classic ADD

This is the easiest type to spot of the 7 types of ADD: Primary symptoms are inattentiveness, distractibility, hyperactivity, disorganization, and impulsivity. Scans of the brain show normal brain activity at rest, and decreased activity, especially in the prefrontal cortex, during a concentration task. People with this type of ADD have decreased blood flow in the prefrontal cortex, cerebellum, and the basal ganglia, the last of which helps produce the neurotransmitter dopamine.

Treating Classic ADD

The goal here is to boost dopamine levels, which increases focus. I do it with either stimulating medications — Ritalin, Adderall, Vyvanse, Concerta — or stimulating supplements like rhodiola, green tea, ginseng, and the amino acid L-tyrosine. Getting lots of physical activity also helps increase dopamine, as does taking fish oil that is higher in EPA than DHA.

Inattentive ADD

This type, as well as Classic ADD, have been described in The Diagnostic and Statistical Manual (DSM) of Mental Disorders since 1980. This type is associated with low activity in the prefrontal cortex and low dopamine levels. Symptoms are short attention span, distractibility, disorganization, procrastination. People with this type are not hyperactive or impulsive. They can be introverted and daydream a lot. Girls have this type as much as, or more than, boys.

Treating Inattentive ADD

Inattentive ADD is usually responsive to treatment. It is often possible to change the course of a person’s life if he or she is properly treated. The goal, as with Classic ADD, is to boost dopamine levels. I use the supplements like the amino acid L-tyrosine, which is a building block of dopamine. Take it on an empty stomach for maximum effect. I often prescribe a stimulant like Adderall, Vyvanse or Concerta. I put patients on a high-protein, lower-carbohydrate diet, and I have them exercise regularly.

Over-Focused ADD

Patients with this type have all of the core ADD symptoms, plus great trouble shifting attention. They get stuck or locked into negative thought patterns or behaviors. There is a deficiency of serotonin and dopamine in the brain. When the brain is scanned, you see that there’s too much activity in the area called the anterior cingulate gyrus, which is the brain’s gear shifter. This overactivity makes it difficult to go from thought to thought, task to task, and to be flexible.

Treating Over-Focused ADD

The goal is to boost serotonin and dopamine levels in the brain. Treatment is tricky. People with Over-Focused ADD get more anxious and worried on a stimulant medication. I use supplements first—L-tryptophan, 5-HTP, saffron, and inositol. If supplements don’t help with symptoms, I prescribe Effexor, Pristique, or Cymbalta. I avoid a higher-protein diet with this type, which can make patients mean. Neurofeedback training is another helpful tool.

Temporal Lobe ADD

Of the 7 types of ADD, this type has core ADD symptoms along with temporal lobe (TL) symptoms. The TL, located underneath your temple, is involved with memory, learning, mood stability, and visual processing of objects. People with this type have learning, memory, and behavioral problems, such as quick anger, aggression, and mild paranoia. When the brain is scanned, there are abnormalities in the temporal lobes and decreased activity in the prefrontal cortex.

Treating Temporal Lobe ADD

I use the amino acid GABA (gamma-aminobutryic acid) to calm neuronal activity and inhibit nerve cells from overfiring or firing erratically. Taking magnesium—80 percent of the population are low in this mineral—helps with anxiety and irritability. Anticonvulsant medications are often prescribed to help with mood instability. For learning and memory problems, I use gingko or vinpocetine.

Limbic ADD

This type looks like a combination of dysthymia or chronic low-level sadness and ADD. Symptoms are moodiness, low energy, frequent feelings of helplessness or excessive guilt, and chronic low self-esteem. It is not depression. This type is caused by too much activity in the limbic part of the brain (the mood control center) and decreased prefrontal cortex activity, whether concentrating on a task or at rest.

Treating Limbic ADD

The supplements that work best for this type of ADD are DL-phenylalanine (DLPA), L-tryosine, and SAMe (s-adenosyl-methionine). Wellbutrin is my favorite medication for this type of ADD. Researchers think it works by increasing dopamine. Imipramine is another option for this type. Exercise, fish oil, and the right diet will help a person with Limbic ADD better manage symptoms.

Ring of Fire ADD

Patients with this type don’t have an underactive prefrontal cortex, as with Classic and Inattentive ADD. Their entire brain is overactive. There is too much activity across the cerebral cortex and many of the other parts of the brain. I call it “ADD plus.” Symptoms include sensitivity to noise, light, touch; periods of mean, nasty behavior; unpredictable behavior; talking fast; anxiety and fearfulness. In brain scans, it looks like a ring of hyperactivity around the brain.

Treating Ring of Fire ADD

Stimulants, by themselves, may make symptoms worse. I start out with an elimination diet, if I suspect an allergy is involved, and boost the neurotransmitters GABA and serotonin through supplements and medication, if necessary. I prescribe GABA, 5-HTP, and L-tyrosine supplements. If I prescribe medication, I start with one of the anticonvulsants. The blood pressure medicines guanfacine and clonidine may be helpful, calming overall hyperactivity.

Anxious ADD

People with this type have hallmark ADD symptoms, and they are anxious, tense, have physical stress symptoms like headaches and stomachaches, predict the worst, and freeze in anxiety-provoking situations, especially where they may be judged. When the brain is scanned, there is high activity in the basal ganglia, large structures deep in the brain that help produce dopamine.This is the opposite of most types of ADD, where there is low activity in that region.

treating Anxious ADD

The treatment goal is to promote relaxation and boost GABA and dopamine levels. ADD stimulants, taken alone, make patients more anxious. I first use a range of “calming” supplements—L-theanine, relora, magnesium, and holy basil. Depending on the patient, I prescribe the tricyclic antidepressants imipramine or desipramine to lower anxiety. Neurofeedback also works to decrease symptoms of anxiety, especially to calm the prefrontal cortex.

