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There is a lot of buzz on the internet about whether or not the Leadership Team Development (LTD) business is a scam. In order to figure this out, let's first gain some insight into what exactly LTD is.

LTD was originally known as Winters Marketing, named after its founder, Larry Winters. Larry is an Independent Business Owner (IBO) in the Amway Global opportunity, who was originally part of the Britt World Wide (BWW) team. Sponsored by Crown Paul Miller, Larry has achieved great success within Amway, having reached the level of Double Diamond in August 2007. Larry and his top leaders formed LTD as a way to provide training and support for the IBO's on their teams. Amway offers training specific to particular products within the Amway business line for IBOs, but organizations like LTD provide more in depth knowledge, motivational messages and training.

LTD is made up of the 12 diamond businesses that are actually a part of Larry's Amway business team, as well as 11 additional Diamond businesses that are Amway affiliated, but not part of Larry's Amway business. PDP's are not mandatory, and a business team is not required to affiliate their business with any PDP, including that of their upline.

The LTD team provides training to IBO's in these organizations through several means: books, CD's, DVD's, weekly and quarterly training seminars, and special events. In particular, the LTD team puts focus on teaching the Quality Invite (QI) marketing system for building their business, which is used to interview potential prospects, as well as promote attendance at their weekly education seminars throughout the country.

The answer to the question "Is the LTD business a scam" is a resounding no. The LTD business team provides an educational backbone that has resulted in proven success for LTD / Amway Global businesses. They offer training materials and events at a reasonable price, and the information provided typically is of good quality.

Where LTD has a deficiency is in the adoption and teaching of marketing strategies other than the QI to its affiliated members. Members are discouraged from learning techniques and strategies for building a successful network marketing business other than those being taught by their upline. At this time, they have deployed a web presence, but their efforts to drive traffic to their sites through online marketing strategies has been limited.

Typically, an LTD upline teaches their downline to build a list of names of everyone they know, through some type of memory jogger, the names and numbers in their cell phone, their friends on Facebook, etc … This list is where their initial QI prospects come from. Once they have gone through this list, the IBO is then encouraged to talk with everyone they meet as a potential QI candidate-the barista at Starbuck's, the mailman, the janitor at work, anyone who gets within three feet of the business owner. All 23 of the LTD Diamonds have achieved that level using this technique. However, this is an approach that the larger portion of the population will struggle to execute, due primarily to differing personality types.

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Source by Jamie Gaymon

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Title and Author: 7 Strategies for Wealth and Happiness by Jim Rohn

Synopsis of Content:

7 Strategies is Rohn's synopsis of his complete philosophy as it applies to wealth and happiness. He found the two inextricable. One could not likely find true happiness without some financial success and if done right, the pursuit of financial success can be fulfilling.

Rohn sets forth his core philosophy here of the fundamentals. He teaches you how to unleash the power of goals, the importance of continually seeking knowledge and why this is critical, and the need to learn how to change.

He teaches the importance of controlling your finances, mastering how you use your time, the importance of surrounding yourself with winners rather than whiners, and the art of living well.

In a mere 156 pages Rohn discusses all the fundamental skills, habits and beliefs that are required to succeed with money and to be happy. His last chapter, on living well, focuses on how to be happy without constantly seeking more.

This book is the summation of a lifelong search for the fundamentals, a word Rohn loved to use, which are essential to the genuinely good life.

Readability / Writing Quality:

This is a very readable book. Rohn's style is conversational, much like his audio presentations, and yet is concise.

Notes on Author:

Jim Rohn loved to talk about how he started in life as a humble farm boy in Idaho and came to be rich and famous. At 26 he was broke and going nowhere fast. He teaches how his first mentor, Mr. Earl Shoaf, began his education on these fundamentals. For over 40 years Rohn learned more and more about success and building wealth. He spent those years teaching what he learned to thousands of audiences and millions of people through an exhausting speaking schedule around the world, through his small books and mostly through is famous audio programs. Many of today's success authors such as Anthony Robbins and Success Magazine editor Darren Hardy got their start studying under Rohn.

Three Great Ideas You Can Use:

1. Surround yourself with people who will not tolerate mediocrity. Associate with people who are successful and who strive for success and improvement. This association will have a great influence upon you.

2. Follow the wise words of Rohn's mentor, Mr. Shoaf, who said, if you want to be successful study success; if you want to make money study the acquisition of wealth; if you want to be happy study people who are happy. Only by continuous learning do you open the doors of success.

3. If you want to be wealthy and happy learn this well: learn to work harder on yourself than you do on your job.

Publication Information:
7 Strategies for Wealth and Happiness by Jim Rohn
(C) 1985, 1996 by Jim Rohn
Published by Prima Publishing

Rating for this Book
Overall Rating for Book: Very Good

Writing Style: Easy

Usefulness: Very Useful for anyone seeking success, wealth and a good life.

Difficulty: Not difficult to understand; a challenge to implement.

