For people who have a learning disability, it doesn't mean that they can't learn, and it's not uncommon either. Usually a learning disability happens due to the way we process information in our brains. It is why people learn differently, and that is why everyone first has to figure out how they learn best.
Parents, teachers and other learning specialists such as a school psychologist can help figure out what a child's learning problem is - and then come up with ideas for how to improve it.
Learning disabilities are not contagious, but they can be genetic, meaning that they can be passed down in families through the genes. There may even be some other family members who have had some learning troubles as well.
One common learning disability is known as "dyslexia," which is a learning disability that means a child has a lot of trouble reading and writing. Kids who have trouble with math may have a learning disability called "dyscalculia," while people who have trouble forming letters when they write may have what is know as "dysgraphia."
Other kids may have language disorders, meaning they have trouble understanding language and understanding what they read. It can be confusing, though. What qualifies as "trouble" enough to be diagnosed with a learning disability? Reading, doing math, and writing letters may be tough for lots of kids at first. But when those early troubles don't disappear, and there is little or no progress, it's possible the child has a learning disability.
Attention deficit hyperactivity disorder (ADHD) is also sometimes misdiagnosed as a learning disability. Children with ADHD can learn in school without special assistance, even though they may be easily distracted. ADHD itself isn't a learning disability, researchers believe kids with ADHD may be more likely to have learning disabilities.
How do you know if your child has a learning disability? Maybe he or she read a chapter of one of their school books and then can't remember anything. Or in class, maybe everyone else seems to follow along easily, but your child gets stuck and doesn't know what page everyone else is on. here are some other questions to determine possible learning disorders:
Does your child struggle in school?
Do you think he or she should be doing better in school?
Is reading harder for your child than you think it should be?
Is your child's handwriting slow?
Does your child make spelling errors?
Are they having difficulty with math?
Is it hard for your child to stay organized? Do they lose things or forget them?
But even if you said "yes" to these questions, you won't know for sure until you have gone to a psychologist or learning specialist. They will give your child tests to determine any learning problems, and they should also be able to identify what your child's strengths are. Once a psychologist or learning specialist figures out what the learning problem is, you and your child can both work towards solving the problem.
-- Rocco Basile
Wednesday, July 30, 2008
Monday, July 28, 2008
CNN Black in America Program Highlights Educational Trends
Today CNN Student News posted an online news segment that examines how two specialized schools in New York are targeting the dropout rate of African-American students. CNN's Black in America project examines what it means to be black in America today, and education is a huge topic. I am definitely interested in this because of the charity work I do, which is featured in my website http://www.roccobasile.com/. There is a big disparity between black and white students.
The CNN news piece talks about one of the schools -- The Baldwin School -- a new public school with small classes, which has a 94 percent graduation rate. One student drops out every 26 seconds in America. Many of the New York students were failing before coming to Baldwin, and they are now doing better than most students in the New York public schools. age three blacks fall behind.
A Harvard study found that black students fall behind by the time they are three years old, and 3/4 of the one million New York students are a minority, with 70 percent impoverished. Schools like Baldwin are fighting to change this, proving that smaller schools and mentoring is what is doing the trick. They are beating the odds by focusing on a student's individual needs.
This is no surprise to me -- because the charity I work with, Children of the City, which has been proving this since 1981. We have been getting kids off the streets and into the classroom, helping to dramatically improve the students grades who live in the Sunset Park area of Brooklyn New York.
In other CNN news segments, the news is grim about dropouts. One students drop out every 26 seconds in America, and for African-Americans the number is in (Source: American Alliance) or one million dropouts a year.
That's why well known and recognized African Americans like David Tyree, started volunteering at Children of the City, winning the football hero the charity's Children’s Champion Award at the charity's annual fundraising Benefit.
For more information on how you can support, go to http://www.childrenofthecity.org/.
--Rocco Basile
The CNN news piece talks about one of the schools -- The Baldwin School -- a new public school with small classes, which has a 94 percent graduation rate. One student drops out every 26 seconds in America. Many of the New York students were failing before coming to Baldwin, and they are now doing better than most students in the New York public schools. age three blacks fall behind.
