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things to remember
What Makes A Unique Hacker

Believe Me or Not

Tips for Successful StudentsGuidelines and Thoughts for Academic Success Adapted and shortened in 2005 by Alison Lake and Carl von Baeyer from a web page by Steve Thien, Kansas State University, which was based on the following articles in The Teaching Professor. Larry M Ludewig, "Ten Commandments for Effective Study Skills," Dec 1992. John H. Williams, "Clarifying Grade Expectations," Aug/Sep 1993. Paul Solomon and Annette Nellon, "Communicating About the Behavioral Dimensions of Grades," Feb 1996. ________________________________________ Successful students exhibit a combination of successful attitudes and behaviors as well as intellectual capacity. Successful students . . . 1. . . . are responsible and active. Successful students get involved in their studies, accept responsibility for their own education, and are active participants in it! Responsibility is the difference between leading and being led. Active classroom participation improves grades without increasing study time. You can sit there, act bored, daydream, or sleep. Or you can actively listen, think, question, and take notes like someone in charge of their learning experience. Either option costs one class period. However, the former method will require a large degree of additional work outside of class to achieve the same degree of learning the latter provides at one sitting. 2. . . . have educational goals. Successful students are motivated by what their goals represent in terms of career aspirations and life's desires. Ask yourself these questions: What am I doing here? Is there some better place I could be? What does my presence here mean to me?Answers to these questions represent your "Hot Buttons" and are, without a doubt, the most important factors in your success as a college student. If your educational goals are truly yours, not someone else's, they will motivate a vital and positive academic attitude. If you are familiar with what these hot buttons represent and refer to them often, especially when you tire of being a student, nothing can stop you; if you aren't and don't, everything can, and will! 3. . . . ask questions. Successful students ask questions to provide the quickest route between ignorance and knowledge.In addition to securing knowledge you seek, asking questions has at least two other extremely important benefits. The process helps you pay attention to your professor and helps your professor pay attention to you! Think about it. If you want something, go after it. Get the answer now, or fail a question later. There are no foolish questions, only foolish silence. It's your choice. 4. . . . learn that a student and a professor make a team. Most instructors want exactly what you want: they would like for you to learn the material in their respective classes and earn a good grade.Successful students reflect well on the efforts of any teacher; if you have learned your material, the instructor takes some justifiable pride in teaching. Join forces with your instructor, they are not an enemy, you share the same interests, the same goals - in short, you're teammates. Get to know your professor. You're the most valuable players on the same team. Your jobs are to work together for mutual success. Neither wishes to chalk up a losing season. Be a team player! 5. . . . don't sit in the back. Successful students minimize classroom distractions that interfere with learning.Students want the best seat available for their entertainment dollars, but willingly seek the worst seat for their educational dollars. Students who sit in the back cannot possibly be their professor's teammate (see no. 4). Why do they expose themselves to the temptations of inactive classroom experiences and distractions of all the people between them and their instructor? Of course, we know they chose the back of the classroom because they seek invisibility or anonymity, both of which are antithetical to efficient and effective learning. If you are trying not to be part of the class, why, then, are you wasting your time? Push your hot buttons, is their something else you should be doing with your time? 6. . . . take good notes. Successful students take notes that are understandable and organized, and review them often.Why put something into your notes you don't understand? Ask the questions now that are necessary to make your notes meaningful at some later time. A short review of your notes while the material is still fresh on your mind helps your learn more. The more you learn then, the less you'll have to learn later and the less time it will take because you won't have to include some deciphering time, also. The whole purpose of taking notes is to use them, and use them often. The more you use them, the more they improve. 7. . . . understand that actions affect learning. Successful students know their personal behavior affect their feelings and emotions which in turn can affect learning.If you act in a certain way that normally produces particular feelings, you will begin to experience those feelings. Act like you're bored, and you'll become bored. Act like you're uninterested, and you'll become uninterested. So the next time you have trouble concentrating in the classroom, "act" like an interested person: lean forward, place your feet flat on the floor, maintain eye contact with the professor, nod occasionally, take notes, and ask questions. Not only will you benefit directly from your actions, your classmates and professor may also get more excited and enthusiastic. 