For More Information:

Learn more about the 7 Types of ADD:

  • Listen to Dr. Amen’s podcast on the 7 Types of ADD

Top Ranking Online Colleges from BEST SCHOOLS

For more information:  www.bestschools.com

California Online Colleges : Interviews of the Best Accredited Schools

Throughout the state of California, there are 36 different colleges offering at least one fully online bachelor’s degree. We narrowed down this list to accredited universities that have at least one fully online bachelor’s degree. Then we crunched the numbers to see how these schools are performing.

We wanted to figure out what makes an online degree program successful for students, engaging for faculty, and sustainable for the university. So we surveyed the top schools using the Best Schools methodology and interviewed admissions directors. Along the way, we learned all about California’s rich history in online education, and the continuing commitment to serving the underserved.

The Top 10 Online Colleges in California

1. Brandman University
2. California Baptist University
3. CSU East Bay
4. CSU Chico
5. Hope International University
6. National University
7. CSU Dominguez Hills
8. Touro University
9. California College San Diego
10. Golden Gate University

We interviewed three of the top 10 colleges in California and this is what we loved about them :

  • #1 Brandman University ​for their adoption of online learning for all students.
  • #3 CSU East Bay​ for their rapid growth and future plans.
  • #4 CSU Chico​ for their rich history and innovative delivery.

Deeply discounted tuition rates for both in-state students and active military students, make any one of these schools a smart choice for California residents looking to finish their college degrees.

Directory of California Online Colleges

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Interview: Brandman University

Brandman University
BRANDMAN UNIVERSITY
Average In State Tuition: $500.00
Accreditation Status: Western Association of Schools and Colleges, Accrediting Commission for Senior Colleges and Universities
Online Program Information:Website

Joe Cockrell

Brandman University offers online education programs at the bachelor’s, master’s, and doctorate levels across thirty locations, and all faculty are trained to teach online. We talked to Joe Cockrell, Brandman’s Chief Communications Officer, about how online education has changed at Brandman and how they have been able to create a successful program for students.
Here are some of the highlights from our conversation:

  • Brandman has invested in creating a strong support system for students that consists of two major components: an academic advisor and a team to help with non­academic questions.
  • Approximately 25% of Brandman University students are either currently serving in the military or are veterans. Brandman specializes in educating non­traditional students.
  • There are several commencement ceremonies that online students may choose to attend for their graduation.

How did Brandman University first get into online programs?

It was a slow to move to online education. For us, online education is not simply taking materials and putting them onto the Internet. It requires a whole separate approach with everything from curriculum and academics, to student services and support.

One of the things we found working with adult learners, whether they are going online or on-­ground, they don’t have the time during the day like a typical college student who is going through the typical process like going to the registrar’s office, the financial aid office, etc. To serve online students, we need a good service model. We came up with what we call “The One Stop Team,” which is essentially our trained student service representatives who are the go­to people for anything students might need in terms of registrar, financial aid, resolving issues with their Blackboard, and that kind of thing. At traditional schools a faculty member is normally your advisor. Here at Brandman, all students have the same academic advisor all the way through their program. The advisor is a trained professional person, who makes themselves available either in person or via phone, email, or Adobe Connect. So, the advisor follows the student through their whole program and The One Stop Team are the people who assist students who have needs outside of academics.

How have the online programs evolved since you launched online education?

We wanted to make sure that all of this was in place for online learning to be successful. How this evolved, we started adding new programs that were available online. Of course, we’ve worked with our accreditor and they have to review everything thoroughly. It’s a long process.

We’ve incorporated Lumina’s Degree Qualification Profile (DQP) and AAC&U Liberal Education and America’s Promise (LEAP) initiative outcomes into the general education and baccalaureate programs; changed course design process to include a team headed by faculty, as subject matter experts, and instructional designers / technology specialists, dedicated to each program; and established a Center for Instructional Innovation to provide faculty training, oversight of courses and continuous improvement.

Do students who are applying for one of your online programs have the same admissions criteria as your other students?

Correct.

Is there a “typical” profile of a Brandman online student?

We serve non­traditional students. The typical student is a working professional. Almost 25% of our student body are active military or veterans. A lot of active duty students attend online from combat zones.

Also, we have moved to the blended model for all of our on-­the-­ground classes. What that means is if you attend one of our campuses and you come to class one night a week, you have supplemental work that you have to do online during the week.

The US Department of Education issued a meta-­study that the blended approach is the most successful approach. We have now made all on­-ground courses blended.

How have you tackled creating community with your students? Has the fact that so many of your students are in active duty changed how you create a community?

For most students, they interact with each other and faculty in Blackboard and discussion boards. Outside of that, we’ve created networking groups on LinkedIn. We think social media presents a great opportunity to do that. We’ve been experimenting with Facebook and LinkedIn because if you’re an online student, the only interaction you have with the university is on the website, by email, or Blackboard. This is one of those things that we’re continually looking at.

Some of our doctoral programs, like education and nursing, offer what we call “Immersion Sessions” where they do their clinical and internships in their hometown where they live, but they come to Irvine about twice per year over long weekends.

Who teaches online courses?

