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Avalon School of Cosmetology in Phoenix, Arizona has programs in cosmetology, esthetics, hair extensions, and more. Call now to learn more and get started!

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Becoming a certified Cosmetologist and do hair and makeup for a living

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Becoming a certified Cosmetologist and do hair and makeup for a living

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Pros and Cons Of Being A Cosmetologist - This is AWESOME!!!

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http://www.workwithjimandlisa.com - Pros and Cons Of Being A Cosmetologist I know there are a lot of pros and cons of being a cosmetologist but if you look a the pros and have a passion and desire to make your mark in this profession, then I say go for it.

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Once an introvert always an introvert. You can successfully practice more extroverted behavior but your basic nature is set.

It may surprise you to know this question is one of the most popular on Quora because a lot of introverts are concerned because they think they don't fit in. As a result of this popularity I have a boiler plate answer I post to all these questions I come across.

There are many misconceptions about what introversion is leading people to think someone who is shy, depressed, withdrawn, or unhappy is an introvert. These are not characteristics of an introvert.

The reason some introverts think they don't fit in is because they compare themselves to extroverts who are a different species.

I say they are a different species because they are. The brains of extroverts and introverts are wired differently and handle the release of dopamine differently so who you are in this respect is set from birth.

Here is a list I've pulled together that might be a source of encouragement for you:

1. We choose our words carefully so others don't have to wade through a river of words to understand what we are saying.

2. We have imagination and rich inner worlds.

3. We are more likely to access our innermost thoughts and creative ideas because we embrace solitude.

4. We are capable of great focus, which comes in handy when completing pretty much any task that requires extended periods of concentration (advanced mathematics, writing, art, science, etc.).

5. We tend to process greater volumes of information in any given situation. It is for this reason that we tire more easily from overstimulation. For real-Google it!

6. We embody the old adage "you have two ears and one mouth for a reason". Everyone likes to be listened to.

7. According to my research, most introverts tend to carefully think things through before acting, which has obvious advantages. Personally, I don't fit into this category because I tend to take a more intuitive, emotional approach to decision making (anyone else out there like me?).

8. We can be quite observant of both environmental and social subtleties. While others are yammering away, we're taking everything in and processing it in our ever-active minds.

9. We are well-loved by landlords and the elderly for our quiet, peaceful nature (ever seen an advertisement for a loud, wild, party-loving tenant? Didn't think so).

10. No longer banished to the world of trolls, hobbits, and librarians, we can now bust free from stereotypes and show the world who we really are.

11. We, not the extroverts, do the heavy lifting required to change civilizations and societies for the better. We develop new products while extraverts sell them. We are both happy in our respective roles.

12. On the whole we have higher IQs.

13. We cannot become extraverts because these characteristics are genetic and not subject to change. http://introvertspring.com/the-t...

Myth #1 - Introverts don't like to talk.

This is not true. Introverts just don't talk unless they have something to say. They hate small talk. Get an introvert talking about something they are interested in, and they won't shut up for days.

Myth #2 - Introverts are shy.

Shyness has nothing to do with being an Introvert. Introverts are not necessarily afraid of people. What they need is a reason to interact. They don't interact for the sake of interacting. If you want to talk to an Introvert, just start talking. Don't worry about being polite.

Myth #3 - Introverts are rude.

Introverts often don't see a reason for beating around the bush with social pleasantries. They want everyone to just be real and honest. Unfortunately, this is not acceptable in most settings, so Introverts can feel a lot of pressure to fit in, which they find exhausting.

Myth #4 - Introverts don't like people.

On the contrary, Introverts intensely value the few friends they have. They can count their close friends on one hand. If you are lucky enough for an introvert to consider you a friend, you probably have a loyal ally for life. Once you have earned their respect as being a person of substance, you're in.

Myth #5 - Introverts don't like to go out in public.

Nonsense. Introverts just don't like to go out in public FOR AS LONG. They also like to avoid the complications that are involved in public activities. They take in data and experiences very quickly, and as a result, don't need to be there for long to "get it." They're ready to go home, recharge, and process it all. In fact, recharging is absolutely crucial for Introverts.

Myth #6 - Introverts always want to be alone.

Introverts are perfectly comfortable with their own thoughts. They think a lot. They daydream. They like to have problems to work on, puzzles to solve. But they can also get incredibly lonely if they don't have anyone to share their discoveries with. They crave an authentic and sincere connection with ONE PERSON at a time.

Myth #7 - Introverts are weird.