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Source by Daniel Murphy

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Self-Assessment and Reflection

As an experienced and veteran teacher, it is necessary for me to periodically reflect and re-evaluate my effectiveness as an educator.This should be the case for all teachers! The better I understand my professional strengths and opportunities for growth, the better prepared I am to address the diverse learning styles of my math students. Through self-assessment, I reaffirm that learning is a never-ending process. As times change, so do effective methodologies and students' learning styles. Through self-evaluation, I can understand in greater depth my own individual learning and teaching styles, as well as recognize the need to keep up with the evolving times and technologies. A teacher's strengths as an educator are paralleled by his / her strengths as a student. Ultimately, this reflection process leads to the development of various strategies that help me become a more effective educator.

Evaluation and Assessment of Curriculum

An effective curriculum integrates content, processes, and habits of mind (ie, behaviors that are characteristic of effective learners) taught in meaningful contexts that are relevant and interesting to students. The curriculum should address multicultural issues and perspectives and be accessible to all students. Interdisciplinary connections are also critical. Curriculum should connect the information, skills, processes, and perspectives of various disciplines.

Teachers who evaluate curriculum need to consider whether it has purpose and function, and if it is enriching, stimulating, and transforming for both teachers and students. In addition, curriculum evaluation and assessment must be cylindrical in nature. As one evaluation ends and recommendations are implemented, another cycle should begin anew.

Curriculum vs. Instruction

Even the best math curriculum can not make up for poor instruction. Some teachers simply do not have the commitment others do when it pertains to "required" curriculum. It is frequently apparent in their instruction and delivery of content, and often they have lessons that fall flat … or worse. Unfortunately, these teachers feel they can blame the curriculum, their students (or a combination of the two) for the failure of their lesson (s). However, curriculum is simply the what of teaching, while instruction – which is much more in the control of the teacher – is the how. With regards to any curriculum, teachers are presented with a grade-appropriate plan, a text and some materials, and a time frame in which to impart this knowledge. In terms of instruction, teachers make decisions and plans as to the way in which information is best imparted to the learners.

We, as educators, must provide an active role in the structuring, mapping, and planning of curriculum if we are to be successful in the presentation and instruction of the material ….

Curriculum and instruction can not be viewed in mutual isolation.

• What are your thoughts and experiences as they pertain to curriculum vs. instruction in your school?
• How would you define curriculum?
• Who should be involved in curriculum decisions (students, teachers, parents, administrators, etc.)?

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Source by Rick Harrington

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I spent years studying the Italian language and leading an Italian social club in Atlanta, Georgia. All along, I was a teacher of English as a second language (ESOL) at various American schools for 21 years. I was later employed in Italy as a teacher of English for Italian students while, in my free time, I wrote articles, poetry, and fiction stories. The purpose of this article is to provide ESOL and TEFL teachers some tips about the challenges that Italian speakers often encounter when learning the English language. Each and every group of people with a unique language background faces its own challenges, but there are specific errors that tend to be made by most Italian learners of English at the beginning and intermediate levels. If not corrected in the early stages, those errors will later be difficult to unlearn.

Until a student reaches an intermediate level of proficiency, it is difficult to explore the literary analysis of English. This is why the first six months focus primarily on reading, writing, listening, and speaking with some attention to grammar. I often utilize some grammar to explain basic rules before putting those rules into practical use for direct communication. Most Italian students are very concerned about grammar although it is clear that one can not rely on grammar alone in order to speak fluently and clearly. After having had many experiences with both the English and Italian languages, I have divided the primary challenges that Italians face into four categories: (1) problems with the use of gerunds, -ing verbs, and infinitives; (2) problems with the use of phrasal verbs; (3) challenges with the pronunciation of "-ed" and "th"; (3) issues distinguishing between when to use the present versus the present continuous tense; and (4) Italian students' innate concern about learning the conditional tenses.

First of all, it is not easy for Italian speakers to decide which verbs must be followed by an -ing verb and which verbs must be followed by an infinitive verb. If teachers explore the Internet, they can find lists of those verbs that each require being followed by either the -ing forms or the infinitive forms. If students will dedicate some time to practice these gerunds and infinitives that follow other verbs, they will perform much better on tests such as the TOEFL and the IALTs tests. Since students usually do not know where to find these lists of verbs followed by gerunds vs. infinitives, it will be well worth your time to find them for your students and to keep them in your files for when they are helpful. Students can learn to use these verbs properly by practicing them. For example, the verbs "agree" and "consent" have to be followed by infinitives. Therefore, one says, "I agree to sign the paper, and I consent to buy the books." On the other hand, the verbs "admit" and "practice" must be followed by gerunds. Therefore, one says, "I admit hiding the present, and I practice dancing."