Most, if not all, of our faculty teach on­-ground and online classes. Because of the blended model, all of our faculty have to be trained in online courses. As a result, most of our faculty are able to do both. We have a number of adjunct faculty who teach in the fields they are experts in. What we try to do with adjuncts is use what’s called “practitioner faculty” where they are experts in the field they are teaching and they have at least a master’s degree.

Are diplomas and transcripts for online students the same as on­-ground students?

Yes. One thing people like is that it doesn’t designate on your degree if you earned it online. The metrics for what you have to accomplish are the same.

Can any Brandman student walk at graduation?

Yes. I think we have seven different commencements. We have twenty­six campuses and four co-­locations. A co-­location is where we have a presence at a community college so community college students can come right to Brandman without having to leave the campus where they have done their community college work. It allows them to start working on their bachelor’s degree while they’re still in community college. Six of our campuses are located on military installations. So, we have a graduation ceremony for each of those military campuses and two big ones for Northern and Southern California.

I’ve seen a lot of online students at graduation. The cool thing about online students coming to commencement is that they’re getting to meet some of their faculty and classmates for the first time face­-to-­face.

Besides school accreditation, what would you tell a prospective online student about what to evaluate when determining what school to go to?

I would also encourage students to look at the graduation rates of a school, whether they are for-­profit or non­profit, and the student loan default rate because that’s core informational data about the health of a university. It signals the value of that degree. You want to make sure you’re attending a school with strong graduation rates and low default rates. I also recommend reaching out to your family and friends and asking people for their advice. There is inevitably someone who has gone to school online. Don’t just look at advertising.

Interview: CSU East Bay

CSU East Bay
CSU EAST BAY
Average In State Tuition: $162.40
Accreditation Status: Western Association of Schools and Colleges, Accrediting Commission for Senior Colleges and Universities
Online Program Information:Website

CSU East Bay serves the eastern portion of the San Francisco Bay Area, including Oakland, Concord, and Hayward. The online program has an interesting benefit for regional students: they don’t have to fight the Bay Area traffic. All California residents benefit from CSU East Bay’s steeply discounted in-state tuition. Currently, they offer five online degree programs, but that number is expected to grow as those programs expand.

Steve Andrews
We sat down with Steve Andrews, the Marketing Manager for the College of Business and Economics and a marketing professor in the department. He talked about some of the things that make CSU East Bay stand out.
Here’s the rundown:

  • They invest in teacher training. All online instructors take a course to help them navigate the differences between the traditional and digital classrooms.
  • Because people want to avoid commuting to on-campus locations in Bay Area traffic, enrollment in the online programs are growing rapidly.
  •  Students have a dedicated advisor for all academic issues, and IT support for technical issues.

How are admissions requirements different for online and on­-campus students?

Admissions criteria for the online program are similar to our on ground program, the exception being that we want them to have finished more of their lower division requirements, as we don’t offer these as part of the online degree completion program. Students should speak with an advisor early on so they can prepare themselves accurately for transition from junior College into the program, or to see which gaps in their education need to be filled before they can move into the program.

What are some ways that you ensure a high quality online experience?

Many of our faculty have gone through the Online Learning Consortium course which focuses on creating online learning communities—something which is much more difficult than teaching in person. Effective strategies include introductory discussion boards for students to get to know each other, and some faculty use live office hours and chat rooms to give students a sense of community. Like on­ground classes, students are expected to collaborate on group projects, and from experience teaching in the program, you see students bonding and taking classes with people they’ve met through other online classes, who maybe they’ve worked on a project with before and have confidence in the person’s ability.

Students have support at several levels, they have a dedicated advisor for all academic issues, they have access to the university’s IT support for any technical issues, and faculty are attentive to the needs of their students in online office hours and asynchronously by email.

How have the online programs grown at CSU East Bay?

The program has grown at a rapid pace over the last couple of years, and we expect to see it continue to grow. Graduations from the program have doubled from one year to the next for the last 3 years and we expect to see a continued growth as we introduce new options. Once we offer an accounting option, a marketing and an HR option we expect to see even greater growth.

We want to grow at a rate that’s sustainable and continue to offer the quality of education we have so far. One of the things we’ve done recently is brought on an online learning coordinator who is going into all of the classes and checking to make sure they meet the right criteria. We’re also promoting faculty to take part in online courses, and have them certified. We don’t want to add extra electives and options to the program until we can be sure of their quality. We don’t want people just reading from powerpoint slides. That’s not good for students. What we’re trying to do is replicate the on­-ground experience as best as possible.

How have the students changed over the last few years?

Students have changed in that initially we had a lot of students who had started their bachelor’s on ground at our Hayward campus before not being able to finish their degrees, so we had quite a few local students, now we see a much bigger interest from other areas of California, and potentially we could see greater interest from around the USA in the coming years.

Do online students receive the same diploma as on­-campus students?

There’s no difference. We have set learning outcomes for courses. The coursework is pretty much the same between an on­-campus and online class. The syllabus is similar, and only the way you deliver it is different. The diploma is the same.

What recommendations do you have for prospective students as they look at different online programs?

Get in contact with the programs to see what they’re doing. Every couple of months we do a webinar where students can get a glimpse of what a class looks like. They can talk to administrators with the program, and in our next webinar, we’re bringing on a student and an alumnus so they can have real contact with people that have been in the program.

It’s a little more difficult to have teamwork and collaboration digitally, but that’s the world we live in now. Project teams aren’t necessarily in the same office. They’re not always in the same time zone or country. That’s the reality that we prepare them for in the online program.