8. . . . talk about what they're learning. Successful students get to know something well enough that they can put it into words.Talking about something, with friends or classmates, is not only good for checking whether or not you know something, its a proven learning tool. Transferring ideas into words provides the most direct path for moving knowledge from short-term to long-term memory. You really don't "know" material until you can put it into words. So, next time you study, don't do it silently. Talk about notes, problems, readings, etc. with friends, recite to a chair, organize an oral study group, pretend you're teaching your peers. "Talk-learning" produces a whole host of memory traces that result in more learning. 9. . . . don't cram for exams. Successful students know that divided periods of study are more effective than cram sessions, and they practice it.If there is one thing that study skills specialists agree on, it is that distributed study is better than massed, late-night, last-ditch efforts known as cramming. You'll learn more, remember more, and earn a higher grade by studying in four, one hour-a-night sessions for Friday's exam than studying for four hours straight on Thursday night. Short, concentrated preparatory efforts are more efficient and rewarding than wasteful, inattentive, last moment marathons. Yet, so many students fail to learn this lesson and end up repeating it over and over again until it becomes a wasteful habit. Not too clever, huh? 10. . . . are good time managers. Successful students do not procrastinate. They have learned that time control is life control and have consciously chosen to be in control of their life.An elemental truth: you will either control time or be controlled by it! It's your choice: you can lead or be led, establish control or relinquish control, steer your own course or follow others. Failure to take control of their own time is probably the no. 1 study skills problem for college students. It ultimately causes many students to become non-students! Procrastinators are good excuse-makers. Don't make academics harder on yourself than it has to be. Stop procrastinating. And don't wait until tomorrow to do it! ________________________________________ Successful students can be distinguished from the average student by their attitudes and behaviors. Below are some profiles that typically distinguish between an "A" student and a "C" student. Where do you fit in this scheme? The "A" Student - An Outstanding Student ATTENDANCE: "A" students have virtually perfect attendance. Their commitment to the class is a high priority and exceeds other temptations. PREPARATION: "A" students are prepared for class. They always read the assignment. Their attention to detail is such that they occasionally can elaborate on class examples. CURIOSITY: "A" students demonstrate interest in the class and the subject. They look up or dig out what they don't understand. They often ask interesting questions or make thoughtful comments. RETENTION: "A" students have retentive minds and practice making retentive connections. They are able to connect past learning with the present. They bring a background of knowledge with them to their classes. They focus on learning concepts rather than memorizing details. ATTITUDE: "A" students have a winning attitude. They have both the determination and the self-discipline necessary for success. They show initiative. They do things they have not been told to do. TALENT: "A" students demonstrate a special talent. It may be exceptional intelligence and insight. It may be unusual creativity, organizational skills, commitment - or a some combination. These gifts are evident to the teacher and usually to the other students as well. EFFORT: "A" students match their effort to the demands of an assignment. COMMUNICATIONS: "A" students place a high priority on writing and speaking in a manner that conveys clarity and thoughtful organization. Attention is paid to conciseness and completeness. RESULTS: "A" students make high grades on tests - usually the highest in the class. Their work is a pleasure to grade. The "C" Student - An Average Student ATTENDANCE: "C" students are often late and miss class frequently. They put other priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high-level performance. PREPARATION: "C" students may prepare their assignments consistently, but often in a perfunctory manner. Their work may be sloppy or careless. At times, it is incomplete or late. CURIOSITY: "C" students seldom explore topics deeper than their face value. They lack vision and bypass interconnectedness of concepts. Immediate relevancy is often their singular test for involvement. RETENTION: "C" students retain less information and for shorter periods. Less effort seems to go toward organizing and associating learned information with previously acquired knowledge. They display short-term retention by relying on cramming sessions that focus on details, not concepts. ATTITUDE: "C" students are not visibly committed to class. They participate without enthusiasm. Their body language often expresses boredom. TALENT: "C" students vary enormously in talent. Some have exceptional ability but show undeniable signs of poor self-management or bad attitudes. Others are diligent but simply average in academic ability. EFFORT: "C" students are capable of sufficient effort, but either fail to realistically evaluate the effort needed to accomplish a task successfully, or lack the desire to meet the challenge. COMMUNICATIONS: "C" students communicate in ways that often limit comprehension or risk misinterpretation. Ideas are not well formulated before they are expressed. Poor listening/reading habits inhibit matching inquiry and response. RESULTS: "C" students obtain mediocre or inconsistent results on tests. They have some concept of what is going on but clearly have not mastered the material.