One of the reasons Italians report difficulty in using prepositions is due to the many English phrasal verbs which include prepositions as part of the verb. Some examples include: to put on, to put up with, to putoff, and to take off. Students must understand that phrasal verbs are like single words that work as a pair to create one unit with a specific meaning. All one has to do is to change the preposition following the verb and the verb's meaning will change completely. It is helpful to provide students with a list of common phrasal verbs and to encourage them to begin studying those pairs rather than to introduce a few at a time. Numerous lists are available on the Internet and in books so the faster students become familiar with phrasal verbs the better off they will be in the long run. English has an extensive list of phrasal verbs that can be easily confused.

The "th" sound is usually very difficult for Italians because this sound does not exist in their language. Thankfully, most Italians do learn the "th" sound when they have a native speaker who gives them one-on-one pronunciation lessons. It does not seem to be much of an obstacle, but if one does not point out the correct sound to Italian speakers from the beginning, chances are they will continue to make the "t" or "d" sounds in the spot where one would normally pronounce "th" and this results in pronouncing the wrong words like "tree" instead of "three". Once students have tackled the "th" and the -ed sounds, they will be able to express themselves much more confidently.

It is essential to point out to Italian students that the -ed at the end of gerunds and adjectives is usually a "t" or "d" sound unless -ed follows "t" or "d". In other words, a term such as "jumped" is pronounced "jumpt" as the letter "e" remains silent. The word "played" sounds like "playd" without the letter "e". Students benefit from learning the correct pronunciation early on because such mistakes become more difficult to correct later on. It can be quite difficult for speakers of a phonetic language like Italian to grasp the concept that English is not simply a phonetic language but that there are other patterns of sounds that are quite different from their spellings. Such patterns include digraphs like mb and th or trigraphs like dge, tch, and chr.

Issues that face Italians learning English often differ from those issues faced by Spanish speakers learning English. Fortunately, Italians do not voice the "es" sound in front of vowels, a common Spanish error, as in "eSpanish" or "especial". Instead, Italians tend to add the "h" sound to some words, between two vowels, when the "h" is not needed as in "go h-away" and they leave out the "h" sound at the beginning of many words like "house". Often, the words "angry" and "hungry" are mispronounced to convey mistaken messages.

One of the first aspects of verb tenses that I explain in class is the way English speakers constantly use the present continuous tense and how its usage differs from that of the simple present tense. Any English speaker who has studied Italian in depth knows that Italians use the present simple to describe almost every action they describe that is about the present moment. Whereas English speakers use the present tense to describe objects in the room, to describe habitual events, and to explain a story that they have already read, English speakers use the present continuous tense to describe an ongoing action that they are taking in the moment. For example, English speakers say, "I am sitting at the table where I am drinking a coffee and talking to my friend." Instead, Italians say, "Mi siedo al tavolo dove bevo un café e parlo con mio amico" which literally means: I sit at the table where I drink coffee and talk to my friend. If teachers do not point out that English speakers use the present continuous (to be + ing) to describe actions that are occurring, there is the risk that Italian speakers will continue to speak and write mistakenly in the present simple tense for years to come. Of course, English speakers who learn Italian also risk using the present continuous too often when they speak Italian if they are not informed of the differences in usage.

For those people who are just beginning to learn English or to teach English, I recommend starting with the following verb tenses: the present simple, the present continuous, the present perfect, the simple past, the future, and the future continuous. Students will be eager to learn all of the tenses immediately, but I do believe these tenses will be the ones that will be most practical for a quick start. When I learned what I know of Italian 34 years ago, I began with the simple present tense and the infinitive form. I was playful with the language, and I would still suggest starting out with a playful attitude when using English verb tenses. Sometimes one has to dive in and take risks in order to make long-lasting progress. After all, language is mainly a spontaneous communicative tool that binds us for the betterment of society as a whole if we will only be patient.

There are four conditionals which play an important role in the English curriculum, so if you are a new English teacher who intends to teach English in Italy, I would recommend being prepared to teach those four conditionals (0, 1, 2, 3) before you begin to formally teach in the classroom. Of most importance are the distinctions between the 0 and 1st conditionals. The 0 conditional describes something habitual that is repeated whenever the condition occurs. For instance: If it rains, I do not water the plants. Instead, the 1st conditional describes something that occurs once such as: If it rains, we will not work outdoors. Italian students tend to grasp the first two conditionals quite well because they correspond directly with Italian conditionals. The 3rd conditional tense is used to show something that is highly unlikely without meeting a specific condition: If I won the lottery, I would write books. The 4th conditional is impossible since a past condition has not been previously met: If I had remembered to study, I would not have failed the math test. I would recommend making your own chart with examples of the four conditionals on it prior to the first day of class, and keep it handy. Teachers can personalize their own charts to meet the specific needs of their students based on their ages, various cultures, and linguistic levels.

Personalizing your teaching will make lessons much more pleasant for students. You will probably have to do some research to meet the needs of your class because everyone is a unique individual with his or her own learning style. Teachers should not neglect to consider that different strategies work for different students and that a wide array of visual, audio, and kinesthetic experiences will be appreciated.