Interview: CSU Chico

CSU Chico
CSU CHICO
Average In State Tuition: $233.00
Accreditation Status: Western Association of Schools and Colleges, Accrediting Commission for Senior Colleges and Universities
Online Program Information:Website

CSU Chico has a rich history of distance education, dating back to the 1960’s. Currently, its programs are designed to complement the existing California community college system. A student can enroll at a community college and earn a two year degree for a comparatively low cost. If the student wants to complete a four year program, CSU Chico has several fully online degrees.

We sat down with Jeff Layne to learn more about current and future online educational opportunites at CSU Chico. Jeff, the Director of Distance and Online Education, gave us a glimpse into CSU Chico’s rich history of online education.
A few things make CSU Chico unique:

  • CSU Chico’s program benefits from nearly 50 years of experience with online education.
  • CSU Chico offers degree completion programs designed to compliment a two year degree from a California community college.
  • Originally developed to provide college access to rural students, CSU Chico aims to serve the underserved.

What is the history of your online program?

Back in the 1960’s, the CSU system laid out which regional campuses could serve particular areas of the state. Chico’s area is about the same size as Ohio, but very remote and rural. Everyone’s spread out geographically.

We had a mission, even back in the 60s, to serve people in our region. We used to send people in cars up into the mountains, and over the course of a couple of weekends, they would teach a three unit class in a local town.

Back in the 1970s, we received a federal grant to put in microwave towers throughout the region. For a while, we were sending a signal of our classes into these small towns. Those students gathered in room, typically at a community college, and watched televised lectures. They participated by calling the classroom.

When our degree completion programs moved to online delivery in 1999 the sense of community decreased. During the last sixteen years, as social media tools have been created, students are now able to make connections. They also build a sense of community in the University’s Learning Management System through discussion boards and other tools. Additionally students keep connected through online communication tools like Google Hangouts and Skype.

Who teaches your distance education programs?

The courses are usually taught by the same faculty that teach on campus.

What is the online student profile at CSU Chico, and how has it evolved over time?

The majority of students admitted to our programs are female and over 25. That has remained constant through the years. The students we attract are the students that are going to do well. They are more mature. They know exactly what they want. They’re very focused on their degree.

Students are definitely more tech­savvy than when we started offering online degree programs in 1999. Dial up modems were how computers connected and YouTube was still six years from being launched. We were delivering many of our lectures through video streaming. The student login information we provided was deliberately very detailed. What has not changed is how grateful students are that we offer online degree completion programs.

What is the online classroom like?

We’ll have a classroom full of students on campus, and we’ll video feed that class to another group of 50­70 students remotely. We videostream the lecture so they can watch it just like they would on YouTube.

What else should a student know about your program?

We have a lot of support systems here on campus. The faculty see it as their mission to serve underserved students. Not just in the rural areas, but everywhere.

Our online program graduation rate is comparable to our on campus graduation rate. This is because the students we attract are the students that are going to do well. They are more mature. They know exactly what they want. They’re very focused on their degree.

Highlights of the Top Ranked California Colleges

California has a strong public school system with a great reputation and a number of prestigious private universities for students to pick from. While some of the most familiar names in California higher education are lagging behind when it comes to online learning, we still found an impressive list of colleges in the state offering fully online degree programs.

Unfortunately, many of the schools we found with the best online degree programs come at a high cost. On the plus side, our research suggests your investment won’t be wasted. These schools have strong reputations, a wealth of online degree programs to choose from, and national recognition for their programs.

Brandman University
1. BRANDMAN UNIVERSITY
Letter grade: A-
Average in-state tuition $500 per credit hour
Website: Link

Brandman University tops our list because they combine a solid reputation with a massive selection of online degree programs. The college has shown a real commitment to online learning – all of their faculty members are trained to teach online. So students know they’ll get teachers with the same knowledge and skills as their on-campus counterparts.

The emphasis on online learning makes sense for the school, as a large portion of their student body is made up of nontraditional students. They’ve made a real effort to understand the distinct needs of these students and develop a service model that works for them. They have what they call a “One Stop Team” of student service representatives available to help students with any questions and needs they may have.

The one big downside to Brandman University is the cost – that’s where the minus in our grade comes in. In most other states, that $500 per credit price tag would knock them further down the list, but many of the other impressive colleges in California are comparably priced. The 53 fully online bachelor’s and graduate degree programs they offer helped balance out the cost to give them the top spot.

Placements on other rankings

  • US News Online Bachelor’s 2014 Ranking: 41
  • US News Online Bachelor’s 2015 Ranking: 31
  • WA Monthly 2013 Ranking: N/A
  • WA Monthly 2014 Ranking: N/A
  • Forbes 2014 Ranking: N/A
California Baptist University
2. CALIFORNIA BAPTIST UNIVERSITY
Letter grade: B+
Average in-state tuition $495 per credit hour
Website: Link

While California Baptist University unfortunately shares Brandman’s issue with cost (it comes in just $5 per credit hour less than our top college), they’ve got a lot of good things going for them to help make the price tag worth it. With a graduation rate at 58% and a retention rate at 78%, they beat out just about every other school in the state in both categories.

They also offer a nice, long list of fully online degree programs – 33 total. Online students can choose from most of the mainstays: accounting, business, marketing, education, counseling, and many more. To top it all off, they perform well on the US News list of best online programs, which suggests a strong reputation that students can count on.