A Harvard study found that black students fall behind by the time they are three years old, and 3/4 of the one million New York students are a minority, with 70 percent impoverished. Schools like Baldwin are fighting to change this, proving that smaller schools and mentoring is what is doing the trick. They are beating the odds by focusing on a student's individual needs.
This is no surprise to me -- because the charity I work with, Children of the City, which has been proving this since 1981. We have been getting kids off the streets and into the classroom, helping to dramatically improve the students grades who live in the Sunset Park area of Brooklyn New York.
In other CNN news segments, the news is grim about dropouts. One students drop out every 26 seconds in America, and for African-Americans the number is in (Source: American Alliance) or one million dropouts a year.
That's why well known and recognized African Americans like David Tyree, started volunteering at Children of the City, winning the football hero the charity's Children’s Champion Award at the charity's annual fundraising Benefit.
For more information on how you can support, go to http://www.childrenofthecity.org/.
--Rocco Basile
Friday, July 25, 2008
Math Scores Are in for Boys versus Girls
Today the news covered the latest on boys' math scores. It seems girls and boys have roughly the same average scores on state math tests, but researchers have reported that boys excelled or failed more often. This news is according to a Science journal study that examined the scores from seven million students who took statewide math tests - grades two through 11 in 10 states between the years 2005 and 2007.
As I have covered before in my blog and also on my education focused website, roccobasile.org, this is a long standing debate about gender difference in aptitude for mathematics. There's been much speculation through the years about why here were so few women involved in science, engineering and math.
In the 1970s and 1980s, studies regularly found that high- school boys tended to outperform girls, however, recent studies have found few differences, and the trends also show more women in science and engineering careers today.
Researchers at the University of Wisconsin and the University of California, Berkeley, did not find significant overall differences between the boys' and girls' scores. What they did find, however, is that boys' scores were more variable than those of girls. More boys scored extremely well -- or extremely poorly -- than the girls. Girls were more likely to earn scores that were closer to the average scores for all students.
One measure of a top score is achieving the "99th percentile" -- scoring in the top 1% of all students, and the research proves that the boys were significantly more likely to reach this goal than the girls. One example - in Minnesota, 1.85 percent of white boys in the 11th grade reached the 99th percentile, compared with 0.9% of the girls. There were more than twice as many boys than girls among the top scorers.
No one knows the reason for the differences, and the results may not apply to all ethnic groups.
What is interesting is that the study found the boys consistently more variable than the girls, and this was in every state and every grade.
As I have covered before in my blog and also on my education focused website, roccobasile.org, this is a long standing debate about gender difference in aptitude for mathematics. There's been much speculation through the years about why here were so few women involved in science, engineering and math.
In the 1970s and 1980s, studies regularly found that high- school boys tended to outperform girls, however, recent studies have found few differences, and the trends also show more women in science and engineering careers today.
Researchers at the University of Wisconsin and the University of California, Berkeley, did not find significant overall differences between the boys' and girls' scores. What they did find, however, is that boys' scores were more variable than those of girls. More boys scored extremely well -- or extremely poorly -- than the girls. Girls were more likely to earn scores that were closer to the average scores for all students.
One measure of a top score is achieving the "99th percentile" -- scoring in the top 1% of all students, and the research proves that the boys were significantly more likely to reach this goal than the girls. One example - in Minnesota, 1.85 percent of white boys in the 11th grade reached the 99th percentile, compared with 0.9% of the girls. There were more than twice as many boys than girls among the top scorers.
No one knows the reason for the differences, and the results may not apply to all ethnic groups.
What is interesting is that the study found the boys consistently more variable than the girls, and this was in every state and every grade.
Tuesday, July 22, 2008
School Attendance and Crime
Have you ever wondered if more kids attended school, maybe there would be less crime? I have been researching many aspects of education and it's effect on a better life for our kids today, as you may have seen on my website http://www.roccobasile.com/. Studying the relationship between school attendance and crime goes back more than 200 years. Many people believe that rather than school, better crime control measures include vigorous police work, strict law enforcement, and allowing young people more choices in their education.
Crime and violence have been around for thousands of years, long before the compulsory school attendance statutes. In fact, violence and even references to youth gangs are all recorded in the Bible. But so have education, learning and achievement.