Hopefully this summary of the major problems that face English language learners in Italy will be helpful to anyone who decides to teach English in Italy. The challenges that one linguistic group faces vary from those of other linguistic groups so if you are teaching in Thailand, for instance, the challenges will be different from those described in this article. Much of this knowledge is based upon my study of both the English and Italian languages ​​in a comparative way. I found that having the basic knowledge of the learner's first language was a useful tool that did not hinder me from using the English language as the primary means of communication in my classes. Once you will be teaching English in Italy, you will recognize the basic challenges described in this article and it should be easy for you to hone in on the most important lessons that you would like to teach.

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Source by Laura G Sweeney

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If you're a parent or teacher and want to learn about my story of how I help children who reverse their letters, then read on. Specifically I'll be talking about 'b' and 'd' because these are the most common letters that are reversed. I'm a teacher and see this problem all the time in children (and some adults) yet I had never found much that would help. I'm also interested because I used to reverse these letters all the time at school and I still do on occasion. I'm dyslexic, but do not worry, if your child has this problem, it does not automatically mean they're dyslexic. It's more an issue of directionality and the type of person they are than dyslexia.

I decided to do some research to see what would help these children. Almost a year later I have come up with some answers and a package to solve the problem. But I'm not the only one! So I've put together what I've found so you do not have to spend time searching.

I discovered that it is very common for children to reverse letters up to the age of 7 or 8 but there seems to be little explanation as to why one can continue to confuse these (and left from right) after the age of 7 or 8 years . There is a very simple explanation as to why young children do this:

Take for example an apple. Turn it upside down, is it still an apple? Flip it over, still an apple? With any object you choose, no matter how you hold it, it will not change what we call it.

From the moment we are born and start focusing, this is what we learn. Then, when we start to learn to read, the rules change; 'D' if we reflect it, it becomes 'b' but some of us still see it as 'd' just like the apple.

I have also discovered from the type of children I teach and the people I know (being a self-employed teacher – I get to meet a lot of business people) it is mainly creative people who can more easily think in 3D that have this confusion . It is surprising that the number of adults that I speak to about this project admit that they, on occasion, still confuse 'd' and 'b' and had problems with this at school.

It seems that our creativeness, that allows us to be successful in other areas has a knock on effect of sometimes causing us to confuse letters and left from right. I've not found any scientific research as to why this happens, all I have read is that it is a brain anomaly.

Where does Dyslexia fit into all this? You may have heard the popular myth about letter reversals and Dyslexia? Well, the myth goes along the lines of "Oh, Dyslexia? That's where you get your letters round the wrong way, right?" Well yes and no. Some Dyslexics have this problem but some do not. So if you think your child might be Dyslexic do not just assume they are because they are getting their letters wrong. This is just one symptom that might lead a Psychiatrist or Specialist Teacher to diagnose Dyslexia. It is NOT the over-riding feature that defines Dyslexia and it rather annoys me when I see logo's or pictures about Dyslexia that show letters reversed – this is probably where the myth stems from!

In summary, there are children with Dyslexia that do reverse letters and children without dyslexia that do not and those that do reverse tend to be more creative and can think three-dimensionally in pictures.

Can we help? Yes we can! There are many strategies out in the world today that do help. There's the 'bed' method, making a fist of 'b' and 'd' with your hands and spelling 'bed' works a treat for some children and there's the 'bat and ball method' shown in the picture. And most children 'get it' fairly quickly and move on. But others do not and these are the children I'm most interested in trying to help. I believe that these are the kinaesthetic (right brain dominant) learners who need the most help, mainly because kinaesthetic learning is not the normal way of teaching in schools. Things are changing and more kinaesthetic ways of learning are happening but not enough, yet. (By the way, this method helps ALL children learn better).

Kinaesthetic, right-brained, big picture learners generally like art and colour and touch and do not tend to see the details. For example, I will not move the shoes in the hallway because I do not see them – much to my fiancées annoyance! These types of learners are best learning visually and practically with hands-on learning. It helps children to see and understand what is going on by 'doing'. Just listening and seeing is not enough. We have to touch and feel to understand.

I have found some good resources in books , which I have tried with children and they work for some children, but not all. There is something missing. I did not know what that was though for a while. For me personally as a teacher and life long learner, I'm just bored with worksheets all the time and a bored teacher is not a good teacher! They're also very good for the photocopier because they are black and white. This makes them cheap to reproduce which is a good thing for your wallet but if children are bored, they're not learning. Having not found a book or pack of resources that could hep all children, I had to create my own bright and colourful resources that were not just worksheets. But bright and colourful would not do the trick by itself. I had to use my knowledge of how the memory works – I'm an NLP practitioner so I have learnt all about what motivates us to do and not to do things and about how our memory works.