Introverts are often individualists. They don't follow the crowd. They'd prefer to be valued for their novel ways of living. They think for themselves and because of that, they often challenge the norm. They don't make most decisions based on what is popular or trendy.

Myths #8 - Introverts are aloof nerds.

Introverts are people who primarily look inward, paying close attention to their thoughts and emotions. It's not that they are incapable of paying attention to what is going on around them; it's just that their inner world is much more stimulating and rewarding to them.

Myth #9 - Introverts don't know how to relax and have fun.

Introverts typically relax at home or in nature, not in busy public places. Introverts are not thrill seekers and adrenaline junkies. If there is too much talking and noise going on, they shut down. Their brains are too sensitive to the neurotransmitter called Dopamine. Introverts and Extroverts have different dominant neuro-pathways. Just look it up.

Myth #10 - Introverts can fix themselves and become Extroverts.

A world without Introverts would be a world with few scientists, musicians, artists, poets, filmmakers, doctors, mathematicians, writers, and philosophers. That being said, there are still plenty of techniques an Extrovert can learn in order to interact with Introverts. (Yes, I reversed these two terms on purpose to show you how biased our society is.) Introverts cannot "fix themselves" and deserve respect for their natural temperament and contributions to the human race. In fact, one study (Silverman, 1986) showed that the degree of Introversion increases with IQ. http://www.stumbleupon.com/su/2R...

Introvert test and other information:

Are You Introverted? A Personality Test

Quiet: The Power of Introverts in a World That Can't Stop Talking

Study reveals why extroverts love a party

http://serendip.brynmawr.edu/bio... http://www.medicaldaily.com/brai...

Forget What You Thought You Knew About Introversion - Introvert Spring

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Answer (1 of 74): Once an introvert always an introvert. You can successfully practice more extroverted behavior but your basic nature is set. It may surprise you to know this question is one of the most popular on Quora because a lot of introverts are concerned because they think they don't fit...

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As a trained marriage and family therapist and career coach, I've researched for over eight years what makes some people highly successful interpersonally and in business, and others doomed to fail.

I've observed this: Being more positive in your behaviors and language makes room for far greater success, satisfaction and reward in your life (this goes for your marriage and family life too).
In Marriage as In Life and Work
During my therapy training, I read a fascinating book called The Seven Principles for Making Marriage Work.In it, the author, leading relationship expert Dr. John Gottman, explains that there are particular types of negative interactions that, if allowed to run rampant, are so lethal to a relationship that he calls them the Four Horsemen of the Apocalypse. These four horsemen "clip-clop into the heart of a marriage in the following order : criticism, contempt, defensiveness and stonewalling."

I've seen these exact same harbingers of professional disaster in the workplace as well. Allowed to run unfettered, these Four Horsemen will certainly clip-clop into the heart of your career and professional life with a deadly thud.

Dr. Gottman discovered a formula he believes is provable and reliable - that to make your marriage successful, you must ensure that there are five times more positive, loving interactions than negative, painful interactions between you and your spouse. If you don't adhere to this formula, serious unhappiness ensues. And if you dip toward the 1:1 ratio consistently, he says you're likely to end in divorce. He can watch a couple discuss a problem or conflict for only a few minutes, and predict with eerie accuracy if they'll eventually end in divorce.

Interestingly, I've seen the relevance of this positive-to-negative interaction formula in people's careers and professional endeavors as well. Those who are consistently more negative than positive in their communications and interactions suffer from an untimely demise of their career potential.
Why is Negativity So Destructive?
Negativity limits, constrains and tears down. Negativity also tends to escalate, and as it does, it strips away future opportunities for success, self-esteem, trust, confidence, and growth.
What Does Positivity Do Instead?
Being positive, on the other hand, has the opposite effect - it builds, repairs, and protects. Using positive language and behaviors builds up support structures and creates new roads to solutions and success. It paves the way for a deeper level of human connection, compassion, and creativity.

In fact, I've found that concentrating your focus on being more positive as you engage in your professional endeavors achieves the following 10 powerful outcomes:
Being more positive:

1. Helps you engage with others more effectively and gain support more easily for your ideas and initiatives

2. Develops you as a role model and someone to "watch," admire and learn from

3. Gives you greater positive impact and influence on your culture, your environment and your colleagues (positive language and emotion are magnets)

4. Boosts your "immunity" to negative outside occurrences - you become more resilient and bounce back quicker

5. Inspires others around you to find the courage to seek -- and move toward -- the positive

6. Strengthens your ability to advocate effectively for yourself and others, which in turn attracts more opportunity for all involved

7. Paves the way for more collaborative success rather than crushing competition

8. Builds your reputation as someone worthy of trust and support

9. Helps you see possibility where others see only hopelessness

10. Brings to light your achievements and accomplishments rather than highlighting your failures

In the end, positivity paves the way for growth, and growth breeds success.
You might be thinking, "Sure, I know being positive is important, but I can't seem to shift myself out of my negative thinking, especially with all this bad news around us today."