Placements on other rankings

  • US News Online Bachelor’s 2014 Ranking: 37
  • US News Online Bachelor’s 2015 Ranking: 23
  • WA Monthly 2013 Ranking: N/A
  • WA Monthly 2014 Ranking: N/A
  • Forbes 2014 Ranking: N/A
CSU East Bay
3. CSU EAST BAY
Letter grade: B+
Average in-state tuition $162.40 per credit hour
Website: Link

California State University East Bay makes our list largely because they have the most attractive tuition rate of any of the schools we researched in California. At less than half the cost of our other two top choices, the school is a great pick for the more value-minded California students.

They only offer 9 fully online degree programs at this time, but those include some of the most popular subjects for online learning, like business and education, along with a couple of more niche areas, such as hospitality and tourism.

Their graduation and retention rates are decent: 38% and 75%, respectively. And they managed spots on both the US News and Forbes college rankings lists this year, meaning we’re not the only ones noticing the quality they offer for the value.

Placements on other rankings

  • US News Online Bachelor’s 2014 Ranking: N/A
  • US News Online Bachelor’s 2015 Ranking: 153
  • WA Monthly 2013 Ranking: N/A
  • WA Monthly 2014 Ranking: N/A
  • Forbes 2014 Ranking: 537

The Next Highest Scoring Colleges (4th-10th place)

4. CSU Chico: B+
5. Hope International University: B
6. National University: B
7. CSU Dominguez Hills: C+
8. Touro University: C+
9. California College San Diego: C
10. Golden Gate University: C

Additional California Colleges

The University of California system has seven campuses ranked in the current US News and World Report’s listing of the nation’s top 50 colleges. Several of these campuses offer online courses both for college credit and personal enrichment.

Starting in Fall 2014, the California Community College Online Education Initiative (OEI) began a pilot program aimed at expanding online college education across the state, reducing the costs of earning a college degree, and improving retention rates among students enrolled in online college courses. Two-dozen community colleges signed on to participate in the program through 2016.

Foothill College

Foothill College
FOOTHILL COLLEGE
Summary: Foothill College is one of the California community colleges actively involved in the OEI.
Website: Link

At Foothill, you can earn your associate’s degree entirely online. They have degree programs in accounting, anthropology, art history, economics, general studies, graphic and interactive design, history, humanities, music or music technology, psychology, sociology, and women’s studies. The associate’s degrees can then be used towards a bachelor’s degree from one of the universities in the California State system.

Butte College

BUTTE COLLEGE
Summary: Another participant in the OEI pilot is Butte College.
Website: Link

You can view a list of the courses they are currently offering on their Distance Education website.

California State University

CALIFORNIA STATE UNIVERSITY
Summary: California State University offers several online degree programs through different campuses within the university system.
Website: Link

Cal State offers bachelor’s degrees in business administration, applied studies, quality assurance, computer science, and information technology. Cal State also has a master of public administration degree with concentrations in criminal justice policy and administration, health care policy and administration, and public and not for profit management. It is also possible to earn a master’s degree in instructional science and technology. The Cal State system offers a large number of online courses that can be applied to traditional on-campus degrees.

University of California – Los Angeles

University of California - Los Angeles
UNIVERSITY OF CALIFORNIA – LOS ANGELES
Summary: Many of the University of California campuses offer individual online courses, as well as certificate programs.
Website: Link

For example, the University of California – Los Angeles (UCLA) offers a number of online coursesthat can apply towards a degree. Online certificates in subjects such as communications, education, information systems, real estate, writing, English as a second language, and building and construction are available at UCLA.

University of California – Berkeley

University of California - Berkeley
UNIVERSITY OF CALIFORNIA – BERKELEY
Summary: University of California – Berkeley offers a number of undergraduate courses and certificate programs online through UC Berkeley Extension.
Website: Link

Formal admission to UC Berkeley is not required; these courses may be taken after completing a simple registration form.

University of Southern California
UNIVERSITY OF SOUTHERN CALIFORNIA
Summary: The University of Southern California (USC) offers a large number of online graduate programs.
Website: Link

USC offers graduate degrees in business, communication, education, computer science, technology, medicine, library science, social work, pharmacy, psychology, public policy, and geographic information science.

Online College Admission Requirements in California

For most online programs, you will need to gain admission to the university or college offering the coursework. However, some programs may have their own admissions procedure, so it is worth reviewing the requirements for the programs you are considering.

For example, Cal State requires all students to have completed at least 60 hours of course credit prior to applying to its online bachelor’s degree programs.

Tuition for California Online Programs

California boasts many highly ranked schools; therefore tuition for online programs at public universities in California is higher than in many other states.

For UC online courses, students register for online courses separately from on-campus courses, and pay tuition rates that vary between courses.  Depending on the course, number of units, and host campus, cost per course can range from $99 to over $3000. The average cost of courses is between $700-$1000.

At Cal State, tuition varies depending on the type of program and the campus where it is offered. For Cal State undergraduate programs, resident tuition is $5,472 per year for students enrolled in more than 6 units per term and $3,174 for those enrolled in 6 or fewer units. Out of state students must also pay $372 per semester unit or $248 per quarter unit. For graduate programs, the cost of tuition is $6,738 for more than 6 units and $3,906 for 6 or fewer units. Each CSU campus has mandatory fees that all students must pay, and these vary by campus.

Scholarship and Financial Aid Information

Though most scholarships apply equally to both online and on campus coursework, students are advised to contact the institution at which they plan to complete an online degree to ensure their scholarships will apply as needed. You may be able to apply financial aid to your University of California online courses if you are taking both online and on-campus coursework to total full-time enrollment. Furthermore, there may be financial aid available to those enrolled in a professional certificate program, such as the ones found at UC Berkeley.