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 how to become a leader

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PostSubject: how to become a leader   Sat Apr 12, 2014 3:04 am

How to become a leader
An article at eCampusTours.com offers several suggestions for taking on leadership roles at your high school. Here are the highlights:
Know your strengths
Follow your passions; explore what you love; capitalize on what you can already do well. Are you a “people person”? Consider running for student government. Do you write poetry on the weekends? Apply for a staff job on the literary magazine.
Gain experience
Be willing to pay your dues. Before you can be editor-in-chief of the paper, you’ll have to work as a reporter or a proofreader. As a sophomore, you still have plenty of time to do the footwork before taking on leadership roles in junior or senior year.
Work well with others
Good managers have strong interpersonal skills. Be able to listen to other people, ask questions, establish trust, and create a sense of teamwork.
Be optimistic
Maintain focus and a positive attitude, especially in the face of difficulty. Grace under pressure is a key leadership trait. If your team has just lost a crucial game, don’t throw in the towel; encourage your teammates to practice even harder for the next one.
Take action
Leaders are ready to walk the walk—they don’t just talk the talk. Set concrete goals and follow the steps necessary to achieve them. Anyone can have a great idea, but not everyone can make that vision a reality.
And remember…
Actions are more important than titles.
Even if you aren’t the captain of the varsity lacrosse team, you could be its leading scorer. You may not be the paper’s editor-in-chief, but you can write award-winning articles. Your commitment and achievement in a given activity are far more important than your title. If you’ve made an exceptional contribution to a team or club, ask the coach or faculty advisor to write you a recommendation letter—that way your involvement will be sure to shine on your college applications.
Resist the urge to pad your resume.
Don’t join a club or team merely to fluff up your extracurricular profile. It’s important to choose activities that genuinely interest you—otherwise, you risk boring yourself and making a feeble contribution to the organization. College admissions committees can usually tell when an applicant has padded his or her resume with flimsy additions. Instead of a laundry list of activities, admissions officers would rather see meaningful and sustained participation in a few areas. Long-term involvement and responsibility in one or two organizations will strengthen your application, whereas being an onlooker in ten groups may not help you much.

Promoting Student Leadership on Campus Print E-mail

Creating a Culture of Engagement

Rosana G. Rodríguez, Ph.D., and Abelardo Villarreal, Ph.D.

Student leadership is an integral part of student success. It should consist of more than just a student representative sitting in a meeting where student voices hold a low priority and sometimes get lost in the “wisdom” of experience. alt

Student leadership is the ability of the student body to influence major decisions about its quality of education and learning environment. Influencing major decisions requires a “listening” and a “valuing” and the incorporation of the ideas that students propose.

This article provides a set of principles and ideas on how to incorporate the voices of students in the planning and decision-making processes of educational institutions.

Student Leadership Helps Students Succeed

Educators, families, and communities often focus on new efforts at mutual collaboration, engagement, and accountability but fail to include student perspectives in this dialogue. It is not surprising that students interpret the landscape within schools and colleges as void of opportunities for engaging them as key members of the planning process.

What is needed to complete our picture of engagement is recognition and commitment to support emerging student leadership in the process of improving school holding power and broadening access and success from K-12 through higher education.

Long-term research from the Harvard Assessment Project is revealing that building connections between school and community life contributes to more fulfilled college graduates (Light, 2001). This is a powerful message to people who run schools and colleges (deans, presidents, chancellors, academic vice presidents, principals and faculty) that students who find ways of connecting their curricular and extracurricular activities are the most satisfied.