If this sounds like you, I'd ask you to think again. We CAN change and modify - it's called evolving. We ARE able to shift ourselves away from negative, destructive and damaging negative patterns to more positive ones - in our relationships and in our work. I know, because I've worked extremely hard to create these shifts in myself and in my career, and have seen countless others do the same, to great success.

If you will make the commitment today to engage in more positive behaviors and thoughts in your life and work, I know you won't regret it.
Your challenge: This week, take a very close look at your communications and interactions at work. What is the ratio of your positive communications to negative ones? If the ratio is at least 5 (positive) to 1 (negative), kudos to you! Kathy Caprino, M.A. is a nationally-recognized women's work-life expert, career coach and executive trainer, speaker and author of B reakdown, Breakthrough. Founder/President of Ellia Communications - a career and executive coaching firm for career professionals, Kathy is a sought-after writer and speaker on women's career issues and trends, and has appeared in over 100 leading magazines and newspapers and on national TV. Kathy also serves as VP of Marketing Recruitment and Development for Synergy Partners USA. Visit www.elliacommunications.com for more info. If not, there's some important work to be done.

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10 Ways That Being More Positive Improves Your Career (and Your Life)

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By Kathy Caprino, M.A. As a trained marriage and family therapist and career coach, I've researched for over eight years what makes some people highly successful interpersonally and in business, and others doomed to fail. I've observed this: Being more positive in your behaviors and language makes room for far greater success, [...]

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The teenage years are a formative period. The brain and body experience significant development, and the transition to adulthood brings important changes that affect emotions, personality, social and family life, and academics.

Sleep is essential during this time, working behind the scenes to allow teens to be at their best. Unfortunately, research indicates that many teens get far less sleep than they need.

Both the National Sleep Foundation and the American Academy of Sleep Medicine agree that teens need between 8 and 10 hours of sleep per night. Getting this recommended amount of sleep can help teens maintain their physical health, emotional well-being, and school performance.

At the same time, teens face numerous challenges to getting consistent, restorative sleep. Recognizing those challenges helps teens and their parents make a plan so that teens get the sleep they need.

Why Is Sleep Important For Teens?

Sleep is vital for people of any age. For teens, though, profound mental, physical, social, and emotional development requires quality sleep.

Thinking and Academic Achievement

Sleep benefits the brain and promotes attention, memory, and analytical thought. It makes thinking sharper, recognizing the most important information to consolidate learning. Sleep also facilitates expansive thinking that can spur creativity. Whether it's studying for a test, learning an instrument, or acquiring job skills, sleep is essential for teens.

Given the importance of sleep for brain function, it's easy to see why teens who don't get enough sleep tend to suffer from excessive drowsiness and lack of attention that can harm their academic performance.

Emotional Health

Most people have experienced how sleep can affect mood, causing irritability and exaggerated emotional reactions. Over time, the consequences can be even greater for teens who are adapting to more independence, responsibility, and new social relationships.

Prolonged sleep loss may negatively affect emotional development, increasing risks for interpersonal conflict as well as more serious mental health problems.

Mental health disorders like anxiety, depression, and bipolar disorder have routinely been linked to poor sleep, and sleep deprivation in teens can increase the risk of suicide. Improving sleep in adolescents may play a role in preventing mental health disorders or reducing their symptoms.

Physical Health and Development

Sleep contributes to the effective function of virtually every system of the body. It empowers the immune system, helps regulate hormones, and enables muscle and tissue recovery.

Substantial physical development happens during adolescence and can be negatively affected by a lack of sleep. For example, researchers have found that adolescents who fail to get enough sleep have a troubling metabolic profile that may put them at higher risk of diabetes and long-term cardiovascular problems.

Decision-Making and Risky Behavior

Sleep deprivation can affect the development of the frontal lobe, a part of the brain that is critical to control impulsive behavior. Not surprisingly, numerous studies have found that teens who don't get enough sleep are more likely to engage in high-risk behaviors like drunk driving, texting while driving, riding a bicycle without a helmet, and failing to use a seatbelt. Drug and alcohol use, smoking, risky sexual behavior, fighting, and carrying a weapon have also been identified as more likely in teens who get too little sleep.