Other places to look for financial aid for online programs in California include:

Accreditation Information for California

Attending an accredited online program may be important for your particular degree. Coursework from accredited programs is also more likely to be accepted as transfer credit at other institutions.

The  WASC Senior College and University Commissionaccredits colleges and universities in California.

The Council for Higher Education Accreditation provides a directory of accredited schools and programs.

Calculators in the Classroom?

Calculators in the classroom is a constant debate.  However, the Partnership for Assessment of Readiness for College and Careers, aka PARCC, had created their own Policy.

 

PARCC Calculator Policy for
Calculator Sections of the Mathematics Assessments – Originally Released July 2012, Updated October 2014*

Allowable Calculators:

  • Grades 3-5: No calculators allowed, except for students with an approved calculator accommodation (see below)
  • Grades 6-7: Four-function with square root and percentage functions
  • Grade 8: Scientific calculators
  • High school: Graphing calculators (with functionalities consistent with TI -84 or similar models)Additionally, schools must adhere to the following additional guidance regarding calculators:
  • No calculators with Computer Algebra System (CAS) features are allowed.
  • No tablet, laptop (or PDA), or phone-based calculators are allowed during PARCC assessments.
  • Students are not allowed to share calculators within a testing session.
  •  Test administrators must confirm that memory on all calculators has been cleared before and after the testing sessions.
  • Calculators with “QWERTY” keyboards are not permitted.
  • If schools or districts permit students to bring their own hand-held calculators for PARCC assessment purposes, test administrators must confirm that the calculators meet PARCC requirements as defined above.Calculator Accommodations:For students who meet the guidelines in the PARCC Accessibility Features and Accommodations Manual for a calculation device, this accommodation allows a calculation device to be used on non- calculator section of any PARCC mathematics assessment. Four-function with square root and percentage functions are allowable for grades 3-5. Please refer to the allowable calculator list for other grade levels.If a student needs a calculator as part of an accommodation in the non-calculator section, the student will need a hand-held calculator because an online calculator will not be available. If a student needs a specific calculator (e.g., large key, talking), the student can also bring his or her own, provided it is specified in his or her approved IEP or 504 Plan.

    *Calculator specifications were released July 2012. One addition was made July 2014 to allow four function calculators with square root AND percentage functions. Additional guidance on allowable calculators for accommodations for grades was included September 2014. Additional clarification was added to the FAQs October 2014.

Frequently Asked Questions about PARCC’s Calculator Policy:

1. Can students use hand-held calculators for computer-based assessments?

Yes. For 2014-2015, students may use hand-held calculators on computer-based Mathematics PARCC assessments on sections where a calculator is allowable (grades 6 through high school), if they prefer. All hand-held calculators must meet PARCC requirements as defined in PARCC’s Calculator Policy.

It is recommended that schools identify which students prefer to use a hand-held calculator prior to administration to ensure that a sufficient number of calculators is available. Hand-held calculators are required for paper-based testing. Test administrators are responsible for ensuring hand-held calculators meet specifications, including ensuring the memory is cleared before and after administration.

2. Can students use their own calculators on PARCC assessments?

Yes. However, test administrators must confirm that the calculators meet PARCC requirements as defined in PARCC’s Calculator Policy.

3. Can students use calculators on PARCC assessments that are allowable for higher or lower grade level assessments?

No. In order to provide comparability across schools in the consortium, students must only use calculators that are allowable for their grade/course assessment. PARCC assessment items were developed with PARCC’s Calculator Policy in mind. Allowing for the use of a calculator that is designated for a lower or higher grade level assessment may unfairly disadvantage or advantage students and is, therefore, not allowed.

4. If a student takes an Algebra I course where a graphing calculator is used, but the student is taking a grade 8 PARCC assessment where a scientific calculator is used, which calculator should they use?

Calculator usage is assessment specific, regardless of the student’s grade level (e.g., a student who takes the assessment for a specific grade or course must use the calculator required by PARCC’s Calculator Policy for that assessment). In this example, the student should use a scientific calculator, since the student is taking the grade 8 PARCC assessment. A student taking the Algebra I assessment would use the graphing calculator for this assessment regardless of the student’s grade level. Schools should ensure students have ample opportunity to practice with the allowable calculator for their PARCC grade/course assessment.

5. Does my school have to buy new calculators?

Maybe. All schools participating in computer-based PARCC assessments will be provided an online calculator through the computer-based delivery platform. If a student chooses to use a hand-held calculator, he or she may either bring their own calculator or the school may provide the calculator. For paper-based assessments, all students in grades 6 and higher must have a hand-held calculator for the calculator portion of the assessment. Either schools must ensure they have a sufficient number of the appropriate calculators available or allow students to bring their own. All calculators must meet PARCC requirements defined in PARCC’s Calculator Policy.

Teachers need to make sure students know how to utilize calculators  for their success not for the test but for future classes and their careers.

Following are photos from Miss Watson’s 7th-grade class in Peoria, Illinois.  You can see that students are grouped or partnered, utilizing hands-on learning and graphing calculators.  Students are engaged, utilizing math vocabulary and higher-level thinking skills in order to encompass their learning.  Students are taking responsibility to fill learning gaps by learning from others.  Teacher is the coach and not the center of learning.  Changing to project-based learning in cooperative learning style using manipulative and calculators with the teacher as a resource will change the learning environment to productive experience for all involved.  ~Sandy

 

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DON’T LEAVE. WE JUST HAVE A NEW LOOK!

As the calendars moves forth, so do we at Passion In Education/The Bridge Virtual Academy.
Questions? Contact: scarl@passionineducation.com

What’s It Like To Be A Student?

