It is that time of year for high school seniors to get to work on college applications. Seniors should be getting their applications, essays and recommendation letters together now. Hopefully, they have already been involved in a number of diverse activities and community service opportunities throughout their high school career. If not get to work setting yourself apart from the average student. These activities are very important for their application to stand out from the crowd. In addition , many high schools over students the option of taking college credit courses. Seniors can actually earn an associates degree and a high school diploma on graduation day. This allows a student to apply to colleges as an incoming sophomore or junior where there is a much better chance of getting into the college of your choice.
There are several application opportunities that increase your child's chance of getting into a college of their choice. The first is Early Decision. If you are both set on a particular college this may be for you. Completing this type of application locks them into going to this college if they are accepted so they must be positive. Application need to be submitted in early November and a response may be received in December. There is a much smaller application pool for this type of application which greatly increases your child's chances of getting accepted.
Early Action differs from Early Decision in that it is not binding (meaning if they are accepted, they are not locked into going to that school. Your child could apply to several different colleges. Deadline for these applications is also in early November, application pool is also smaller and they should find out about their acceptance in December.
Early Admission is another option, but the number of applicants is larger which decreases your child's chances of getting in to the college of their choice. Early Admission applications are usually due in January and they should find out about acceptance in February.
When it comes down to apply to colleges, earlier is definitely better.
Showing posts with label college. Show all posts
Showing posts with label college. Show all posts
Monday, October 8, 2018
Thursday, August 9, 2012
Sending Your Child Off to College: Final Thoughts
As the day approaches, here are a few tips to help you and your child have a successful college experience. First and foremost, there is never a time for you to go to your child's classroom. Your child is an adult and you need to encourage them to fight their own battles if they are having a difficult time with their professor. This includes them having control over their grades and their attendance. I am not saying that you should not provide your child with your input on these topics, just that it is their responsibility to take action.
The remainder of the tips are to share with your child.
*Encourage them to arrive early, especially if they are parking. Parking seems to be a problem at
most campuses.
*Encourage your child to schedule their classes with their sleep pattern in mind. Night owls may not
want to schedule an 8:00 a.m. class. I learned this one first hand. Let's just say I missed a lot of
my 8:00 a.m. class and didn't do well.
*Encourage your child to develop a schedule which includes all the activities that they will be
participating in each week. They should include classes, studying, practices/games if they are
participating in a sport, and down time because like it or not enjoying a social life is a part of
college life too.
*Encourage your child to find on campus help if they are struggling in a class. Talk to them about
doing this sooner rather than later because it is easier to dig your way out of a little hole than a
bigger one. Most colleges have tutoring centers, teaching assistance or study groups set up for just
this purpose.
The remainder of the tips are to share with your child.
*Encourage them to arrive early, especially if they are parking. Parking seems to be a problem at
most campuses.
*Encourage your child to schedule their classes with their sleep pattern in mind. Night owls may not
want to schedule an 8:00 a.m. class. I learned this one first hand. Let's just say I missed a lot of
my 8:00 a.m. class and didn't do well.
*Encourage your child to develop a schedule which includes all the activities that they will be
participating in each week. They should include classes, studying, practices/games if they are
participating in a sport, and down time because like it or not enjoying a social life is a part of
college life too.
*Encourage your child to find on campus help if they are struggling in a class. Talk to them about
doing this sooner rather than later because it is easier to dig your way out of a little hole than a
bigger one. Most colleges have tutoring centers, teaching assistance or study groups set up for just
this purpose.
Thursday, November 4, 2010
Bullying (an Introduction)
Today, bullying seems to be a very hot topic, even though it has probably been around since the time of the cavemen. Many states are passing laws to protect the victims and many news programs and newspapers are talking about bullying statistics. I believe the focus on this topic needs to change to one that is more proactive. Since many of the school shootings and violent acts are being committed by the victims, and not the bully, we need to take a different approach when talking to our children about being bullied. I believe the way to stopping this increase in violence is by educating our children on a better way to handle bullying. I will be addressing what you can teach your children to do differently as the bully, the bystander and the victim in separate postings. First, I think it is important to give our children a clear understanding of what bullying is and what it isn’t. Below is the widely accepted definition of bullying. I believe that many of these terms need to be defined for our children. I will define several of the terms in this definition and I suggest that you sit down with your children and do the same.