Behavioral problems can have widespread effects on a teenager's life, harming their academic performance as well as their relationships with family and friends.

Accidents and Injuries

Insufficient sleep in teens can make them prone to accidental injury and even death. Of particular concern is an elevated risk of accidents as a result of drowsy driving. Studies have found that sleep deprivation can reduce reaction times with an effect similar to that of significant alcohol consumption. In teens, the impact of drowsy driving can be amplified by a lack of driving experience and a higher rate of distracted driving.

Are Teens in America Getting Enough Sleep?

By almost all accounts, many teenagers in America are not getting the recommended 8-10 hours of sleep per night. In the 2006 Sleep in America Poll by the National Sleep Foundation, 45% of adolescents reported getting less than eight hours per night.

The problem may be getting worse. Data from four national surveys conducted from 2007-2013 found that nearly 69% of high school students got seven or fewer hours of sleep per night. Estimates place the rate of insomnia in adolescents as high as 23.8%.

Insufficient sleep among teens has been found to be higher among women than men. Older teens report getting less sleep than people in early adolescence. Surveys have also found that teens who identify as Black, Asian, and multiracial have the highest rates of sleeping less than eight hours per night.

Why Is It Hard for Teens To Get Good Sleep?

There is no single reason for sleep insufficiency among teens. Several factors contribute to this problem, and these factors may vary from teenager to teenager.

Delayed Sleep Schedule and School Start Times

During adolescence, there is a strong tendency toward being a "night owl," staying up later at night and sleeping longer into the morning. Experts believe this is a two-fold biological impulse affecting the circadian rhythm and sleep-wake cycle of teens.

First, teens have a sleep drive that builds more slowly, which means they don't start to feel tired until later in the evening. Second, the body waits longer to start producing melatonin, which is the hormone that helps promote sleep.

If allowed to sleep on their own schedule, many teens would get eight hours or more per night, sleeping from 11 p.m. or midnight until 8 or 9 a.m., but school start times in most school districts force teens to wake up much earlier in the morning. Because of the biological delay in their sleep-wake cycle, many teens simply aren't able to fall asleep early enough to get eight or more hours of sleep and still arrive at school on time.

With reduced sleep on weekdays, teens may try to catch up by sleeping in on the weekend, but this may exacerbate their delayed sleep schedule and inconsistent nightly rest.

Time Pressure

Teens often have their hands full. School assignments, work obligations, household chores, social life, community activities, and sports are just some of the things that can require their time and attention.

With so much to try to fit into each day, many teens don't allocate sufficient time for sleep. They may stay up late during the week to finish homework or during the weekend when hanging out with friends, both of which can reinforce their night owl schedule.

Pressure to succeed while managing these extensive commitments can be stressful, and excess stress has been known to contribute to sleeping problems and insomnia.

Use of Electronic Devices

Electronic devices like cell phones and tablets are ubiquitous among teens, and research, such as the 2014 Sleep in America Poll, finds that 89% or more of teens keep at least one device in their bedroom at night.

Screen time late into the evening can contribute to sleeping problems. Using these devices can keep teens' brains wired, and incoming notifications can cause disrupted and fragmented sleep. Evidence also points to suppressed melatonin production from exposure to the light from cell phones.

Sleep Disorders

Some teens have poor sleep because of an underlying sleep disorder. Adolescents can be affected by obstructive sleep apnea (OSA), which causes repeated pauses in breathing during sleep. OSA frequently causes fragmented sleep and excessive daytime sleepiness.

Though less common, teens can have sleep disorders like Restless Leg Syndrome (RLS), which involves a strong urge to move the limbs when lying down, and narcolepsy, which is a disorder affecting the sleep-wake cycle.

Mental Health Problems

Mental health conditions like anxiety and depression can be a challenge to quality sleep in teens as well as adults. Insufficient sleep can contribute to these conditions as well, creating a bidirectional relationship that can worsen both sleep and emotional wellness.

Neurodevelopmental Disorders

Neurodevelopmental disorders, such as attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), can make it harder for teens to sleep well. Lack of sleep may also contribute to more pronounced symptoms of these conditions.

How Can Teens Get Better Sleep?

Teens who are having sleep problems should start by talking with their doctor about how much sleep they are getting and how it impacts their daily life. Their pediatrician can work to identify any underlying causes and craft the most appropriate and tailored treatment.

