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Choice High Grade

Choice High Grade

Anxiety about Grades

Our main question for each is «what do I need to learn here in order to feel better or solve my problem or become more effective in creating what I really want in my life?
This is the greatest gift we can give our selves, our clients or friends.

John and Barbara have three children in junior and senior high school. Their house is the site of frequent battles concerning how much the children need to study and what grades are acceptable. The main battle is with their youngest child, Peter, who refuses to study. The more they pressure him, the more rebellious he becomes. He now perceives them to be his enemies, and a great power struggle takes place between them.

Peter lacks self-confidence and self-acceptance, and is tired of being compared to his older sisters. He would like to have good grades, but the fear of trying and not succeeding is unbearable for him, and thus, he prefers not to try at all.

He would much rather play at the computer or search the net than study subjects he feels have nothing to do with life. He prefers to partake in activities he can control and succeed at, rather than those which hold the risk of failure and create anxiety.

John and Barbara attach great deal of importance to grades, success, economic status, and most of all, to how they and their children compare to other families and what others think of them.
They find it difficult to decide how much responsibility they have for Peter's future, and whether it is their duty to pressure him. Still, what creates even more anxiety for them is the fact that they are programmed to believe his "failure" is their "failure." They measure their self worth as persons and parents by their children's grades and accomplishments.

They are ashamed to admit to others that Peter is not doing well. They feel lessened in other's eyes.

Peter realizes this and is hurt by the fact that they are allowing what other people think to be more important than how he feels. He feels misunderstood, rejected, and unloved. His parents feel the same.
He needs to be accepted and loved for the person he is, regardless of his grades. His parents do love him, but their fears concerning his future, their own self worth as parents, and what others think of them, prevent them from expressing their love without inhibitions.

Peter would like to make them happy, but his fear of failure and need to protect his freedom and self worth by rebelling against their pressure, become obstacles in his ability to do so.

They all need to analyze and free themselves from the beliefs and attachments preventing them from experiencing and expressing the love they have for each other.

Belief Analysis

Their beliefs cause them to be caught up in this situation.

John and Barbara might be limited by some of the following beliefs:

1. Our child is our creation. We are totally responsible for what he becomes.

2. Our self worth depends on how he turns out: his grades, his health, his success, his behavior, etc.

3. Others will judge us according to our children's success or failure.

4. Our self worth is dependent upon what others think and say about us.

5. Our child will be able to succeed and be happy only of he obtains high grades and a university degree.

6. This is a difficult world and we must protect and prepare our child for it.

7. Later in life, our child might hold us accountable for the fact that we didn't push him enough.

Peter might be limited by some of the following beliefs:

1. I am not smart; I cannot succeed at school.

2. My self worth is dependent upon my grades.

3. My self worth is dependent upon how I measure up to my sisters and others.

4. My parents will love me more if I have high grades and less if I do not.

5. I will probably not be happy or successful in life if I don't get good grades.

6. I am a failure and no one loves me.

7. I am living in a prison and have no freedom to live my life I as I chose.

8. My parents want to control me in order to satisfy their own needs.

By adjusting their belief system, this family could solve many of their problems.

John and Barbara might find peace in some of the following beliefs:

1. Our child is God's creation and has within him the blueprints of his life. We are here to aid him in his search for himself.

2. Our child is like a seed that knows what it needs to become. We are here simply to water the seed and nourish it, not to tell him how to live his life.

3. Our self worth depends solely on our motives and effort to help our child, not on the result.

4. We are worthy of love and respect regardless of our children's grades.

5. We are worthy of love and respect regardless of what others think or say.

6. Our child has the ability and inner guidance to create success and happiness regardless of his education.

7. Life gives us and our children exactly what each of us needs for his/her growth.

8. We offer love, guidance and support to our child, but allow him to make his own choices and grow through living the consequences of those choices.

9. We understand and respect our child's fears and seek to help him believe in himself.

Peter might be helped by some of the following beliefs:

1. I am intelligent and totally capable of succeeding in school and life.

2. I deserve love and respect regardless of my grade level.

3. I am special and unique from my sisters and all others.

4. I will create success and happiness in my life.

5. I am worthy of love and respect exactly as I am.

6. I understand my parents' anxiety and need to pressure me to study, and feel their love behind those actions.

7. I understand their fears and accept them as they are.

8. Real freedom is the freedom to intelligently direct my energy in ways that benefit my life and future.

9. My parents love me and are trying to help me in their own way.

About the Author

Robert E. Najemy, author of 25 books and life coach with 30 years of experience, has trained over 300 life coaches and now does so over the Internet. Become a life coach.
Over 600 free article and lectures at

http://www.HolisticHarmony.com/

I have a choice to cheer for an all-star team and a high school team?