Bullying involves repeated acts of direct or indirect physical, verbal, or nonverbal behaviors that may include intentional hurting and an imbalance of power
Repeated acts mean that in order for there to be bullying, the behavior needs to be done over and over again
Direct bullying occurs when the bullying of the victim is done by the bullies themselves.
Indirect bullying occurs when the bully talks someone else into doing the bullying for them.
Physical bullying is the type of bullying we are most familiar with. This includes: hitting, kicking, shoving, spitting, and tripping.
Verbal bullying behaviors include: taunting, teasing, name calling, spreading rumors and threatening.
Non-verbal behaviors include – threatening or obscene gestures, deliberate exclusion from a group or activity, isolating, shunning, and cyberbullying.
Intentional hurting means that the bully intended the behavior to hurt the victim either physically or emotionally.
Imbalance of Power indicates that the bully is more “powerful” than the victim. This does not always mean bigger in stature, although that is the picture that comes to many of our minds when we think of a bully. This imbalance can also occur if the bully is perceived to be smarter than the victim, more athletic, or more popular.
In addition to giving your child a clear understanding of what constitutes bullying and what is just “messing around”, it is also important that your child understand the roles that each participant in a bullying situation plays in order for them to better handle these situations when they occur. There are three types of participants in the bullying situation: the bully, the victim and the bystander. Although it is the bully’s behavior that needs to be changed, the best way of effecting that change is by changing the behavior of the victim and the bystanders. This may seem strange to say, but as long as the bully is getting what they want from the situation, attention or control, they will continue to bully. If the victim and/or the bystanders do not have the desired response, the bully will stop bullying.
Future postings will specifically address what you can teach your children to do when they find themselves playing the role of the bully, the victim, or the bystander. Although, it is important to understand what is bullying and what is not bullying, it is a hundred times more important to help your child understand what to do in these situations that they will find themselves in.
Bullying involves repeated acts of direct or indirect physical, verbal, or nonverbal behaviors that may include intentional hurting and an imbalance of power
Repeated acts mean that in order for there to be bullying, the behavior needs to be done over and over again
Direct bullying occurs when the bullying of the victim is done by the bullies themselves.
Indirect bullying occurs when the bully talks someone else into doing the bullying for them.
Physical bullying is the type of bullying we are most familiar with. This includes: hitting, kicking, shoving, spitting, and tripping.
Verbal bullying behaviors include: taunting, teasing, name calling, spreading rumors and threatening.
Non-verbal behaviors include – threatening or obscene gestures, deliberate exclusion from a group or activity, isolating, shunning, and cyberbullying.
Intentional hurting means that the bully intended the behavior to hurt the victim either physically or emotionally.
Imbalance of Power indicates that the bully is more “powerful” than the victim. This does not always mean bigger in stature, although that is the picture that comes to many of our minds when we think of a bully. This imbalance can also occur if the bully is perceived to be smarter than the victim, more athletic, or more popular.
In addition to giving your child a clear understanding of what constitutes bullying and what is just “messing around”, it is also important that your child understand the roles that each participant in a bullying situation plays in order for them to better handle these situations when they occur. There are three types of participants in the bullying situation: the bully, the victim and the bystander. Although it is the bully’s behavior that needs to be changed, the best way of effecting that change is by changing the behavior of the victim and the bystanders. This may seem strange to say, but as long as the bully is getting what they want from the situation, attention or control, they will continue to bully. If the victim and/or the bystanders do not have the desired response, the bully will stop bullying.
Future postings will specifically address what you can teach your children to do when they find themselves playing the role of the bully, the victim, or the bystander. Although, it is important to understand what is bullying and what is not bullying, it is a hundred times more important to help your child understand what to do in these situations that they will find themselves in.
Subscribe to:
Posts (Atom)