Another important message is the need to create opportunities that encourage students to engage internally in dialogues about improving institutions and externally in activities within their communities. This can begin in elementary school and continue through high school and into higher education.

Youth and educational institutions must each do their part to ensure effective leadership development. Youth can be more effective in the planning and decision-making processes when they are informed and base their pro-activity on a clear vision of their role and their commitment to a more inclusive and humane world. Youth must exhibit a genuine desire to make a difference in this world. Youth must insist on a strong educational background that prepares them for a demanding and difficult world. Youth must acquire the skills to lead and be effective team players in a more interdependent world.

Educational institutions that are genuine in their desire for student input must make an investment to nurture and enhance the wisdom of their youth. They must provide opportunities for students to become leaders with the skills to advocate inclusiveness and equality that leads to a strong and united country.

Student Leadership Helps Schools Succeed

Emerging student leadership is an invaluable resource to our educational institutions and communities. We should ask ourselves whether we are opting to keep students invisible and quiet on campus or are we advocating their involvement in decision-making and supporting meaningful student leadership.

Students can help us keep the focus clear in our planning by asking the key question regarding any educational environment – is this relevant preparation for my future life?

Yet students are seldom asked to join in the discussion about improving schools and colleges. Students interviewed in some of the current research reported that they are seldom, if ever, consulted about issues, and that time with advisers is too short or non-existent.

Guiding Principles

While there are no cookie-cutter practices that ensure student leadership for all settings, there are some guiding principles that underlie a commitment on the part of educational institutions to support emerging youth leadership and youth engagement with community.

What can schools and campuses do? Below are seven guiding principles and some practices that can create educational environments that foster emerging student leadership and strengthen ties with families and communities.

Schools Must Acknowledge the Role of Family and the Extended Community

For many minority students, especially those who are the first in their families to attend formal schooling or college, the role of family and extended community is vital to student success and leadership development. It is an important source of motivation and achievement because many of these students recognize that their achievement reflects the extended family (Fries-Britt, 2002).

Many Hispanic students and Black students are vitally aware that they are underrepresented in many fields. This can naturally inspire them to do better and to be conscious of the need to be engaged with their communities.

Research shows that family and community involvement are critical for all students. To the extent that parents and families are encouraged to become familiar with and engaged in the activities of campus, they are able to be more effective in their support of leadership development from elementary school through college. Campuses can support and encourage student contacts with their families and extended communities. Likewise, they should encourage participation of family members and community in the activities on campus.

Schools Must Recognize and Value Students for their Contributions

Below are ways schools and colleges can recognize students.

Begin by establishing relationships with students, student-led campus groups, and youth organizations to invite and listen to student voices.
Involve students in identifying needs and assessing opportunities for leadership development.
Offer a diverse menu of opportunities to receive input from youth on a variety of educational issues.
Formalize the importance of student input through student representation on committees.
Encourage student participation during the school day as well as after school and on weekends.
Host meetings during flexible hours to allow for student schedules.
Publicize the work of students and their ideas as a regular part of school and college newsletters and bulletin boards.
Offer space to student organizations for performances, art shows, youth leadership symposia and other activities, create local funds to advocate student leadership activities, and invite multi-generational opportunities to talk about leadership from many perspectives that honor and incorporate local leadership, values, culture and diversity.


Schools Must Support Extracurricular Youth Activities in Communities

Young people working in their community, volunteering, or lobbying for support for their organizations learn political skills and valuable lessons about how to move through and with the “system.”

With their peers and with others, they learn to assess their products and their activities, youth come to understand that quality evolves, and they can learn leadership skills about the importance of revision, attention to detail, and pride of individual and group effort (McLaughlin, 2002).

Emerging student leaders learn about the joy of giving back and civic responsibility. Their unique perspectives can energize efforts and bring greater clarity and new dimensions of accountability to planning efforts. Campuses can increase opportunities for students to work with faculty and with other students in problem solving, policy review and planning.