The American view about education and crime was referenced in the January 10, 1931 Literary Digest, in an article entitled "What We Shall Be Like in 1950" (pages 43-44). Predictions in the article state "definite prophecies made by the National Education Association" and adapted from a publication called Tomorrow's Business say, "Crime will be virtually abolished by transferring to the preventive processes of the school and education the problems of conduct which police, courts, and prisons now remedy when it is too late."
A number of experts believe school causes crime more than it prevents crime. This is not necessarily a new belief either. Check out what Henry Fielding said in his day! "Public schools are the nurseries of all vice and immorality." Henry Fielding (1707-1754).
Many people wonder if crime is closely related to drug use. In 2006, there was a study entitled, "The Monitoring the Future Study" which asked high school seniors, "On how many occasions, if any, have you used drugs or alcohol during the last 12 months?"
The answers may be surprising:
Alcohol - 66.5
Marijuana - 31.5
Other opiates - 9.0
Stimulants - 8.1
Sedatives - 6.6
Tranquilizers - 6.6
Cocaine - 5.7
Hallucinogens - 4.9
Inhalants - 4.5
Steroids - 1.8
Heroin - 0.8
The good news is that there are programs across the country that are helping prevent both drug use and crime. My work with Children of the City proves every day how they have helped students do better in school, and therefore I am certain, it has helped the community of Sunset Park in Brooklyn, New York prevent crime.
They have a program called "FutureSafe," a collaborative monthly event attended by around 500 kids. It's like a neighborhood block party, with food, games, singing, crafts, and other fun stuff. Attending one of these events is often a first step for children when it comes to engaging in structured afterschool activities where they are picked up from their homes and brought to the
community center. Children of the City provides a preventative element designed to deter children from drug abuse, delinquency, gang involvement, teen pregnancies, as well as teach them on important issues such as health and education.
The non-profit also organizes parent workshops at these events that gives parents the tools and support to help them be a better advocate for their children, to teach them how to combat social challenges. And at Christmas they provide toys and gifts for hundreds of children, most of who have proven over the last 23 years since the organization was founded, are NOT involved in crime.
--Rocco Basile
Crime and violence have been around for thousands of years, long before the compulsory school attendance statutes. In fact, violence and even references to youth gangs are all recorded in the Bible. But so have education, learning and achievement.
The American view about education and crime was referenced in the January 10, 1931 Literary Digest, in an article entitled "What We Shall Be Like in 1950" (pages 43-44). Predictions in the article state "definite prophecies made by the National Education Association" and adapted from a publication called Tomorrow's Business say, "Crime will be virtually abolished by transferring to the preventive processes of the school and education the problems of conduct which police, courts, and prisons now remedy when it is too late."
A number of experts believe school causes crime more than it prevents crime. This is not necessarily a new belief either. Check out what Henry Fielding said in his day! "Public schools are the nurseries of all vice and immorality." Henry Fielding (1707-1754).
Many people wonder if crime is closely related to drug use. In 2006, there was a study entitled, "The Monitoring the Future Study" which asked high school seniors, "On how many occasions, if any, have you used drugs or alcohol during the last 12 months?"
The answers may be surprising:
Alcohol - 66.5
Marijuana - 31.5
Other opiates - 9.0
Stimulants - 8.1
Sedatives - 6.6
Tranquilizers - 6.6
Cocaine - 5.7
Hallucinogens - 4.9
Inhalants - 4.5
Steroids - 1.8
Heroin - 0.8
The good news is that there are programs across the country that are helping prevent both drug use and crime. My work with Children of the City proves every day how they have helped students do better in school, and therefore I am certain, it has helped the community of Sunset Park in Brooklyn, New York prevent crime.
They have a program called "FutureSafe," a collaborative monthly event attended by around 500 kids. It's like a neighborhood block party, with food, games, singing, crafts, and other fun stuff. Attending one of these events is often a first step for children when it comes to engaging in structured afterschool activities where they are picked up from their homes and brought to the
community center. Children of the City provides a preventative element designed to deter children from drug abuse, delinquency, gang involvement, teen pregnancies, as well as teach them on important issues such as health and education.