Depending on the cause of sleep problems, medications may be considered; however, in most cases, treatment with medications isn't necessary for teens to get better sleep.

A beneficial step is for teens to review and improve their sleep hygiene, which includes their sleep environment and habits. Some healthy sleep tips that can help in this process include:

Budgeting eight hours of sleep into your daily schedule and keeping that same schedule on both weekdays and weekends.

Creating a consistent pre-bed routine to help with relaxation and falling asleep fast.

Avoiding caffeine and energy drinks, especially in the afternoon and evening.

Putting away electronic devices for at least a half-hour before bed and keeping them on silent mode to avoid checking them during the night.

Setting up your bed with a supportive mattress and pillows.

Keeping your bedroom cool, dark, and quiet.

Sleep hygiene modifications may be included in cognitive behavioral therapy for insomnia (CBT-I), a form of talk therapy for sleeping problems that has demonstrated effectiveness in adults and may be helpful to teens. CBT-I works by reshaping negative ideas and thoughts about sleep and implementing practical steps for better sleep routines.

How Can Parents Help Teens Get Better Sleep?

For many parents, a first step is asking their teenage children about their sleep since surveys indicate that many parents don't realize that their children are having sleeping problems.

Parents can encourage teens to see a doctor while also working with their children to make gradual sleep hygiene improvements. Some research has found that teens whose parents set a firm bedtime get more sleep and have less daytime drowsiness.

Another avenue for parents is advocating for later start times with their local school district. A number of districts have experimented with delayed starts and found beneficial results as measured by attendance and academic performance.

Parents can also work with their teens to avoid overscheduling and commitments that can generate stress and trade off with adequate time for sleep.

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The teenage years are a formative period. The brain and body experience significant development, and the transition to adulthood brings important changes that affect emotions, personality, social and family life, and academics. Sleep is essential during this time, working behind the scenes to allow teens to be at their best.

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The strategies of super-achievers

Everyone knows about straight-A students. We see them frequently in TV sitcoms and in movies like Revenge of the Nerds. They get high grades, all right, but only by becoming dull grinds, their noses always stuck in a book. They're klutzes at sports and dweebs when it comes to the opposite sex.

How, then, do we account for Domenica Roman or Paul Melendres?

Roman is on the tennis team at Fairmont (W.Va.) Senior High School. She also sings in the choral ensemble, serves on the student council and is a member of the mathematics society. For two years she has maintained a 4.0 grade-point average (GPA), meaning A's in every subject.

Melendres, now a freshman at the University of New Mexico, was student-body president at Valley High School in Albuquerque. He played varsity soccer and junior-varsity basketball, exhibited at the science fair, was chosen for the National Honor Society and National Association of Student Councils, and did student commentaries on a local television station. Valedictorian of his class, he achieved a GPA of 4.4 -straight A's in his regular classes, plus bonus points for A's in two college-level honors courses.

How do super-achievers like Roman and Melendres do it? Brains aren't the only answer. "Top grades don't always go to the brightest students," declares Herbert Walberg, professor of education at the University of Illinois at Chicago, who has conducted major studies of super-achieving students. "Knowing how to make the most of your innate abilities counts for more. Infinitely more."

In fact, Walberg says, students with high I.Q.s sometimes don't do as well as classmates with lower I.Q.s. For them, learning comes too easily and they never find out how to buckle down.

Hard work isn't the whole story, either. "It's not how long you sit there with the books open," said one of the many A students we interviewed. "It's what you do while you're sitting." Indeed, some of these students actually put in fewer hours of homework time than their lower-scoring classmates. Here are some homework help tips straight from teachers.

The kids at the top of the class get there by mastering a few basic techniques that others can readily learn. Here, according to education experts and students themselves, are the secrets of straight-A students.

Set priorities

Top students brook no intrusions on study time. Once the books are open or the computer is booted up, phone calls go unanswered, TV shows unwatched, snacks ignored. Study is business; business comes before recreation. Here are some time management strategies all successful people use.

Study anywhere-or everywhere

Claude Olney, an Arizona State University business professor assigned to tutor failing college athletes, recalls a cross-country runner who worked out every day. Olney persuaded him to use the time to memorize biology terms. Another student posted a vocabulary list by the medicine cabinet. He learned a new word every day while brushing his teeth.

