a great believer in luck, and I find the harder I work, the more I have of it.
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are talking to someone who doesnt usually react favorably to new ideas, consider
- Shape your idea so that it meets with approval by your
listener. If your listener has to get approval from someone else, it may never happen.
- Discuss the idea with your friends and others who might be
affected. If your listener says, "Others wont like it," note that you have
obtained support of friends who might be affected also.
- Find some guidelines or policies that will support what you
want to do. Some people love to follow someone they perceive is more important than the
two of you.
- Explain how the change will help both of you get where you
want to go faster, easier and perhaps cheaper.
- Show how the change will make everyone look good and more
- Use language and terms that your listener understands and will
inspire him or her. If possible, relate the change to something that is one of the
listeners goals or objectives.
- Use illustrations and examples to persuade.
- Offer three reasons why your idea should be accepted. Two may
not seem like enough and four may be too many.
Adapted from Communications Briefings, Vol. 8, No. 5
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||Education takes place in
the combination of the home, the community, the school, and the receptive mind.
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students who are not ready to show improvement and growth in traditional school assessment
measures can be "caught" showing growth in other areas
areas that are many
times taken for granted and go unnoticed and unmeasured. Simply becoming observers can
give teachers insight and information into a students progress. To uncover these
growth areas, teachers need to become keen observers and data collectors. The following
five target areas can quickly provide valuable information about students:
- Attendance and tardy rates. A student needs to be in school to
learn and grow, so attendance is a good starting point.
- Class participation. Active participation in class can be a
huge signal that a student cares and is curious about learning.
- Attentiveness. This is a key area because having the student
pay attention to the teacher and his work is a foundation of learning.
- Social interactions. Negative social interactions can hinder
- Behavior. Students who are not engaged in school will expend
their energy in negative and attention-grabbing behaviors.
|By documenting growth in these key areas and
using the data to let a student and his or her parents know that these efforts are being
noticed, you give the child a huge push toward continued growth and school success.
Excerpts from Classroom Leadership, February
||If all the year were
playing holidays, to sport would be as tedious as to work.
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teams may require strong support from their leaders. They may even require their leaders
to act as their "caretaker" and to serve as its ambassador to management. The
leadership style of the "servant leader" is to support the best interests of
team members. By doing this you:
- Ensure your team has an equitable share of
- Advocate for your team;
- Ask what your team needs to accomplish its
- Motivate your fellow teammates to follow in
- Keep the group focused on customer service
and product quality; and
- Seek out recognition and rewards for the
The Breakthrough Team Player, Andrew
J. DuBrin, 1995
||Reading is the work of the
alert mind, is demanding and, under ideal conditions, produces finally a sort of ecstasy.
This gives the experience of reading a sublimity and power unequaled by any other form of
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who are good readers do better in school than those who are poor readers. As a parent, you
can make a vital contribution to your childrens reading skills. Even if you are not
familiar with the technical side of reading instruction, much of what you do with your
children at home parallels and reinforces good reading instruction. The following pointers
can help children of all ages improve reading skills:
- Read aloud to them, beginning when children are a year old or
even younger. Stretch older childrens understanding of words and ideas by reading
stories that are on their interest level but slightly above their reading level.
- Have them read to you. Beginning readers thrive on having
someone value their emerging skills.
- Ask Questions when you or your children have finished reading
a story, making sure the questions require something other than a "yes" or
- Talk about events, especially past and future events. These
can range from last summers vacation trip to what they will be doing tomorrow.
- Practice phonics. Have small children label objects such as
the clock, dresser, chair, curtains and toys to help relate the sound of the word to the
written word. Teach rhymes and alphabet songs. All children like to find the letters in
- Let them practice their writing. Encourage preschoolers to
scribble and trace letters on paper. Chalkboards, a family message board, pen pals and
letters to relatives and friends involve older children in writing with a purpose.
Starting a journal or writing stories together can be fun, particularly if these
activities can be shared with younger siblings or friends.
- Make wise use of television. While too much random viewing
takes away from reading time (and other useful activities), educational programs can
- Visit the Library. Steer younger children to the shelves for
beginning readers, let them browse through the books, and let them pick their own books to
check out. Get older children their own cards and allow them to go to the library by
- Take them other places as well. Children who go on trips, walk
in parks, and visit museums and zoos get good background knowledge for school reading.
- Use records and tapes. You can borrow records and tapes from
the library that have follow-along books for young children.
- Give books or magazine subscriptions as gifts. Putting books
and other reading materials in this special class of items will reinforce the value you
place on reading.
- Promote a positive image of school. Help them look forward to
school as a happy place by talking about it in a pleasant, positive way.
- Set regular reading times aside at home.
- Let your kids choose their own reading materials. Even if you
disapprove of an occasional choice, allowing your children this freedom encourages reading
as a leisure activity.
- Set an example. Children who read well come from homes in
which there are plenty of books, magazines, and newspapers and in which everyone reads.
Illinois Association of School Boards
|Learning is not
achieved by chance; it must be sought for with ardor and attended to with diligence.
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