The non-profit also organizes parent workshops at these events that gives parents the tools and support to help them be a better advocate for their children, to teach them how to combat social challenges. And at Christmas they provide toys and gifts for hundreds of children, most of who have proven over the last 23 years since the organization was founded, are NOT involved in crime.--Rocco Basile
Friday, July 18, 2008
Optimism and Children During Tough Times
While doing some research for my educational website RoccoBasile.org, I found a a book entitled The Optimistic Child, which talks about how Author Martin Seligman discovered that children find fights between mom and dad disturbing. He said, "We tracked a group of 700 children between grades three and six and asked which kids get depressed and go through their first bout of depression. We found 20 percent of them do, and that the thing which most leads to depression is parents fighting."
The doctor recognizes that fights do happen between family members, but he suggests keeping them to a minimum, and when it does happen, make up in front of the children, as his studies found this helps minimize damage to the children.
This all makes sense to me, because of my own observations with my charity work for Children of the City. They have a fantastic program called Strong Minds - Strong Homes (SMASH) is a volunteer-based program in Sunset Park in Brooklyn that helps children and their families so negative issues caused by tough economic times will not affect them as much. The volunteer-based charity meets children (Left) and their families and connects them with services they might not otherwise seek out on their own.
The goals of the Strong Minds & Strong Homes project are to:
1)Build a healthy community by increasing the connections between community members and service providers;
2) Empower parents to meet basic physical needs of their children by connecting them to food pantries, clothing providers, employment services, and other social services;
3) Equip the parents to raise healthy children by training and supporting them in using healthy developmental strategies to raise their children, which reduces incidences of neglect and abuse;
4) Increase any educational opportunities for children by advocating at local schools and connecting them with supplemental academic programs.
For the most part, Children of the City believes that mobilizing the community members to work together for the good of the entire neighborhood is the most effective tool for transforming communities. What's more, every year the organization conducts an outreach to over 500 families in Sunset Park, interacting with more than 900 children each month.
Our volunteers make preliminary assessments, noting the living conditions and any salient issues affecting children in the home, providing the families families with information about community services and also those that Children of the City offers.
Because many of the children live in poverty, advocacy includes working with parents to address areas that range from landlord neglect to helping parents secure proper food and clothing. There are always both language and cultural barriers that prevent families from accessing much needed services for their kids.
Then, once the needs of children and families have been assessed, Children of the City counselors offer counseling and advocacy to those who request it, or they provide referrals to other social community services.
These kids of services, along with optimism and calm offered by parents during touch times, can go along way to mitigate any negative effects on our children.
-- Rocco Basile
The doctor recognizes that fights do happen between family members, but he suggests keeping them to a minimum, and when it does happen, make up in front of the children, as his studies found this helps minimize damage to the children.
This all makes sense to me, because of my own observations with my charity work for Children of the City. They have a fantastic program called Strong Minds - Strong Homes (SMASH) is a volunteer-based program in Sunset Park in Brooklyn that helps children and their families so negative issues caused by tough economic times will not affect them as much. The volunteer-based charity meets children (Left) and their families and connects them with services they might not otherwise seek out on their own.The goals of the Strong Minds & Strong Homes project are to:
1)Build a healthy community by increasing the connections between community members and service providers;
2) Empower parents to meet basic physical needs of their children by connecting them to food pantries, clothing providers, employment services, and other social services;
3) Equip the parents to raise healthy children by training and supporting them in using healthy developmental strategies to raise their children, which reduces incidences of neglect and abuse;
4) Increase any educational opportunities for children by advocating at local schools and connecting them with supplemental academic programs.
For the most part, Children of the City believes that mobilizing the community members to work together for the good of the entire neighborhood is the most effective tool for transforming communities. What's more, every year the organization conducts an outreach to over 500 families in Sunset Park, interacting with more than 900 children each month.
Our volunteers make preliminary assessments, noting the living conditions and any salient issues affecting children in the home, providing the families families with information about community services and also those that Children of the City offers.
Because many of the children live in poverty, advocacy includes working with parents to address areas that range from landlord neglect to helping parents secure proper food and clothing. There are always both language and cultural barriers that prevent families from accessing much needed services for their kids.
Then, once the needs of children and families have been assessed, Children of the City counselors offer counseling and advocacy to those who request it, or they provide referrals to other social community services.
These kids of services, along with optimism and calm offered by parents during touch times, can go along way to mitigate any negative effects on our children.