I'm going into 8th grade, so I guess it is like an honor to be picked for a high school team. But I'm not sure which team I should choose.

omg! u r good! i would totally pick the allstar team...but i can c y u would wanna b on your highschool team...but u dont wanna b on a team that every1 sux except u......(i've had that experience) so u should pic the allstar team!! good luck!

Ben Franklin's 8th Grade Academy Guide to High School Choice in Daly City.m4v

Tags: education, interactive, resources, science, teaching

Choice Grade

Choice Grade

Better Picks From Your Pool Of Choices

It’s important to be able to gauge yourself and your development as you make choices down the road. The first question is what do you need to gauge.

If we are hiking, we might need to gauge the terrain, the changing weather conditions, the relative distance to the available time we have, the daylight conditions. We might need to gauge our direction with a compass.

In our job, we might want to gauge and possibly calibrate how well we are doing with the work, our satisfaction, our work product, our feelings of engagement and whether what we are doing is something we want to develop further or is something that we have reached a peak at and started into a dropoff, or basically going backwards.

We may want to gauge our principles in an ongoing situation, as to whether they really apply or they are one step removed from where we are and we might need to rely more an a reading of our actual experience rather than precepts which might be not enough and lacking an experiencial base. Can I experience this in a hoped for way. How am I experiencing this? Indeed anything I am experiencing has a continuance aspect because conditions are changing.

Just because you are a little to the left or right, doesn’t mean your not expanding from a common point, or you wouldn’t arrive their later.

Just because we were off course this time doesn’t mean we will not get there with everybody or anybody else, or that we are still not still dealing with commonalities and concerns shared by others.

There is the issue of continuance, acceleration, transformation or reduction. We aren’t going to get an answer unless we go to bat in some way. How do you know if you could ever get a hit if you don’t get up at bat?

Continuance is just continuing on with an interest on a somewhat similar path. What the new things and experiences consist of isn’t that much different and doesn’t require radical changes and outright transformations. An example of continuance is getting a job after college. The material or content of the job might not be all that much different than the coursework in college and may even be a direct continuation of your studies.

Reduction deals also with my own perspective. I was riding a bicycle to the beach and as numerous cars went by and I more slowly went on my way to the beach, I said to myself, I am reduced to doing this, riding a bicycle. Granted I like riding a bicycle but I felt like this at that moment. Everybody else was zipping by in a car and I momentarlly felt like a second class citizen of the road way instead of just enjoying the bike ride.

Acceleration is a more marked increase in an already plain or blantant interest or approach.

A lot of what we do or are trying to do is actually continuance with acceleration. The fear factor seems to be in the acceleration, which is seen as more of a transformation than a continuation which is just building on something you actually do have already. The thought being that the acceleration involves more of a transfer or transformation that we might not be able to make. But it often doesn’t require transformation but just a continuance of what is already there in a more accelerated fashion.

Demonstrated intelligence can be demonstrated in more than one setting. Maybe Einstein was also street smart. If I have the intelligence it is more of an overall intelligence that I can rely on in numerous situations and its not just isolated to this task or the particular subject I am working with now. So there is a continuance there that I can rely upon.

I might reduce my thinking to the box I am already in. In fact, I may have reduced myself to rags in my thinking. A reduction could be just a perspective on a seeming reality. Being a voyeur of any type can be a reduction because I begin to center on this approach, I have totally reduced out of any real participation. We might have a reduction of our imaging, why dream and why not just get real. The girl who is mad at her last date doesn’t talk to the next guy, reducing her current landscape in that area. The next guy is the guilty never to be proven innocent victim of her reduction in her thinking. Instead of fostering new plans I’ve reduced my horizons. The paradox being that the reduction may not be the safer course. I might reduce my thinking to fit around the circumstances and situation I am already stuck in, getting myself into circular patterns. Ever get lost and end up in the same spot an hour later?

Then also a seeming reduction could involve acceleration. Reducing weight may result in increased energy, being lighter on ones feet and more nimble and open up ways of feeling that hadn't been there.