Among the students we interviewed, study times were strictly a matter of personal preference. Some worked late at night when the house was quiet. Others awoke early. Still others studied as soon as they came home from school when the work was fresh in their minds. All agreed, however, on the need for consistency. "Whatever I was doing, I maintained a slot every day for studying," says Ian McCray, a Middlebury College student from New Jersey.

Get organized

In high school, McCray ran track, played rugby and was in the band and orchestra. "I was so busy, I couldn't waste time looking for a pencil or missing paper. I kept everything right where I could put my hands on it," he says.

Paul Melendres maintains two folders-one for the day's assignments, another for papers completed and graded. Traci Tsuchiguchi, a top student at Clovis West High School in Fresno, Calif., has another system. She immediately files the day's papers in color-coded folders by subject so they'll be available for review at exam time.

Even students who don't have a private study area remain organized. A backpack or drawer keeps essential supplies together and cuts down on time-wasting searches.

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Learn how to read (fast)

"The best class I ever took," says Christopher Campbell, who graduated from Moore (Okla.) High School last spring, "was speed-reading. I not only increased my words per minute but also learned to look at a book's table of contents, graphs and pictures first. Then, when I began to read, I had a sense of the material, and I retained a lot more."

In his book Getting Straight A's, Gordon W. Green, Jr., says the secret of good reading is to be "an active reader-one who continually asks questions that lead to a full understanding of the author's message." Here are 14 iconic books you should have read by now.

Schedule your time

When a teacher assigns a long paper, Domenica Roman draws up a timetable, dividing the project into small pieces so it isn't so overwhelming.

"It's like eating a steak," she says. "You chew it one bite at a time."

Melendres researches and outlines a report first, then tries to complete the writing in one long push over a weekend. "I like to get it down on paper early, so I have time to polish and review."

Of course, even the best students procrastinate sometimes. But when that happens, they face up to it. "Sometimes it comes down to late nights," admits Christi Anderson, an athlete, student-council member and top student at Lyman High School in Presho, S.D. "Still, if you want A's, you make sure to hit the deadline."

Take good notes-and use them

"Reading the textbook is important," says Melendres, "but the teacher is going to test you on what he or she emphasized. That's what you find in your notes." Learn the things teachers wish they could tell you.

The top students also take notes while reading the text assignment. In fact, David Cieri of Holy Cross High School in Delran, NJ, uses "my homemade" system in which he draws a line down the center of a notebook, writes notes from the text on one side and those from the teacher's lecture on the other. Then he is able to review both aspects of the assignment at once.

Just before the bell rings, most students close their books, put away papers, whisper to friends and get ready to rush out. Anderson uses those few minutes to write a two- or three-sentence summary of the lesson's principal points, which she scans before the next day's class.

Clean up your act

Neat papers are more likely to get higher grades than sloppy ones. "The student who turns in a neat paper," says Professor Olney, "is already on the way to an A. It's like being served a cheeseburger. No matter how good it really is, you can't believe it tastes good if it's presented on a messy plate."

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Speak up

"If I don't understand the principle my teacher is explaining in economics, I ask him to repeat it," says Christopher Campbell. Class participation goes beyond merely asking questions, though. It's a matter of showing intellectual curiosity.

In a lecture on capitalism and socialism, for example, Melendres asked the teacher how the Chinese economy could be both socialist and market-driven, without incurring some of the problems that befell the former Soviet Union. "I don't want to memorize information for tests only," says Melendres. "Better grades come from better understanding."

Study together

The value of hitting the books together was demonstrated in an experiment at the University of California at Berkeley. While a graduate student there, Uri Treisman observed a freshman calculus class in which Asian-Americans, on average, scored higher than other minority students from similar academic backgrounds. Treisman found that the Asian-Americans discussed homework problems together, tried different approaches and explained their solutions to one another.

The others, by contrast, studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful. On the basis of his findings, Treisman suggested teaching group-study methods in the course. Once that was done, the groups performed equally well.

Test yourself

As part of her note-taking, Domenica Roman highlights points she thinks may be covered during exams. Later she frames tentative test questions based on those points and gives herself a written examination before test day. "If I can't answer the question satisfactorily, I go back and review," she says.

Experts confirm what Roman has figured out for herself. Students who make up possible test questions often find many of the same questions on the real exam and thus score higher.

Do more than you're asked

If her math teacher assigns five problems, Christi Anderson does ten. If the world-history teacher assigns eight pages of reading, she reads 12. "Part of learning is practicing," says Anderson. "And the more you practice, the more you learn."