-- Rocco Basile
Tuesday, July 15, 2008
Getting Kids to Study, and Not do Homework
Most parents will agree that they are tired of nagging their children to do their homework, day after day, pushing, threatening, bribing, and still kids refuse to listen. We see this 
quite often in my charity work for ChildrenoftheCity. There is hope. Here are some thoughts to keep in mind, and ten excellent tips that can improve study time hassles between kids and parents.
Most children do not like or want to do their homework. Getting a kid to sit and study is very difficult because they simply do not enjoy it. So don’t try to get them to like it, rather focus on getting them to do it. In fact, you cannot make anyone do anything, let alone make a child learn. So stop insisting and instead, you can assist. Concentrate on assisting children by sending positive thoughts and invitations. You need to help a kid’s brain to engage.
My website RoccoBasile.org has many great tips on trends in education, but one of the best programs I have seen is the Children of the City Create Success program -- an after school and summer program that really works and in fact is fast becoming a model sought after by other agencies for their own after school program sites. Here, a high priority is placed on student’s academic success with intense tutoring and daily help with school work.
But for those who don't live in Brooklyn New York where this program is currently being offered, here are some ideas. Most often parents see homework as the parent's problem, so they create ultimatums, scream and shout, threaten, bribe, ground and take away privileges. But most of these strategies simply don’t work. It’s a parent’s job to provide our children with an opportunity to do homework. Our job is to provide structure, to create the system for the child to learn to use.
Here are some tips:
1) Don’t use the word “homework.” Replace it with the word “study.” Make it study time instead of a homework time. Have a study table. This will keep a child from ever saying "I don't have any homework." Study time is about studying, even if there are no homework assignments. It gets kids into the habit of studying to learn.
2) Establish a study routine. Routines are the same time every day, so let your children provide their input for when study time should occur. Once the time is set, stick to it. Kids often protest but thrive on structure. Routines become habits. This is how you will demonstrate that you value education.
3) KISS – Keep it simple stupid. Routines are predictable and simple. For example, you could give kids a five minute warning that study time is near. So if they are playing, it needs to stop. They need to go to their study table, get out their books and supplies, and start studying.
4) Allow you’re children to make choices about schoolwork. They could choose to study before or after dinner, or they could do it immediately after they get home or wake up early in the morning and do it. Invite them to choose the spot, a table in the den or kitchen or in their room.
5) Help without over-helping. Just help if your child asks for help, otherwise do not do their work for them, such as math problems or writing assignments.
6) If your child uses the term, "I can't do it, " you must tell them that they should act as if they can. Tell them to pretend like they know and see what happens. Then leave. If they keep saying they can’t and you decide to offer help, concentrate on asking them questions, rather than telling them. For example, "What do you understand?" "Can you give me an example?""What do you think the answer is?"
7) Behavior makes behaviors – you must teach it to get it. So if disorganization is a problem you must invest the time to help them learn an organizational system. Teach them the system, and then it’s their job to use it. Check to make sure they continue using the system and offer direction if necessary.
8) Some kids need help with time management, so teach them the skills by helping them to learn what it means to prioritize tasks. Teach them to create an agenda each time they sit down to study – and then help them learn to prioritize their agenda.
9) Do not reward with money or external rewards. Reward with encouraging verbal responses. Never pay for grades or suggest going to get ice cream as a reward. This bribery does not encourage children to develop a lifetime love for learning or education.
10) Make positive verbal comments that concentrate on describing the behavior you wish to encourage.
-- Rocco Basile
Source: News for Parents.org
quite often in my charity work for ChildrenoftheCity. There is hope. Here are some thoughts to keep in mind, and ten excellent tips that can improve study time hassles between kids and parents.Most children do not like or want to do their homework. Getting a kid to sit and study is very difficult because they simply do not enjoy it. So don’t try to get them to like it, rather focus on getting them to do it. In fact, you cannot make anyone do anything, let alone make a child learn. So stop insisting and instead, you can assist. Concentrate on assisting children by sending positive thoughts and invitations. You need to help a kid’s brain to engage.
My website RoccoBasile.org has many great tips on trends in education, but one of the best programs I have seen is the Children of the City Create Success program -- an after school and summer program that really works and in fact is fast becoming a model sought after by other agencies for their own after school program sites. Here, a high priority is placed on student’s academic success with intense tutoring and daily help with school work.