Why did I feel I was involved in a reduction by riding a bike to the beach? I guess because the cars had been getting there so fast to the surf and fun, that I felt it was a slower form of transportation. Also, the cars dominated the roadway I was at some points the lone cyclist and pushed to the side of the road. And I had been in previous weeks zipping to the beach by car in say 40 minutes where it took me close to 2 hours by bicycle and I wanted to have more beach time within the day. While if I had been riding a bike to the beach all along the reduction I felt may not have been so apparent. But then again we could be involved in a continuous real reduction as well, never having gotten to the apparent next level that we feel we are reduced from. So the reduction can be perceived in relation to a prior reality or it can be something that is perceived from what I could potentially be doing, but may in fact have never done. So I think we might feel we are involved in a reduction if we have been doing things in a different fashion or in involved in a continual reference to a previous way of doing things. That I have been involved in a reduction could be an illusion itself. There is the illusion of no choices and no options when indeed I do have some of those choices and options, even if they are seemingly partially hidden from my own view. If I had been walking to the beach previously, I might have felt riding a bike was an acceleration as a form of transportation. . But I might have also felt I was reduced to riding a bicycle even I hadn’t been driving a car to the beach in previous weeks. And maybe even if I had a speed or racer bike that had gotten me to the beach fairly quickly I might still have said this is a reduction. But, sometimes it is good to stay with the thought, that I am reduced to this. There might be some actual truth to this and what you want to do is catch the broader outlines and also the specifics of why this might be so. It might very well be, that you are involved in a reduction, that truthfully is a reduction, you are operating way below potential and you need to find out what the unreduced position really is, cause that is where you can continue from and accelerate from. As time goes on, you might get so used to this, you lose sight of your potential. If you are hearing the same drumbeats over and over again, you believe them for their frequency. You might have had infrequent visits to your potential, and that might be in part your fault. But the reduction becomes so believable that it isn't seen as a reduction any more as far as what I believe, and I lose sight of the truth and don't continue on, because of the false reduction I'm involved in. So going on with my bike ride example, feeling reduced to riding a bike, may have causes me to actually turn around, and lose all beach time instead of the time I did actually lose by taking longer to get to and from the beach. And indeed I was getting excercise and I wasn't reduced in that way.

We fear acceleration as being more of a transformation. But if we look at what we are trying to do, a lot of times it’s just an acceleration based more on continuance than a transformation and isn’t as big a deal as we think it is. If your attracted to something and you pursue it more hands on, it is a more of a continuance of that prior interest. We have already been involved even if it is just at the level of an apparent interest that has been more in the thinking stage previously rather than an action stage. I am apprehensive about taking 5 courses in one semester but I have been taking courses all along. I am doing a new job predicated on good reading ability but I have been reading in varied areas for a long time, so it is more having continuance in its aspects than an outright transformation, so there shouldn’t be as much of a fear as what we are doing is more of a continuing nature than the more difficult transformation.

One thing to ponder, am I actually involved in a reduction? How reduced I am. Remember the Mick Jagger song, Shattered. He said he was in tatters. Right there in old London with Oliver Twist, just trying to get a bowl of soup. Is it that bad? Interestingly, Mick is traveling as an international celebrity from mansion to mansion writing and singing such songs as this. Within what I am doing, can I honestly say that I have been reduced to doing this? Was my bike ride a real reduction or did I just feel that way. If I had been able to get their faster, I would have been there for more of the day.

The reduced form can also be unrealistic. I am singing into a towel, rather than a microphone. Based on this, I don't want to sing at the singing bar. But the reduced way that I am singing, shouldn't be the basis for decision as to whether I continue to sing in another forum. I should be thinking more about how I am going to sing in a non reduction situation and base my decisions on continuance with how that is going.

And then maybe I am involved in a real reduction. I was making a million now I’m broke. I am walking down the riverside talking to myself when I used to have two-way conversations with others.

Or say I am walking with a cane. I do feel this is a reduction. Maybe I had been walking without a cane previously and now I need the cane. So against the past freedom of walking without a cane, I feel a reduction. Or even if I have always walked with a cane, I feel like almost everybody else seems to walk unaided and I feel like I am not a part of this, I feel restricted and alienated from the cane free population.

Or maybe I am so mad at myself for having to walk with a cane that I shoot myself in the foot, only this will cause further reduction, exacerbating the problem.

There are many situations where I can gauge a reduction, transformation, a continuation or a continuation with acceleration. I run the marathon. I had a time last year of 5 hours. This year I run it in 2 hours and 30 minutes. A transformation. Or I run the marathon this year at 4.45 or 5.15, which is a continuation. I run the race this year at 3.45, which is a continuation with acceleration. I run the marathon is 6 and half hours this year, which is a reduction from the established time the previous year of 5 hours.

I am playing for the Triple A affiliate this year of a major league baseball team. I hit 2.50 with 10 home runs in 400 at bats. I go up to the majors next year I hit 3.20 with 34 home runs. That’s a transformation.