My recipe to make the ideal resource for children to learn and remember their d's and b's you'll need:

• Games that involved strategy to win by getting the letters correct. This means that they're so involved with the games that they do not realise how often they're reading and saying the letters and helping the skills they're learning get into their long-term memory
• Activities that involve the whole body for kinaesthetic learning.
• Visuals to give them strategies to remember
• Bright and colourful worksheets booklets to be proud of
• Consistent use of methods to learn how to remember.

The solution to helping right-brained, creative and dyslexic children with b / d confusion is a kinaesthetic and visual approach to learning.

If you want to make your own resources that work you'll need to think about not only teaching the difference between 'b' and 'd' but making your resources motivating, fun and engaging which gives them better, stronger memories that they can recall when they need to remember how to remember.

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Source by Sue Kerrigan

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Certain principles related to time and paper management are timeless. Here's an annotated bibliography of 'oldies but goodies.'

Aslett, Don. (1991). Not for packrats only : How to clean up, clear out, and dejunk your life forever. New York: Plume Books.

This guy is the king of clean-up! And, he makes it fun to read about cleaning up. See if you can top any of his stories with examples from your own life of strange things you've saved, etc. This book is a motivator for me.

Bittel, Lester R. (1991). Right on time! The complete guide for time-pressured managers . New York: McGraw Hill.

This book is the most far removed from education of any of the ones I've actually bought or checked out of the library, but, there are still good ideas for teachers in terms of figuring out how your time is spent, becoming more productive, etc. Worth checking out from a library, but not buying.

Bliss, Edwin C. (1983). Doing it now. New York: Bantam Books.

This book, along with Getting Things Done by the same author, are considered classics in this field. Both are simple to read, but with clear truths for those of us who need to manage our time better.

Braiker, Harriet B. (1986). The type E woman: How to overcome the stress of being everything to everybody. New York: New American Library.

What can I say – the subtitle says it all. My guess is that most of you will recognize the description of the Type E woman. I have told friends of mine to run, not walk, to their nearest bookstore to buy this.

Burka, Jane B. and Yuen, Lenora M. (1983). Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley.

The authors, both psychologists, offer a look at the "why" of procrastination – but they do not stop there. They go on to help us get past the why. Very readable.

Covey, Stephen R., Merrill, A. Roger, and Merrill, Rebecca R. (1994). First Things First, New York: Simon & Schuser.

Well, this is one of those heavy books. You may recognize Stephen R. Covey's name from his bestseller, The Seven Habits of Highly Effective People. This book is similarly outstanding. I found that I could not read it for any length of time because there is just too much. This is the book for when you are ready to think about your unifying principles and how to decide what is important in your life.

Culp, Stephanie. (1990). Conquering the paper pile -up: How to sort, organize, file, and store every piece of paper in your home and office. Cincinnati, OH: Writer's Digest Books.

Other than to agree with the full title, there's not much I can say about this book except that if we all followed the ideas in her book (with our own personal modifications), our classrooms and offices (and homes) would be much different than they are now.

Fiore, Neil. (1989). The NOW habit: A strategic program for overcoming procrastination and enjoying guilt-free play. Los Angeles: Jeremy P. Tarcher, Inc.

This book is for people who have become big-time procrastinators and who also never allow themselves to play. There are some interesting ideas within the covers.

Frank, Milo O. (1989). How to run a successful meeting in half the time. New York: Simon & Shuster.

This book offers good suggestions to anyone who has to call meetings – even occasionally. You might even want to highlight a few pages and send to someone you know – just to be helpful, of course …

Hedrick, Lucy H. (1990). Five days to an organized life: The fast, easy, and permanent system for getting things done … and doing things better. New York: Dell Publishing.

This book is essentially a workbook – and is to be used as such. If you really need someone to tell you exactly what to do to get more organized, she offers a step-by-step way. You might choose to take five weeks to a more organized life instead of just five days. I think the latter is really asking a lot!

Hemphill, Barbara. (1988). Taming the paper tiger : Organizing the paper in your life. New York: Dodd, Mead, & Co.

Hemphill deals with all of the paper in your life – in the kitchen, at work, your taxes, etc. Lots of good suggestions.

Keyes, Ralph. (1991). Timelock: How life got so hectic and what you can do about it. New York: HarperCollins.

This book is quite different from all the others on this list in that Keyes explores the reasons why we have all the others on this list. He offers a fascinating look at the history of time and our compulsion with managing it. He's interviewed hundreds of people and their stories about the lock that time has on their lives sound quite familiar. Worth reading for some perspective.

Klein, Ruth. (1993). Where did the time go? The working woman's guide to creative time management. Rocklin, CA: Prima Publishing.

This woman obviously is speaking from experience. Many of us can identify. She divides women into three motivational styles and then bases her suggestions for time management on each of the motivational styles.

Lakein, Alan. (1973). How to get control of your time and your life. New York: New American Library.

This is the classic in the field. Essentially all other experts in time management refer to this book. Although it is dated (ie, the examples refer to men who are at work and women who are homemakers), there are still some good ideas here. I would recommend trying to find it at a library or used paperback book store. It is worth reading.