But for those who don't live in Brooklyn New York where this program is currently being offered, here are some ideas. Most often parents see homework as the parent's problem, so they create ultimatums, scream and shout, threaten, bribe, ground and take away privileges. But most of these strategies simply don’t work. It’s a parent’s job to provide our children with an opportunity to do homework. Our job is to provide structure, to create the system for the child to learn to use.
Here are some tips:
1) Don’t use the word “homework.” Replace it with the word “study.” Make it study time instead of a homework time. Have a study table. This will keep a child from ever saying "I don't have any homework." Study time is about studying, even if there are no homework assignments. It gets kids into the habit of studying to learn.
2) Establish a study routine. Routines are the same time every day, so let your children provide their input for when study time should occur. Once the time is set, stick to it. Kids often protest but thrive on structure. Routines become habits. This is how you will demonstrate that you value education.
3) KISS – Keep it simple stupid. Routines are predictable and simple. For example, you could give kids a five minute warning that study time is near. So if they are playing, it needs to stop. They need to go to their study table, get out their books and supplies, and start studying.
4) Allow you’re children to make choices about schoolwork. They could choose to study before or after dinner, or they could do it immediately after they get home or wake up early in the morning and do it. Invite them to choose the spot, a table in the den or kitchen or in their room.
5) Help without over-helping. Just help if your child asks for help, otherwise do not do their work for them, such as math problems or writing assignments.
6) If your child uses the term, "I can't do it, " you must tell them that they should act as if they can. Tell them to pretend like they know and see what happens. Then leave. If they keep saying they can’t and you decide to offer help, concentrate on asking them questions, rather than telling them. For example, "What do you understand?" "Can you give me an example?""What do you think the answer is?"
7) Behavior makes behaviors – you must teach it to get it. So if disorganization is a problem you must invest the time to help them learn an organizational system. Teach them the system, and then it’s their job to use it. Check to make sure they continue using the system and offer direction if necessary.
8) Some kids need help with time management, so teach them the skills by helping them to learn what it means to prioritize tasks. Teach them to create an agenda each time they sit down to study – and then help them learn to prioritize their agenda.
9) Do not reward with money or external rewards. Reward with encouraging verbal responses. Never pay for grades or suggest going to get ice cream as a reward. This bribery does not encourage children to develop a lifetime love for learning or education.
10) Make positive verbal comments that concentrate on describing the behavior you wish to encourage.
-- Rocco Basile
Source: News for Parents.org
Friday, July 11, 2008
Educational Plan Helps Students Go to Bat for the Future
Education is all about preparing students for a future as a healthy, successful adult. And part of that means that most people need to get a job and work for a living. I have been studying the importance of improving education for our youth through the charity work I do - which you can see at my own educational website http://www.roccobasile.org/. One of my interests is the Joe DiMaggio Committee that raises money to provide a good education for children who come from financially challenged families. This is one charity that I go to bat for...
The Joe DiMaggio Award Gala benefits Xaverian High School, my Alma mater. Its Ryken Program serves as the model for the New York State Regents for all such endeavors. Xaverian has a tradition of serving young men from disadvantaged backgrounds, boys with learning disabilities and students that are in financial need.
Which brings me to this issue -- for many students it is the lack of focus that is causing them problems. In my research, I found something called the Strategic Plan for Students, a tool that has been designed to help them determine their personal mission, goals, and objectives. Used by many business professionals this method can help students stay on track when it comes to meeting their academic goals.
A strategic road map for success is used by many companies, and because things change, this plan is often updated more than once a year. Students can can use the same sort of plan to achieve their goals too - starting in high school, and definitely in college. And long term planning can focus on a student's entire education - from high school preparatory to a Masters, all leading up to being out in the world working in a profession.
The plan usually has five basic points: A mission statement, goals, a strategy, objectives, and finally the evaluation and review, as follows:
1) Mission Statement – You first have to develop an overall mission for one to four years of education, so state what you’d like to accomplish, then write a paragraph to define this goal.
Keep in mind how you are special and how you can tap into your skills, talents and strengths to achieve your goals.