I play one year in the majors and I hit 2.69 with 14 home runs. My next season in the majors I hit 2.90 with 21 home runs, which is a continuation with acceleration. I hit 2.85 the following year from that year with 24 home runs which is a continuation. The year after that I hit 2.30 with ten home runs while having a similar number of at bats which gives me a reduction and maybe a reduced contract.

I have no dates for ten years. A friend introduces me to Cindy Crawford who likes me and continues to seek my company on a regular basis. A seeming transformation you would assume. But the more likely scenario is that I have been involved in a long time reduction in selling myself short in that Cindy is also an intelligent woman who would be able to see what the story is and wouldn’t be interested unless I was a top prospect.

JFK suddenly is giving these great speeches for the first time. A transformation you would think. More than likely, he had been involved in a reduction and could have been giving great speeches all along. Maybe he was sitting in the corner of the office involved in intense legal research and no active dialogue similar to giving speeches and therefore was reduced from that aspect he had.

A sports example could be the current St. Louis quarterback Kurt Warner who has had an MVP season in the league. Several years ago he was out of football working as a clerk in a store. Is he transformed now? To be as good as he is now, he had to be at least deserving of being in the league then so more likely he was originally involved in a reduction as per his football abilities and might only have been on the path of a continuation with acceleration.

Common examples of continuation with acceleration are just doing a bit more. Say if I read 4 fiction books a year I continue with that but I read ten fiction books this year. I run 10 miles a week and I increase that total to 20 miles a week. Or I improve my golf score from 96 to 84 on a per round basis.

What do you do if you are involved in a reduction? An example of a reduction could be that I am making a half a million dollars a year at Merrill Lynch and I get fired and I can’t find a similar job. I have a reduction in front of me. Do I give up on everything and further reduce or do I look for a transformation? I should first look to see what I have that I can continue with. The transformation might be more difficult. Maybe I have good acting skills, which helped me with my interactions at work, and I could have an acting career. This might be a continuation of a quality I already have that I could also possible accelerate. But I also think I could be a pro basketball player. I however have some basketball skills but I have been sitting in the office and playing for the office team the last 5 years so I am looking at more of a transformation that might be too difficult.

Going back to the person who wanted felt reduced because he was walking with a cane. He shouldn’t further reduce by shooting himself in the foot because he can’t find the hoped for transformation but he stil look either for a continuation or continuation with acceleration where maybe with strengthening exercises he can walk more quickly with the cane. When transformation is too unbelievable, I can still believe in continuation or continuation with acceleration. The real twist here, I might be so reduced in my thinking, that, the continuation or the continuation with acceleration, either of which could be fairly easy to implement, get's lost because I lost my starting line. I don't even think I deserve to be in the race, because of my reduced thinking. I couldn't run a 5 minute mile, so I reduced myself out of the idea of enjoying a 10-k at all. I couldn't get a date with the super model, so I reduced myself to thinking I was not a desirable date for anyone. So the easy continuations and continuations with accelerations, also rather easy, have the daunting look of a transformation, because of the reduction that I have been involved with. So here, I am facing a false transformation, but since it seems real, feels real, it has the same affect on my decision making process as a real transformation, hence, the danger of reduced thinking. I have just gotten myself into more situations that I feel need to be transformed.

The so-called better idea of less doesn’t necessarily give us the desired traits or expand on that list. Al Gore in his recent campaign for President had said to the people, I would fight for you. He had an abundance of attractive daughters by his side. If he didn’t have their presence, having less on that front, would his message have been more valid? If we restrict and restrain ourselves, have less, does our message become more humble in it’s intent, more stoic and hence more believable. I believe a message can be sent from varied podiums, which could include the podium of real or perceived abundance. His message was not reduced or lessened by the seeming abundance of his circumstances and prior record of service. His message remained intact or was still in one piece not in a more reduced form. But some might believe that being more austere, that giving up things results in the message that less is more, or this is the secret message being sent by code. It might be the more, bigger, better, ect, fits you and where you want to go and weaves better into your overall potential. Not that you want to start out thinking, I have to have more, or bigger ect, but ruling this out, is not the way to go either. What might befit you and the situation depends. Say someone is going for a part in a movie, and they say, I'll just take something with a line or two. But maybe they do fit for a lead character, a bigger part. The reduced form, isn't the best fit for here and now. Bigger and more is better in this situation.

Can I deliver the message I want to deliver to the audience abroad and the audience at home which could also include myself, from any state I am in, from abundance I can handle this call from that center.