The most important "secret" of the super-achievers is not so secret. For almost all straight-A students, the contribution of their parents was crucial. From infancy, the parents imbued them with a love for learning. They set high standards for their kids, and held them to those standards. They encouraged their sons and daughters in their studies but did not do the work for them. In short, the parents impressed the lessons of responsibility on their kids, and the kids delivered. Here's how to help your kids if they're stressed about back-to-school.

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Secrets of Straight-A Students Everyone Should Steal | Reader's Digest

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Everyone knows about straight-A students. We see them frequently in TV sitcoms and in movies like Revenge of the Nerds. They get high grades, all right, but only by becoming dull grinds, their noses always stuck in a book. They're klutzes at sports and dweebs when it comes to the opposite sex.

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It is certainly tempting to assign what we call "Homework" to be done strictly at home. As teachers, after all, we desire each moment of our time with students to be spent teaching. We use classroom management to design rich lessons, we create engaging activities, and then students are sent off to their residences to grapple independently with the work.

I'm not opposed to students completing work on their own. But I do want to advocate for a slightly different approach to this independent work: That is, I want to recommend that you use classroom management to give students more class time to begin or complete their work.

All students have a chance to get started.

What you have students work on is up to you, but when they're able to begin an assignment during class, then everybody has a legitimate chance to do the hardest part: Get started. Every student, from your most resistant to your hardest working, can take time on their own to process the specific requirements of the task. They can determine what resources they'll need to complete it and begin the initial steps. If students plod through these opening steps in class, they'll have supports to ensure they are approaching the task in the best manner possible.

One of the biggest benefits for students is that it's much easier to continue working on a task they've already begun rather than start something entirely from scratch on their own later on. So if students are required to finish a task outside of class, they can do it with much more comfort, support, and enthusiasm than if the entire task were done as homework.

The teacher is on standby as coach.

Students benefit from the full set of classroom supports when beginning an assignment in class, and they perhaps benefit most from having the teacher immediately on hand. Normal classroom instruction involves the teacher talking to a class full of students simultaneously. But when time is allotted for independent work, so too is time allotted for one-on-one conversations with the instructor about the task.

As students begin their work, they can ask for personalized descriptions of the task so they better understand what's expected. They can also ask for feedback as they go along, so that they can better complete remaining portions instead of feeling insecure during the process and penalized when they submit it for a grade.

The teacher, too, is liberated from having to give "The class" attention and can instead target attention towards students who may need it the most. This is the perfect opportunity to follow up with students who had fallen behind or to confer with students who indicated a desire for more personal attention. This directly allows the teacher to put somewhat less emphasis on being the "Sage on the stage" orchestrator of instruction and instead puts more power in the students' hands to learn through action ... action that is supported by a guiding coach alongside them.

Less stress and more confidence.

The combination of the above two factors leads to this third benefit which, ideally, we'd want to create around all of our student work. We don't want students to think that learning equates to stress. We don't want them to feel diffident when it comes to trying to tackle assignments on their own. And that's where more class time for work comes in.

Once students have time in class to work on their assignments, then they'll stop worrying about "When will I have time to work on this?" and instead feel more in control. The fact that they have supportive materials and instructor access as they work means that they don't have to wonder if they're doing it right or understanding it correctly.

Ultimately we get students who can proceed with more positivity and confidence through the task. And when that happens, we often get better results and more enthusiastic learners.

Making Class Work Time "Work" for Students

Giving students time in class to work doesn't mean that we have to give them so much time we lose the opportunity to teach. It doesn't mean that every single task gets class time allocated towards it, and it doesn't mean that students won't be working outside of the classroom. All it means is that we want to consider how we can take time during our classes to build in the appropriate supports for students to succeed when working on their own.

Although I like student collaboration, it's important to know when to facilitate collaboration or independent work. When we try to mix the two, "Work time" can easily devolve into "Social time" as well-meaning students' conversations steadily veer away from the task at hand. If I want a combination of student independent work and collaboration, then I might first ask students to work on their own and then share their results, or reverse it and ask students to collaborate first and then shift to an independent focus.

It's also important that if class time is given for a particular task, that students use the time for the task. You are not trying to provide a study hall for students. Sometimes students argue, "I just work better at home," or "I really need to finish this other thing first." That may be well and good, but it defeats the purpose outlined in the benefits above.

Finally, when students reflect on their task after they have submitted it for review, it's important to ask them how well they feel like they used the class time apportioned to them. Although students will likely need time outside of class to finish some work, they need to become skilled at understanding how to work in the classroom setting and how to manage their time to plan for completion of those tasks independently. More reflecting will lead to more improvement in the way they take advantage of time to work.