Schools Must Collaborate with Effective Community-Based Organizations Supporting Youth

It is important to consider which community-based organizations or clubs are the most effective partners for schools and colleges in fostering youth leadership. In making your selection, consider that high quality youth organizations are youth-centered and respond to diverse skills, talents and interests of students. They build on strengths and choose appropriate materials and activities that reinforce a positive approach. They reach out to all youth and provide personal attention through focused activities.

Embedded within the organization’s programs are activities that build a range of life skills. The adults within effective youth organizations recognize the many kinds of knowledge and skills youth need to succeed in school and life, and they deliberately try to provide them. Effective community-based organizations focus on building relationships among youth, adults, and the broader community. They are sensitive in honoring the diversity of race, language and culture within the broader community.

Schools and Campuses Must Make Youth a Line Item in the Budget

In order to seek out and underwrite committed individuals and enable their work supporting student leadership, sufficient funds must be in place. Students quickly learn about the support and constraints of their schools and colleges. If this is a priority for a campus, financial support for leadership fostering activities and student groups must be evident in the budget.

Given the current climate of limited funding, students have ineffective voice and claim upon educational resources, and therefore organizations need to make this commitment evident.

Implicit is the erroneous assumption that youth leadership is the responsibility of families and communities rather than educational institutions. Effective campuses recognize that student leadership development is school and community development.

Schools Must Support Student-Led Campus Groups

Many student-led clubs, organizations, and campus groups provide a platform to support emerging student leadership as well as focus on engagement with community. An example is Movimiento Estudiantil Chicana/o de Aztlan (MEChA).

Recent research by Anthony Antonio (2001) and Daryl Smith et. al (1997) find in reviews of the literature that organizing and supporting student groups with attention to race and ethnicity can have educational benefits.

For example, student organizations that are specifically designed to support students of color appear to contribute to those students’ retention, adjustment, and attachment to their institutions. Schools and colleges can encourage students to use their social support groups as academic support groups and provide counseling and advisors to help foster and fund these activities.

Schools Must Create a Shared Vision of Student Engagement

In order to create an “intentional” environment that supports youth leadership, a shared vision and commitment to do so must first be in place. Leadership and passion often go hand in hand, therefore, the commitment and enthusiasm of everyone, especially key administrators involved, brings essential elements of stability and momentum necessary to sustain campus efforts.

Supporting student leadership needs to be seen as a shared mission to achieve and be held accountable for. To accomplish this, policies and practices need to be in place to support youth leadership. Ongoing assessment of progress toward that mission needs to occur, with adjustments toward that goal made regularly and progress reports to that end shared among all stakeholders, including students.

Thinking and Doing

In his book On Organizational Learning, Chris Argyris speaks to the dichotomy of thinking and doing as theories of beliefs versus action (1999). Basically, students would say that educational institutions need to “walk their talk” – they cannot purport to be about student success and not involve students in the dialogue.

In order to do this, the theories of beliefs can be helpful in closing the gaps between our talk and our action. If we can think out loud in a safe environment, we can begin to understand the scope of how things really work in our educational environments through the eyes and ears of students, and we can take appropriate and effective actions to move toward our desired results.

Through honest dialogue with students, we can know where we are and plan together with them where we want to go in supporting leadership. A positive approach usually follows this pattern:

Be open and honest to promote healthy exploration of the topic at hand.
Allow everyone to contribute their best thinking and respect their ideas.
Continuously check-in to see what is working.
Create a reward system that values student leadership and shared decision-making.
Follow through with actions – only make promises you can keep.

As educators, community members and families, we must ask ourselves what support systems our students need to develop leadership for the future. The answer will require many perspectives coming together to move beyond our traditional approaches. Involving students now will help foster the kind of leadership for transformation that is needed, not only for our educational systems, but for our communities and for the world.

What do you think? We welcome feedback about our article and invite you to share your success stories about what your school or campus is doing to foster student leadership. Let us know through our Lazos technical assistance web page at [You must be registered and logged in to see this link.]
- See more at: [You must be registered and logged in to see this link.]


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