Al Gore delivers his message I will fight for you, with his evidence of his personal abundance further highlighted by the presence of his attractive daughters. At the same time, we speak to ourselves deliver the message I will fight for you. Moving forward for you, accepting abundance, as well, Al Gore gave his message as a continuance of his previous record. He fought for us he said as a serviceman in Vietnam , as Senator from Tennessee , as Vice President of the United States and he would accelerate this as President of the United States . So his message was deemed as more of a continuance into acceleration, rather than a personal transformation.

Can I allow the gauges to operate whether I’m low on fuel and involved in some sort of reduction and also whether if I’m high on fuel and involved in an acceleration. If Al Gore had spoken from a cloistered monastery, saying I will fight for you, would his message have had more validity? If we can deliver the message from different podiums, which could could also be a more global podium that is inclusive of both areas of reduction or abundance, acceleration, or even transformation. None of which clouds our ability, viability and validity to say what we want to say and how to deliver the message, both interiorly to ourselves and to the outer world, allowing ourselves to gauge development from all the possible positions I have stood on and I could yet stand upon. I need to be able to speak the message both to the wider audience and myself. Like Al Gore, I will fight for you and you can say to yourself first I will do this. So.

Al Gore had spoken probably more out of continuance with acceleration. He has a sense of fighting for his State of Tennessee as a Senator, his country in his service in Vietnam , as Senator and as Vice President of the country, and for his family including his daughters and their continuing pathways in their personhood. He didn’t take flight from who he was and who he had been in his message. But again his message has two audiences, the one being me and you and the other being he. He was sending the message to himself as well as us that I will fight for you.

How would I take to Al’s message if he had less credentials, less ideas, less abilities and experiences in the government, less abilities to lead effectively. His message might have been perceived as mixed if he went to Canada to avoid Vietnam . He was talking about a continuance of his record with acceleration into doing more. He wasn’t saying he would be a transformed person. He had already hit some home runs. There would more home runs. And when we go to the game we want home runs and the further the better. Don’t tell me you don’t have the home run swing.

Even where we live, we need to gauge whether another location could be of interest, whether we would prefer an area with a somewhat different weather pattern, style of living, a better road system, more or less people or population density.

We can gauge whether we have options or we seem to be in a dead end situation no matter which way we turn. We can gauge whether or not there needs to be or there are long-term ramifications to what we are trying develop now. I can come to conclusions with the ability and option to disengage if I so choose.

We can gauge our ability to move in and out of situations or whether we have a level of interest that remains or is waning and I am on the decline as far as this is concerned. Monitor the ongoing situation against continuing options and presenting opportunities. There can be many options and opportunities on a bumpy road as well. In the situation that can be most difficult what are the options, opportunities, and background stories only in sight but somewhat out of sight. Just because something isn’t in sight now doesn’t mean it isn’t there. The iceberg was there for the Titanic. More positively the Golden Fleece was there for Jason. What might have been seemingly in the background is in the distance, but it can start to come into the forefront and take form.

But to get the proper gauge, I need to put some development to process. Can I really gauge if I’m a good runner if I have no training and then decide to run a marathon. Can I really gauge if I have home run potential if I never had an at bat. Can I totally gauge my level of interest in Florida if I’ve never been there?

But we realize even at the very beginning stages of development that we are working with certain tools within certain confines and limitations.

I do like to hike and swim, but I can presently pretty much gauge that I can’t climb Mt. Everest or swim the English Channel as some people have. Sometimes I’m starting with a ballpark range of what I can do. I have potential but I don’t think its sky high. It’s probably better to keep my estimation of my abilities in the ballpark range.

But the ballpark I’m in becomes obscured if I continue to postpone, procrastinate, and push aside my development. As time goes by, I don’t even realize I can play the game.

We might begin to lose touch with an idea, a beginning, a concept, which we could pursue.

We disengage from the process involved or somehow believe we are developing something when in fact we are not, we are actually doing nothing. If the process itself is not going well then it might be more difficult to gauge ourselves with less of an engagement or motion forward. Or we might be skimming the surface, continuing to tread lightly, and that is difficult to gauge. As I go forward, I can further immerse into a situation I can better gauge my situation.

Then, I might be in situations where I feel relatively detached and disengaged, this might be good if it lends to objectivity and viewing things for a detached distance, but if I am immersed, and I'm disengaged while being immersed or heavily involved, then I am only headed for trouble in the long run. An example might be someone in a job they really don't like but can bring a good performance level to. What happens, is the immersion in the work, happens with a level of disegagement that also puts me away from reading the situation, and the interest in the job just isn't there. Being disengaged, yet still putting face time into a situation, does tend toward turning the gauges off. If you have to do it, you have to do it, such as doing a job you don't like for the money.. But realize that you probably would have to change course to get a better guage of what would be more appropriate and fullfilling. If you put yourself in a position where you have better and better levels of engagement, you can do better for yourself as far as gauging the situation and gauging your potentialities for a wider, more prominent ways of involving yourself. If I am reading a book that isn't at more than a 4th grade level and I don't even like the subject, this doesn't give me a good gauge on my level of interest in reading more demanding and intriguing literature and whether I could and might continue doing that.