So consider how allowing more time in class to work on assignments may benefit your students. This isn't about giving them an easy way out of homework or about trying to "Lighten up" on student expectations. It's about helping students succeed by reducing the amount of work we do instructing and increasing the amount of time students get to apply these skills in a comfortable, supportive setting.
How much time do you allow students to complete work in your classroom? What methods for supporting this have worked best for you? Share your experiences with our TeachHUB community in the comments below! Jordan Catapano is a high school English teacher in a Chicago suburb. In addition to being National Board Certificated and head of his school's Instructional Development Committee, he also has worked with the Illinois Association of Teachers of English and has experience as a school board member for a private school. You can follow him on Twitter at @BuffEnglish, or visit his website .

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Classroom Management: Give Students Class Time to Work

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It is certainly tempting to assign what we call "Homework" to be done strictly at home. As teachers, after all, we desire each moment of our time with students to be spent teaching. We use classroom management to design rich lessons, we create engaging activities, and then students are sent off to their residences to grapple independently with the work.

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By your twenties, you usually have a handful of people who broke you but ended up making you stronger. Here are some of my 'thank yous' to those you made me a fighter.

1. My First Love

We were so young and got serious so fast. You showed me what love was and I don't think anyone else but you could have done that. But you know what else you did? You made me insecure. You made me feel like I wasn't good enough. You forced me to ignore those who were important to me. You took me away from my friends. You made me put all of my happiness in you and then you broke my heart. But thank you. Thank you for forcing me to love myself. Thank you for helping me realize that I am enough. Thank you for reminding me how precious friendships are. Thank you for teaching me that being toxic and controlling is not love. Thank you for showing me how to find happiness in everyday things.

2. The selfish friend

You were by my side for years. I could have sworn that we would grow old together and remain friends until the grave. But as the years passed, I started realizing that our friendship meant much more to me than it ever did to you. I started realizing that I was always the one who made plans, put you first, invited you to things, and put in all the effort. I realized that you used the term "best friend" very loosely. And I realized that I was never going to get what I was giving. So thank you for teaching me how friends are supposed to be treated. Thank you for showing me that I deserve better.

3. My first real boss

After having jobs in high school, I figured I knew pretty much everything about being an employee. But after getting my first serious job in college, I found out I had a lot to learn. You were my friend first. You were funny and witty, caring and selfless, and smart. You always remained professional but never stopped being who you were. You were hard on me but only because you knew I could do better. Your kindness coupled with your high expectations almost killed me, but you helped me grow. You didn't settle. You made sure I always gave 110% and if I didn't, I knew I was going to have to re-do the job. You challenged me in ways that I never knew I needed to be challenged. Thank you for showing me that new ideas should always be welcomed. Thank you for teaching me that nothing should ever stand in the way of your success. Thank you for being the perfect mentor, role model, and friend.

4. The boy who thought he could change me

~Backstory~ For about two months before I came out as gay, I was talking to a boy (Along with a couple of girls-oops!). He was very nice and funny. Once I was out to my friends and family, I knew I had to break the news and tell him I had been faking it only because I hadn't completely come to terms with who I was. Once I told him, he seemed very accepting and said that he wanted to still be friends. Since we had shared some laughs and good conversation, I wasn't going to turn down a new friend. ~Backstory over~

You took advantage of me. I told you things I had never told anyone. I confided in you. I trusted you. You told me you cared about me and that you wanted the best for me. But you didn't. You wanted the best for you. You told me that you accepted me for who I was but then you spent all your time trying to change me. You convinced me I was crazy for liking girls and only girls. You told me that by putting a label on myself I would be limited. But you were wrong. So thank you. Thank you for helping me realize how strong I was. Thank you for showing me that no one should try to stop me from being who I am. Thank you for teaching me how to build love from hate.

5. High school me

You were insecure and hateful. You were fake. You smiled and laughed, never complaining about you hidden demons. You silenced your thoughts for so long. You were lost, scared, and sad. But you pushed through. You trusted your feelings and stopped letting other control your actions. You rose from the ashes and fought for a life that was worth living. Thank you for not giving up. Thank you for deleting toxic people from your life. Thank you for learning to love and accept yourself. Thank you for making me who I am.

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What High School Graduation Really Means

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High school graduation means you passed all four years of high school. It means you got your diploma. It means you can go to college, or to the armed forces or to work. It means four years of memories starting to come to a close.