2) Select your Goals - These are general statements identifying a few benchmark goals you’ll need to accomplish in order to meet your mission. Don't forget to recognize any weaknesses and create a defensive strategy for these. For example - set aside two hours every night for homework. or get my favorite teachers to write recommendations.
3) Plan Strategies – You need to come up with specific tactics for reaching each goal, so for example, if one of your goals is spending two hours each night on homework, then a strategy for reaching that goal is to decide what activities you need to give up that could interfere.
4) Create Objectives - These should include measurable goals towards objects, tools, or numbers providing evidence of success. For example - the objective for doing two hours of homework is to improve your grades. The grade "A" when the last grade you got was a "C" is your objective, showing concrete improvement. This will help you stay on track.
5) Evaluate Your Progress – It's not really that easy to develop a good strategic plan, and your plan will most definitely change due to unforeseen circumstances, changes in the world, and in your own life. It will require re-thinking for new goals, objectives and evaluation.
Monday, July 7, 2008
A Child's Self Esteem
Most of us can remember what it was like growing up, and very few of us probably had the best self esteem, which is essential for survival in our world today. Children who feel good about themselves are happier and often handle conflicts better than those who have low self esteem, who often harbor anxiety and exhibit signs of frustration.
Research shows us that children who think poorly of themselves have a hard time finding solutions to problems and they also may become passive, withdrawn, or depressed. Faced with a new challenge, their immediate response typically is "I can't."
I did a little poking around on the Internet on the topic of self-esteem and here's what I found. Self esteem is the collection of beliefs or feelings that we have about ourselves, or our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment.
Patterns of self-esteem start very early in life -- like if a toddler does something like standing up after trying dozens of times - he or she experiences a sense of accomplishment, and that bolsters self-esteem. A child can try, fail, then try again, and then finally succeed which focuses on capabilities and they are developing a self-concept based on interactiion and the responses of others.
The bottom line is that it is really important for a child to have parental and adult involvement for them for form healthy self-perceptions - i.e. self esteem. We see this all the time at the educational organizations that I work with - and you can learn more at http://www.roccobasile.org/ where I post news and information on educational trends.
Children of the City in Brooklyn, New York has become masterful at helping kids with low self esteem. Here's just one of many examples: Volunteers Robert and Maritza Fred (left) have three biological children, plus they have helped to raise over 25 foster children, several of whom they have legally adopted.
"We always tell the kids that their mom is just tired and we’re here to help her out until she is better,” when the kids miss their Moms. Maritza organizes her day and the household chores around her first priority, spending quality time with all of the children. When the kids come home from school Robert takes them to the park. Later it’s time to sit around the kitchen table with Maritza to do homework, read and talk about their day. The Freds treat all of the children equitably, making them feel safe and secure.
This is a perfect example of people helping to build the self esteem of less fortunate children, because self-esteem is also defined as the combination of feelings of capability with feelings of being loved. A child who is happy with an achievement but does not feel loved may have low self-esteem.
Here are some signs of good and bad self-esteem:
1) A child who has low self-esteem may not want to try new things.
2) Low self esteem can be seen in children who exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over.
3) Low self esteem shows up in a child who is overly critical and easily disappointed in themselves.
4) Kids with low self-esteem often see temporary setbacks as permanent.
5) A child who has healthy self-esteem tends to enjoy interacting with others.
It is important that parents and adults help set standards for children so they will be more realistic in evaluating themselves and ultimately have healthy self-concept. Inaccurate perceptions of self can take root and become reality to a child. Spontaneous and affectionate behavior - like hugs - helps children develop good self esteem. And most of all, tell a child you're proud of him or her and provide positive, accurate feedback.
Create a safe, nurturing home environment. A child who does not feel safe or is being abused at home will suffer immensely from low self-esteem. Always remember to respect children.
Source: Kids Health.org
Research shows us that children who think poorly of themselves have a hard time finding solutions to problems and they also may become passive, withdrawn, or depressed. Faced with a new challenge, their immediate response typically is "I can't."
I did a little poking around on the Internet on the topic of self-esteem and here's what I found. Self esteem is the collection of beliefs or feelings that we have about ourselves, or our "self-perceptions." How we define ourselves influences our motivations, attitudes, and behaviors and affects our emotional adjustment.