I want to read this book, but I browse through a page or two and then conclude my efforts towards this endeavor.

Or maybe we haven’t been able to gauge our approach, our interest or what we actually want to do. Then maybe it’s better to loosen the reigns, scan the skies and shores, remove those blinders and give ourselves permission to scan the field, roam the range, crossing into new horizons.

As we begin to develop, let’s gauge what’s happening here. Maybe there is a case of over development. I’ve developed this job, this hobby, into my whole life. I haven’t kept the gauges on for other things.

So, hey, gauges verse just a gauge. We need to be monitoring more than one thing.

A simple idea of the weight loss would involve monitoring lifestyles and changes involving exercise and diet.

We drive a car, we not only gauge the level of fuel, but also oil and water in the radiator and whether the tires are inflated and so on.

If things haven’t had the need to be calibrated lately, that doesn’t mean they aren’t important.

The mistake that we make might be that we gauge based on very little information, not expecting that the opportunity will be there in the failure, that our minds will not shift, that I can still change or the seas will also be calm again.

I’m sure the Titanic had numerous gauges on that ship. Who was watching for those giant icebergs? But if there are icebergs to be watched for in the view, look out then. If others have fallen, we can to.

Also, as we develop, we can try to gauge if an impediment is temporary. Maybe I’m just having a bad day, a bad game, and I don’t have chemistry with this particular group and I just need a change of scenery. Circumstances don’t always equate with who I am as a changing person. Even if I am equal to the task or circumstances, these situations isn’t tantamount to who I am. We don’t have to relate to these circumstances to our core abilities and experiences. But if the weights are heavier and heavier, and there is no light at the end of the tunnel, permit yourself to bail out, jump ship, separate, disengage, avoid involvement, in this process, this set of circumstances, and allow yourself to explore new avenues of possibilities and potentialities, other inviting pathways.

Just what then is impeding my way? Identify and make a list of what you think are the impediments to what you want to do. Try and get a handle on what they are, and what they mean. They might not go to the core of what you are trying to do, or the core of what you have to offer. Yet, impediments do impede our way, and then they tend to get weaved into the core of what we are trying to do. But the reality is, they might have a thin veneer and we naturally make them a thick veneer, so what is impeding me might also put me into reduced thinking, which again makes what I want to do seem like it involves transformation, which is often not the truth, I still just need a continuation, or continuation with acceleration. If I am in a car, and driving down the road and a tree branch is across the road, I need to just stop, get the branch off the road and continue on the road. The impediment, doesn't make this a reduced situation. If I hit the branch and my car becomes inoperative, then I am in a reduced situation as opposed to a situation that just involved continuance upon removal of the impediment. So when facing an impediment, try to get around it without making the situation into a full scale reduction. Keep things going where you can continue on, even if some additional acceleration is needed to catch up.

If you made a commitment, you still need to gauge the course of this commitment. I made a commitment to myself to climb this high point , but there is a tremendous storm forming with blinding snow, and possible avalanches. Gee, do I bail? Remember Harry Truman, when Mt. Saint Helen’s was beginning to rumble he said he would stay in his home near the mountain in his last interview. It was great to live next to a dormant Volcano in the state of Washington . But when the Volcano woke up, conditions changed and it was time to move on. Harry didn’t. It was his last interview.

Give yourself some room even if it’s one percent to back out of your commitment. You don’t want to be too committed. Have some respect for the outside forces of change and their various formations and how they can arrive in an unpredictable fashion.

So, even if things are going great, keep the gauges. If your car, plane, or train is running great, do you turn off the gauges?

About the Author

Can you find a breakdown of your ap test scores? (Like the grade recieved on the multiple choice and essays)?

I found out my scores through the phone since I was going mental waiting for it, so all i know is my overall score.

Unfortunately, you can't. When you receive the AP Score Report in the mail you just see your number grade (e.g. 5, 4,3, etc.)
I wish you could see the breakdown though!
Hope this helps.