LeBoeuf, Michael. (1979). Working smart! How to accomplish more in half the time . New York: Warner Books.

An inexpensive paperback that offers a lot of good information on how we mentally get ourselves into working too hard and too long and too frantically – and then how to try to back off from this pace – and still feel good about what we're getting done.

Just because books were published 10 or 20 years ago does not mean they are out-of-date. Find some of these at your local library or online. See what might be useful to you. Just one tip can make a difference.

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Source by Meggin McIntosh

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The sad fact is, it does not matter how well teachers know their content … it does not matter how many strategies teachers know to improve reading comprehension or to increase academic achievement … if teachers can not manage their classroom, they can not teach.

Many experts in education agree that the students who are causing the classroom management problems usually fall into one of four categories:

1. attention seekers ~ (pencil tappers, hummers, students who talk out etc.)

2. power seekers ~ (always getting in the last word, muttering under their breath)

3. revenge seekers ~ (recipients of frequent punishment)

4. avoiding failure ~ (students who do not do the work or withdraw from the lesson as a means of avoiding more failure)

However, for most teachers, it is the power seekers that start to make our blood boil. These are the students who question your authority and do so in front of the whole class.

Many teachers feel that they can not let the power seeking student get in the last word because the will lose face with the rest of the class … leading others to feel comfortable questioning your authority as well.

These power seekers are trying to "bait" the teacher by mumbling something under their breath or flat out stating, "You can not make me do this assignment!"

Bottom line … these power seeking students are trying to get a reaction out of the teacher and there is nothing they would like more than to have their fellow classmates watch the teacher explode.

Do not do this … Do not fall for their tricks … Do not take the bait !!!

At least not then and there in front of the other students.

There are other options … A much better approach is to take a deep breath, do not lose your cool, and in a calm, matter-of-fact manner simply tell the student to see you after class and then immediately continue on with the lesson.

If the power seeking student then mutter's something under his breath again just ignore it … that's right ignore it … the rest of class already knows that you will handle the situation without their presence. There is no need for further response at this time as all you will be doing is disrupting your own lesson and giving that power seeking student just what he wants.

Then, when the bell rings and the class is leaving, simply pull that power seeking student aside and follow through without the audience that the student desired. Depending on the situation you may also follow that up with a phone call home, parent conference, detention etc.

Just do not get "into it" in front of the rest of the class.

By knowing the reasoning behind why a student is misbehaving (ie seeking power) a teacher can make much better classroom management decisions.

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Source by Adam Waxler

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In a traditional classroom setting, students are made to sit passively while the teacher delivers a lecture. There are reasons as to why many teachers seem dissatisfied with this practice. For now, I shall limit myself to only three:

a. Students' focus is set in the wrong direction; in taking notes rather than understanding and absorbing new concepts.

Result:

• students' inability to grasp key ideas and concepts,

• Failed lesson objective.

b. Too much focus on presentation, little time left for practice: Since a teacher has to deliver a fixed number of concepts within a limited time, most classroom activities are sufficed to the presentation stage only. Practice is left for the student to do as homework.

Result:

• This strategy does not allow for students to experiment with new concepts. Their learning is put to a halt at a certain stage; they end up cramming concepts, and are unable to produce anything fruitful, except generic answers to exam questions.

• Furthermore, many students might get stuck while doing problem sets at home. This too thwarts their performance. If they are unable to master one concept, and have been unable to practice it effectively, we can not possibly expect them to grasp a newer concept based on the previous one,

c. A teacher's lecture is generally one- size-fit-all. Not every student has the same pace of learning. While some students can follow the teacher's lecture with convenience, most of the others require time to chow on the information that they are getting. Also, each student has a different learning style. You can not expect a kinesthetic learner to master a concept by just listening to a lecture. If a visual learner gets worse grades than an auditory learner, it does not mean that the former is slow or dull; it might simply mean that the classroom strategies were designed for the auditory learner only.

Result:

• This results in the students 'inability to keep pace with the teachers'. The world stereotypes them as 'slow learners'.

• Poor grades and lagging in classroom performance is a major contributor to a poor self-image and lack of confidence. In fact, the failure of many students to achieve what they are capable of achieving can be attributed to the above factors.

• This not only mars potential talent, it also causes distress to a lot many dedicated and hardworking teachers.

The traditional public school system and classroom practices are far from perfect. The responsibility befalls the shoulders of us educationists that we review the factors which make the present school system ineffective. Only then would we be able to rectify these problem areas in order to create classrooms that deliver. In the coming days, I shall be posting more on these issues, and offering practical solutions to them.

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Source by Ayesha Mirza

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If you enjoy wandering around the Internet in search of insights into the explosion in the use of technology in traditional classrooms and industrial settings, YouTube should make you feel like the "kid in the candy store."