Teacher spends two days as a student and is shocked at what she learns

 October 24

Do teachers really know what students go through? To find out, one teacher followed two students for two days  and was amazed at what she found. Her report is in  following post, which appeared on the blog of Grant Wiggins, the co-author of “Understanding by Design” and the author of “Educative Assessment” and numerous articles on education. A high school teacher for 14 years, he is now the president of Authentic Education,  in Hopewell, New Jersey, which provides professional development and other services to schools aimed at improving student learning.  You can read more about him and his work at the AE site.

Wiggins initially posted the piece without revealing the author. But the post became popular on his blog and he decided to write a followup piece revealing that the author was his daughter, Alexis Wiggins, a 15-year teaching veteran now working in  a private American International School overseas. Wiggins noted in his follow-up that his daughter’s experiences mirrored his own and aligned well with the the responses on surveys that his  organization gives to students.

 

By Alexis Wiggins

I have made a terrible mistake.

I waited 14 years to do something that I should have done my first year of teaching: shadow a student for a day. It was so eye-opening that I wish I could go back to every class of students I ever had right now and change a minimum of ten things – the layout, the lesson plan, the checks for understanding. Most of it!

This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. My job is to work with teachers and administrators to improve student learning outcomes.

As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My task was to do everything the student was supposed to do: if there was lecture or notes on the board, I copied them as fast I could into my notebook. If there was a Chemistry lab, I did it with my host student. If there was a test, I took it (I passed the Spanish one, but I am certain I failed the business one).

My class schedules for the day
(Note: we have a block schedule; not all classes meet each day):

The schedule that day for the 10th grade student:

7:45 – 9:15: Geometry

9:30 – 10:55: Spanish II

10:55 – 11:40: Lunch

11:45 – 1:10: World History

1:25 – 2:45: Integrated Science

The schedule that day for the 12th grade student:

7:45 – 9:15: Math

9:30 – 10:55: Chemistry

10:55 – 11:40: Lunch

11:45 – 1:10: English

1:25 – 2:45: Business

 

Key Takeaway #1

Students sit all day, and sitting is exhausting.

I could not believe how tired I was after the first day. I literally sat down the entire day, except for walking to and from classes. We forget as teachers, because we are on our feet a lot – in front of the board, pacing as we speak, circling around the room to check on student work, sitting, standing, kneeling down to chat with a student as she works through a difficult problem…we move a lot.

But students move almost never. And never is exhausting. In every class for four long blocks, the expectation was for us to come in, take our seats, and sit down for the duration of the time. By the end of the day, I could not stop yawning and I was desperate to move or stretch. I couldn’t believe how alert my host student was, because it took a lot of conscious effort for me not to get up and start doing jumping jacks in the middle of Science just to keep my mind and body from slipping into oblivion after so many hours of sitting passively.

I was drained, and not in a good, long, productive-day kind of way. No, it was that icky, lethargic tired feeling. I had planned to go back to my office and jot down some initial notes on the day, but I was so drained I couldn’t do anything that involved mental effort (so instead I watched TV) and I was in bed by 8:30.

If I could go back and change my classes now, I would immediately change the following three things:

  • mandatory stretch halfway through the class
  • put a Nerf basketball hoop on the back of my door and encourage kids to play in the first and final minutes of class
  • build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine. I was so tired by the end of the day, I wasn’t absorbing most of the content, so I am not sure my previous method of making kids sit through hour-long, sit-down discussions of the texts was all that effective.

Key Takeaway #2

High school students are sitting passively and listening during approximately 90 percent of their classes.

Obviously I was only shadowing for two days, but in follow-up interviews with both of my host students, they assured me that the classes I experienced were fairly typical.

In eight periods of high school classes, my host students rarely spoke. Sometimes it was because the teacher was lecturing; sometimes it was because another student was presenting; sometimes it was because another student was called to the board to solve a difficult equation; and sometimes it was because the period was spent taking a test. So, I don’t mean to imply critically that only the teachers droned on while students just sat and took notes. But still, hand in hand with takeaway #1 is this idea that most of the students’ day was spent passively absorbing information.

It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.

I asked my tenth-grade host, Cindy, if she felt like she made important contributions to class or if, when she was absent, the class missed out on the benefit of her knowledge or contributions, and she laughed and said no.

I was struck by this takeaway in particular because it made me realize how little autonomy students have, how little of their learning they are directing or choosing. I felt especially bad about opportunities I had missed in the past in this regard.

If I could go back and change my classes now, I would immediately:

  • Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.)
  • set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it.
  • Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.

Key takeaway #3

You feel a little bit like a nuisance all day long.

I lost count of how many times we were told be quiet and pay attention. It’s normal to do so – teachers have a set amount of time and we need to use it wisely. But in shadowing, throughout the day, you start to feel sorry for the students who are told over and over again to pay attention because you understand part of what they are reacting to is sitting and listening all day. It’s really hard to do, and not something we ask adults to do day in and out. Think back to a multi-day conference or long PD day you had and remember that feeling by the end of the day – that need to just disconnect, break free, go for a run, chat with a friend, or surf the web and catch up on emails. That is how students often feel in our classes, not because we are boring per se but because they have been sitting and listening most of the day already. They have had enough.