Lumos Grade 3 Math Video Sampler Multiple Choice Questions

Tags: choice grade, choice grade meat, choice grade ottawa, education, games, interactive, kids, science, writer's choice grade 7, writer's choice grade 8

Different World Coins

Different World Coins

Art and Jewelry: Not So Different Worlds

Art comes in many different forms. While some see art as something that is framed and hanging in a museum, others see art in other venues such as in a building, basilica or even in the layout of a city. For some, though, art can be seen in jewelry. While most people view jewelry as merely an accessory, others view things such as an artcarved wedding band as a piece of art. It may not be a priceless Picasso, but until they are able to shrink “Guernica” to fit your finger a ring is the best way for you to wear a little piece of artistic expression on your on your hands.

Joking aside, fine jewelers go through much the same process when creating a ring as artists do when doing a painting. They both have a canvas in which they can work and they both try to maximize their output within the constraints of this canvas. Except, with a jeweler making a ring the canvas is a round piece of metal to be placed on one’s finger, not paper and an easel. Whether it is diamonds, gold or paint, both artists and jewelers have to think both inside and outside of the box to create something that will be beloved by its eventual owner.

I remember when I was a child my dad would wear an Italian gold coin with a gold chain around his neck. This wasn’t really his idea, but his father in law had purchased it for him saying that if he ever got lost while traveling and desperately needed money he could sell it. I had mixed feelings about the coin. Gold has never really been my cup of tea, but I could see the artistry in its creation.

While wedding rings might not immediately come to mind when thinking about art, if you really think about it each individual wedding ring is a tiny little piece of art that uses your finger as its museum wall. Each time someone sees your finger they gaze at the artistry of the ring, just like in a painting.  Also like a piece of art, wedding rings are created to show off certain tendencies of their owners. A ring that is big and loud with a diamond the size of a thumbnail gives off a different vibe then a ring that is soft and subtle. Is it any wonder why some of the biggest art collections in the world contain pieces of classic and contemporary jewelry?

About the Author

Author Kimberly Green chose an artcared wedding band for her husband @ titanium-jewelry.com

.999 Silver with Gold Coins?

A few years ago, a casino in Reno, NV had a $1 slot machine that randomly paid out these coins that were the same size as a Silver US $1 piece, but instead of it having the normal appearance, they were stamped with an Old West scene and each was different (I think I have about 10 in all, with one or two duplicates).

I have also recently seen on tv, an advertisement for a similar coin that was suppose to represent the World Trade Center.

I am just curious to know what exactly I have and what it is worth, if anything. Also, who would buy such coins?

These are called "casino tokens" and there's an active market for them on eBay. Here's a search that brings up listings for some of them:

http://search.ebay.com/search/search.dll?query=casino+token+silver&MfcISAPICommand=GetResult&ht=1&ebaytag1=ebayreg&srchdesc=n&maxRecordsReturned=300&maxRecordsPerPage=50&SortProperty=MetaEndSort

cafe world coin hack

Tags: bookmarks, education, resources, social, web2.0

About Unc

About Unc

Analysis Of Discrepancies Between Skills Acquired By The Teachers During B.ed & M.ed And Skills Required In Actual Class

ABSTRACT

This research paper has been designed to cover the following objectives. (1) To obtain the conceptions of teachers about classroom skills. (2) To identify the essential classroom skills being stressed during teacher training program. (3) To identify the problems in attaining and implementing the essential classroom skills.

Technique of multistage sampling was used. Three districts from Punjab were randomly chosen from the first stage. Ten percent secondary schools were chosen from each district. Ten percent teachers as sample were chosen from each district.

.

A questionnaire was designed to get the response of the teachers about the required and acquired skills during the teacher training program B.Ed & M.Ed. Data collected through research instruments was analyzed by using mean score and t-test.

It was concluded that the teachers possessed good planning skills they prepared the lesson objectives before going to class and had the ability to plan the lesson according to the needs of the students. The teachers had command over the skills of presenting the material effectively they introduced the lesson in a very interesting way; they involved the students in interesting activities and built relationship between learning experiences and affective instructions. The teachers managed and organized the lesson well they taught the new lesson with relation to student previous knowledge, clearly and carefully chose and presented the course material and arranged the learning material in proper sequence.

It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.

1: INTRODUCTION

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Teachers are the backbone of the education system. Without the best trained teachers, society and country can acquire targets in every field of life to succeed in the world. Through a standardized education system, nations cannot only make them strong in the field of economy, but they also can communicate their cultural heritage to the coming generations. So the quality of education imparted is directly related to its teachers.