On a recent visit, we stumbled across something interesting in a video entitled A Vision of Students Today. A graphic towards the end of the video displayed the following comment about a revolutionary breakthrough in educational technology in the classroom. Here is the quote:

• The inventor of the system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind.

The author of the statement was an American educator named Josiah Bumstead. The year was 1841. And what was the "system" of which he spoke? The humble blackboard / chalkboard!

One could speculate that as far back as the time of the Ancient Egyptians, a few people responsible for teaching realized the value in using visuals in the classrooms of the day, but the technology simply was not available. Pigments and wall drawings took time.

In that context, consider how revolutionary the advent of the chalkboard was. It freed good teachers from the prison of their lecture notes and allowed them to "think on their feet."

If you think back over the course of your life to the teachers who inspired you, among them there was surely one or more who were veritable wizards at the chalkboard.

They dazzled us with their enthusiasm and the speed with which they displayed their words of wisdom for all to see. What's more, from time to time they actually asked for our input. Remember the thrill you felt the first time your own words appeared on the chalkboard? Good teachers knew not to filter what we had to say. They accepted our thoughts and up they went on the board. And great teachers gave us the ultimate thrill – the opportunity to write on the chalkboard ourselves.

It has long been an axiom of educational practice that seeing words as well as hearing them leads to better learning. Today, research on how the brain learns confirms what many have believed for more than one hundred years – active involvement of students in the learning process facilitates learning.

In its day, your own words appearing on a blackboard was a significant facilitator. Brain-based research now tells us colors and sounds enhance visuals even further. Although the cleaner and more visually appealing eraser board long ago replaced the chalkboard, it still lacks the appeal of a well-designed PowerPoint presentation. Or does it?

PowerPoint presentations with the most dazzling graphics and sounds imaginable can still suffer from one major drawback – whose words appear in the presentation? In effect, the implication here is that in at least one aspect, students scribbling their own thoughts on an eraser board is superior to a pre-prepared power point presentation.

And today we have the twenty-first century version of the chalkboard available to us – the Smartboard. In essence, it's a chalkboard linked to a computer. If you have never heard of one, or seen what they can do, pay a visit to YouTube and be prepared to be amazed.

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Source by Bryan West Ph.D.

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The CSET – Your Path To A Rewarding Career!

Few careers can provide the levels of responsibility, satisfaction and fulfillment that teaching brings to California educators. Each day, thousands of teachers across California help their students to study, to learn and to reach for their dreams.

Good Teachers Create Great Lives

Teachers can touch lives in ways that no one else can. Everyone remembers at least one teacher who provided them with encouragement and inspiration, with the help and advice that they needed just when they needed it most.

You are one small step away from becoming such a teacher.

Good Teachers Also Lead Great Lives

But teachers do not just inspire and educate. As a teacher, you'll enjoy respect from your family and friends, and a social status given to few other professionals. You'll have long paid vacations that will enable you to travel the world or pursue your own goals. And you'll have an income that will bring you independence and a career path that can lead you from challenge to success.

All that stands between you and a rewarding career of educating, guiding and inspiring students right now is your CSET test.

Pass The CSET exam, Pass On Your CSET test Knowledge

The CSET exam is a series of single-subject tests intended to prove to the California Commission on Teacher Credentialing that you have the basic CSET test knowledge and ability to teach your subject in a classroom. There is also a CSET Multiple Subject exam which is required for K-8 certification.

Currently there is a

CSET Mathematics

CSET English

CSET Social Science

CSET Science

CSET Spanish

CSET Business

CSET Health Science

CSET Home Economics

CSET Physical Education

CSET French

CSET Spanish

CSET German

CSET Industrial and Technology Education

CSET Art

CSET Agriculture

With hard work and, no less importantly, the right CSET test preparation, you should find it easy to pass the CSET and start your teaching career.

What You Need To Know About The CSET

Whichever subject you intend to teach, you'll find that passing the CSET test will require you to make use of two sets of skills: recalling the CSET knowledge that you possess about your subject; and answering exam questions quickly and accurately.

Both of these skill sets are vitally important on the CSET.

What is the CSET?

The CSET is a single subject exam, intended to replace the old Single Subject Assessments for Teaching and Praxis II tests. There are three types of test in the CSET:

Single Subject Teaching Credentials are mainly used from grades 7-12 and authorize a teacher to teach one particular subject.

Multiple Subject Teaching Credentials allow teachers to teach a range of different subjects and are generally used in elementary schools for grades K-6.

Education Specialist Instruction Credentials allow teachers to teach students who have a particular disability or special need in grades K-12.

Each exam in the CSET contains a number of subtests and lasts up to five hours. The sub-tests themselves are not timed however, allowing you to spend more time on areas that you find difficult and less time on the parts that you know best.

Time management will be an important element in getting the score you need to pass the CSET exam and become a teacher.