In addition, there was a good deal of sarcasm and snark directed at students and I recognized, uncomfortably, how much I myself have engaged in this kind of communication. I would become near apoplectic last year whenever a very challenging class of mine would take a test, and without fail, several students in a row would ask the same question about the test. Each time I would stop the class and address it so everyone could hear it. Nevertheless, a few minutes later a student who had clearly been working his way through the test and not attentive to my announcement would ask the same question again. A few students would laugh along as I made a big show of rolling my eyes and drily stating, “OK, once again, let me explain…”

Of course it feels ridiculous to have to explain the same thing five times, but suddenly, when I was the one taking the tests, I was stressed. I was anxious. I had questions. And if the person teaching answered those questions by rolling their eyes at me, I would never want to ask another question again. I feel a great deal more empathy for students after shadowing, and I realize that sarcasm, impatience, and annoyance are a way of creating a barrier between me and them. They do not help learning.

If I could go back and change my classes now, I would immediately:

  • Dig deep into my personal experience as a parent where I found wells of patience and love I never knew I have, and call upon them more often when dealing with students who have questions. Questions are an invitation to know a student better and create a bond with that student. We can open the door wider or shut if forever, and we may not even realize we have shut it.
  • I would make my personal goal of “no sarcasm” public and ask the students to hold me accountable for it. I could drop money into a jar for each slip and use it to treat the kids to pizza at the end of the year. In this way, I have both helped create a closer bond with them and shared a very real and personal example of goal-setting for them to use a model in their own thinking about goals.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.

I have a lot more respect and empathy for students after just one day of being one again. Teachers work hard, but I now think that conscientious students work harder. I worry about the messages we send them as they go to our classes and home to do our assigned work, and my hope is that more teachers who are able will try this shadowing and share their findings with each other and their administrations. This could lead to better “backwards design” from the student experience so that we have more engaged, alert, and balanced students sitting (or standing) in our classes.

Here’s the follow-up piece by Grant Wiggins.

GALLERY: Teachers before they were famous 

Helping Boys in Education!

Lessons In Manhood: A Boys’ School Turns Work Into Wonders

Listen to the Story  All Things Considered

At East Bay School for Boys, sometimes the sparks of inspiration result in, well, actual sparks.

This summer, All Things Considered has been taking a look at the changing lives of men in America. And that means talking about how the country educates boys.

In Berkeley, Calif., a private, non-profit middle school called the East Bay School for Boys is trying to reimagine what it means to build confident young men. In some ways, the school’s different approach starts with directing, not stifling, boys’ frenetic energy.

“I think boy energy has been misunderstood,” says Lisa Hayle, a language arts teacher at the East Bay School. “Instead of squelching their enthusiasm for things, at our school we channel it and work with it.”

The East Bay School is not a traditional boys school, aimed at reinforcing typical ideas of what it means to “be a man.” The school’s director, Jason Baeten, says that the goal is instead to create an educational space where boys can make mistakes, be vulnerable and learn to be self-reliant.

Baeten says, “We all came together and decided what we wanted our graduates to look like, what qualities we wanted them to have. So, things like: respects women, flexible, resilient — all of these.”

One of the ways that the school is trying to upend tradition is by re-inventing shop class for the 21st century. In fact, they don’t even call it “shop.” At the East Bay School for Boys, it goes by a different name: “work.”

David Clifford, the school’s director of innovation, explains why: “We moved away from the language of shop because it has a history behind it, where for decades now, shop has been considered second or third tier in education, where first tier is academics.”

Shop classes have dropped off the curriculum at high schools nationwide. In Los Angeles, for instance, around 90 percent of traditional shop classes have been eliminated.

Now, something called “career and technical education” still exists. In fact, this week President Obama signed a law encouraging the expansion of such programs. But the most popular classes nationwide are health science, information technology and business — not vocational, blue-collar training like carpentry or auto shop.

At East Bay, “work” is one of the six main classes all boys take, right alongside math and language arts. Boys build their own cubbies, desks and benches. One student, Jaden Yu, is building a massive metal hammer as part of a larger project in which boys imagine themselves as superheroes.

Yu says that his superhero mission is to fight poverty, and the hammer is his weapon. “What this is for is destroying old buildings so that new ones can be rebuilt. Old buildings that aren’t being used, so that new ones can be built for homeless people, people who need it.”

And they tie this work into a larger curriculum, too. In one instance, boys built replica Civil War officers’ chairs which were paired with biographies of the officers who sat in them.

Clifford says teaching these kinds of hard skills is vital, for boys and girls. Not only do they graduate knowing how to use a table saw and welder, but Baeten says the work fosters creativity and resilience.

Those tools are sometimes dismissed as “soft skills” by educators pushing a greater emphasis on hard academics. But Baeten says those kinds of skills, including empathy, are central to the school’s mission. “The real important part about being a man is taking accountability for your actions, living your life really fully in a really present way and loving people fully.”

As a private school in the Bay Area, though, East Bay is not cheap. Families pay more than $21,000 a year to send their sons here. But they’ve also made an effort to make sure their vision of masculinity isn’t just for the privileged. More than half of students here get some type of tuition assistance. More than 70 percent come here from public schools. And nearly half of the boys here identify as non-white or mixed race.

The East Bay School’s program is new, having only opened classes in the fall of 2010. The school’s holistic view of boyhood — spanning academic to social development — is still evolving.

The big question is: Can aspects of East Bay’s more holistic approach to educating boys work elsewhere, especially in America’s public middle schools? The statistics can be sobering for a boy in public school. Boys drop out of school and get suspended at much higher rates than their female counterparts. Federal statistics show that among those who are suspended multiple times and expelled, 75 percent are boys.

In one of the waiting rooms of the Chicago Civic Opera House, Urban Prep graduates dance and let off some steam before the school's commencement ceremony begins.

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