Patterns of self-esteem start very early in life -- like if a toddler does something like standing up after trying dozens of times - he or she experiences a sense of accomplishment, and that bolsters self-esteem. A child can try, fail, then try again, and then finally succeed which focuses on capabilities and they are developing a self-concept based on interactiion and the responses of others.
The bottom line is that it is really important for a child to have parental and adult involvement for them for form healthy self-perceptions - i.e. self esteem. We see this all the time at the educational organizations that I work with - and you can learn more at http://www.roccobasile.org/ where I post news and information on educational trends.
Children of the City in Brooklyn, New York has become masterful at helping kids with low self esteem. Here's just one of many examples: Volunteers Robert and Maritza Fred (left) have three biological children, plus they have helped to raise over 25 foster children, several of whom they have legally adopted."We always tell the kids that their mom is just tired and we’re here to help her out until she is better,” when the kids miss their Moms. Maritza organizes her day and the household chores around her first priority, spending quality time with all of the children. When the kids come home from school Robert takes them to the park. Later it’s time to sit around the kitchen table with Maritza to do homework, read and talk about their day. The Freds treat all of the children equitably, making them feel safe and secure.
This is a perfect example of people helping to build the self esteem of less fortunate children, because self-esteem is also defined as the combination of feelings of capability with feelings of being loved. A child who is happy with an achievement but does not feel loved may have low self-esteem.
Here are some signs of good and bad self-esteem:
1) A child who has low self-esteem may not want to try new things.
2) Low self esteem can be seen in children who exhibit a low tolerance for frustration, giving up easily or waiting for somebody else to take over.
3) Low self esteem shows up in a child who is overly critical and easily disappointed in themselves.
4) Kids with low self-esteem often see temporary setbacks as permanent.
5) A child who has healthy self-esteem tends to enjoy interacting with others.
It is important that parents and adults help set standards for children so they will be more realistic in evaluating themselves and ultimately have healthy self-concept. Inaccurate perceptions of self can take root and become reality to a child. Spontaneous and affectionate behavior - like hugs - helps children develop good self esteem. And most of all, tell a child you're proud of him or her and provide positive, accurate feedback.
Create a safe, nurturing home environment. A child who does not feel safe or is being abused at home will suffer immensely from low self-esteem. Always remember to respect children.
Source: Kids Health.org
Wednesday, July 2, 2008
Xaverian High school Honors Students: Rocco Basile Honored for Non-Profit Work
On June 20 Dr. Salvatore Ferrera, president of Xaverian High (Photo: Right) honored me for my community service and the non-profit work I do with the school, my alma mater, and other organizations at the President's Gala, attended by more than 300 people at the upscale Cipriani 23rd Street Restaurant in New York.
I am honored to have been able to assist this fanantastic school in its fund-raising efforts, and in particular for the school's annual Joe DiMaggio Award, which was established in 1999 by its chairman, Dr. Rock Positano '76, with the approval of the DiMaggio Estate, and in memory of the baseball legend. DiMaggio was a friend and generous supporter of the prestigious Bay Ridge college preparatory school, Xaverian High School, and was the first individual to receive Xaverian's highest honor, the Concordia Award, in 1997.
"Rocco is a great advertisement for Xaverian," said Dr. Ferrera. "Even a quick review of his high school record...as both a scholar (National Honor Society) and extracurricular activities (Intramural sports, Italian Club, hockey and soccer teams, and the Fishing Club) indicates... Rocco is a man who was comfortable with giving much time to his community as well as his school."
Here's how the Joe DiMaggio Award came about. When Joe died in 1999, Xaverian's Concordia Award was renamed the Joe DiMaggio Award to memorialize his life-long commitment to the health, education, and well being of America's youth. This award has been presented to international statesman Dr. Henry A. Kissinger, Maestro Luciano Pavarotti, Mayor Rudy Giuliani, Regis Philbin, Paul Simon, James Gandolfini, John Bello, Boomer Esiason, Bob Costas,Tiki Barber.
Xaverian Higg also honors students from different eras for their outstanding achievements and dedication to their communities and country. The Exploration Honors Program at the high school is designed to cultivate the talents, interests and scholastic aptitude of its ninth and tenth grade students through an interdisciplinary approach to academic study.
Xaverian High School - President's Gala June 20, 2008
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