Two Types Of Questions, Two Types Of Challenge

CSET exam questions come in two forms: multiple-choice questions ask you to choose the best answer from a number of options. In these questions, it is important to remember that the best answer is not necessarily the only correct answer. You may find that two CSET exam answers look correct but one answer will be more correct than the other. (This also means that when two answers look the same, you've got a 50/50 chance of guessing the right one.)

Constructed-response CSET questions ask you to discuss, describe, analyze, explain etc. Often you'll be asked to complete more than one task. Always read the question carefully and make sure that you have completed all the tasks.

CSET Test Taking Tips for Essay Writing

CSET Test Preparation– How To Cram Fast And Effectively

Whatever your subject, the CSET exam is going to expect you to have memorized vast amounts of information. Some of that CSET information you'll know well because you use it every day. But much of the details that will turn up in the exam will be the sort of knowledge that will normally have you turning to the books to find the answers.

In the CSET, you'll need to be able to recall those facts from your memory. That means being able to cram.

Top Methods To Quickly Complete CSET Test Preparation

At some point, just about everyone finds themselves having to cram for an exam. It might not be the best way to learn, but it's often the only way to pass the test.

There are a number of effective techniques that you can use to fill your head with the information you need to breeze through your CSET exam.

1. Organize Your Priorities

No one excels at everything. There will inevitably be some subjects at which you are stronger and others at which you are weaker. You'll need to make sure that you spend more time memorizing and learning your weaker areas than your stronger ones for the CSET.

Do not worry if it looks like there's a huge difference between the amount of work you have to do and the amount of time you have to do it. The next step will be to chop down the work and preparation required to pass the CSET.

2. Pick And Store for the CSET

Once you've identified those areas that will need the most work, read all the information through once. Highlight the most important points (do not just underline: it's easier to picture a highlighted page than an underlined sentence).

There are a number of different methods that you can then use to store your CSET exam information in your head:

o Break up what you need to learn into bite-sized chunks. There's a limit to how much you can stuff into your short-term memory in one go. Take each piece a little at a time.

o Acrostics help you remember a list in the right order by turning them into strange sentences. My Dear Aunt Sally is the famous way to remember to Multiply and Divide before you Add and Subtract. You can create your own acrostic for any set of facts on the CSET.

o Turn your CSET notes into musical notes . If you can put the words you're trying to memorize to a tune you like, you'll find them much easier to remember. You might not be able to hum in the exam, but you can sing in the shower – and in the process, keep memorizing for the CSET;

3. Get the CSET Rammed Right In There !
Cramming only puts the information you want in your head for a short time (using what you're memorizing will keep it there for the long term). In order to stop what you've memorized falling out before your CSET exam, you'll need to keep seeing it and going over it right up until you need it on the day.

Acing The CSET

The actual content of your exam will depend on the subject you're thinking of teaching. The official CSET study guides will tell you what you're supposed to know before you walk into the CSET exam room. You should certainly be familiar with the CSET guides that apply to you.

What the CSET study guides will not tell you though is how to ace the CSET when you are not sure of the answer. That is not because you can not do it; it's because they do not want you to know how to do it.

Here are 5 Ways To Ace The CSET (Even When You Do not Know The Answer)
1. Do the easy questions first

Use the first few minutes of the exam to zip through the paper. You'll certainly find some of the questions easier than others. Do those straight away. It will make you feel a bit better and give you more time for the tough questions. And if you find yourself getting stuck on a question, make a mark, leave it and move on. Come back to it at the end when you'll have more time, more focus and less panic.

2. Use a process of elimination
This is an absolute must on any multiple choice question. There will always be one or two questions that are outrageously wrong. Knock them out quick and your score doubles.

3. Drop extreme language and numbers
One way to pick the bad answer choices from the good is to look at the wording of the answers. The examiners generally prefer the correct answer to be wishy-washy. Any answer choice that uses words like 'all', 'never' or 'always' are probably wrong. Similarly, on math and science questions, the highest and lowest figures are usually bad choices too. Take them out.

4. Identify similar answers

Another way to hone in on the right answer choices is to pick out any answers that look the same. Usually on the CSET exam, two answers will be extreme, one will look right and one will be right.

The one that looks right has been put there deliberately to confuse you.

The examiners are hoping that as you rush through the exam, you will not notice that there's a better answer right next to it and pick the wrong choice. That's mean, but it actually does you a favor. When two answer choices look similar, one of them is likely to be right.

5. Use previous questions

One of the great things about long exams like the CSET is that the answer to one question can often be found in another part of the test. It's going to be almost impossible for the examiners not to repeat a subject or duplicate a point. If you're scratching your head over a question, move on and keep an eye out for it later. There's a good chance that they'll give the game away in a different question.

Those are just five simple tactics you can use to ace the CSET test. There are dozens of others and you'll need them all to put yourself in the classroom and in front of the blackboard. To learn all the tactics you need, and to make sure that your CSET test preparation is right on track, check out our Study Guide and start your teaching career with top marks.

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Source by Cary Hanson