The Commission on National Education (1959) put it as under:

“No education system can rise above the teachers, who serve it and its quality depends ultimately upon the quality and efforts of the teachers. Education is direct nation building activity and if leader of thought and action, on various walks of life are to be produced; the country’s best teacher must be used in the teaching profession” (p.219)

Teachers constitute the major school input. Teaching skills are positively related to student performance. Although teachers qualifications, certifications, educational attainments and knowledge are the most frequently used measures of their class-worthiness, one factor that has not been given  due attention specially in the developing countries is the content and method of teacher training. The education commission 1959 observed:

“Of all the different factors which influence the quality of education and its contributions to national development, the quality, the competence and character of teachers is undoubtedly the most significant. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional and creating satisfactory conditions of work in which they can be fully effective.”(Pp.102-103)

Teaching is one of the most important components of the education process. Teaching is used as a way of making something known to others, usually in the routine of school. Teaching is a sacred profession. It has been the profession of the Prophets. Those who teach are teachers and teachers have been and are respected in all religions and societies. According to Webster dictionary, teaching is to communicate knowledge or skill or to give insight by example or experience. A teacher will be best defined as the organization of learning and successful teaching seeks to organize learning for authentic results.

Farris, (1996) A teacher provides service for society because no one can become a doctor, lawyer, police officer etc without first going to elementary and secondary schools. Perhaps, no other profession is as rewarding and challenging as teaching (p21).

Stronge, (2002) Teachers have a powerful, long lasting influence on their students. They directly affect how students learn, what they learn, how much they learn and the ways they interact with one another and the world around them (1-15).

Yasmeen Akhtar, (2006) Good training can help teachers to cope with the complex demands of teaching a large number of students for five or more periods per day. Improper training, on the other hand, interferes with teaching and learning which causes interruptions, delays and waste of time. Infact good teacher trainings are necessary for healthy learning environment in schools. Better-trained and qualified teachers may make a difference for student achievement and learning at classroom and school. (Pp-11-12)

Highly trained teachers work differently with groups in their classrooms because they posses new knowledge about teaching and learning. So it is rightly said that the quality of education system is directly related to the quality of the teacher. A teacher is considered a more crucial factor in implementing all educational reforms at grassroots level.

1.1 TEACHER:

To Iqbal (1996), “The quality of education imparted depends to a large extent on the quality of teachers”   (P-9).

It is a fact that a teacher is a change-beginning agent of the society. Challenges of the present society can be responded if the teachers are dedicated to their profession and are well equipped with the modern teaching techniques.

The teacher shows a pivotal role in any educational system and maintains a standard. It also matters a great deal how far teachers are knowledgeable, professionally trained and committed to their profession. Today the task of the teacher has become really challenging.

Because, teachers are now not only required to integrate theory and practice to improve schooling but are also required to teach a diverse population because of many factors such as rural/urban and province to province migration. (Pp-12-14)

1.2       THE IMPORTANCE AND ROLE OF TEACHERS:

God gave one of the most precious gifts to the teacher, the gift of teaching, and alongside gave the teacher the authority to exercise that gift for the students benefit. Good teachers, like artists, have their own individual styles of performing. A teacher is like a candle, which lights others in consuming itself.

DuBois, (1993) Teachers’ through their talent and charisma, motivate their students’ intellectual growth, evoke their students’ emotions, and improve their students’ self-esteem. These talented teachers encourage the students to find meaning in their lives, a sense of purpose, a vision. The teacher possesses a unique form of altruism, an unselfish commitment to the welfare of the student. Teaching is an ongoing passion (P-8)

1.3       QUALITIES OF A GOOD TEACHER:

(Mohan, 1992) defines the qualities of a good teacher which are as under

1. 1. Pleasant Personality:

Pleasant, kindly disposition, with a sense of humor, cheerful and inclined to keep the class cheerful. Keeping pleasant atmosphere in the classroom.

1. 2. Encourages the Students:

Interested in pupils, eager to render help in difficulties, keen to encourage them in their enthusiasm and interest.

1. 3. Explains the Lesson in Simple Form:

Ready to clarify things whenever approached, tolerant of pupil’s faults, willing to repeat and simplify parts of lessons not understood.

1. 4. Keeping the Class Alert:

Alert, active and full of enthusiasm for the task and the company of pupils. Uses proper questioning to keep the class engaged and alert.

1. 5. Having no bias:

Has no favorites and is not prejudiced against any. Deals with the students in the same manner and does not allow biases.

1. 6. Maintains Discipline:

Maintain discipline, is firm but not harsh.

1. 7. Teacher like Personality:

Is presentable in health, appearance and dress. (p262)

(Borich, 2000) In the last few decades, a revolution has occurred in the definition of good teaching. Defining good teachers by the community ideals proved unrealistic on the job and in the preparation of teachers. Similarly teacher’s psychological characteristics proved to be poorly related to what teachers actually did in the classroom. This directed researchers to study the impact that specific teacher behavior had no the specific cognitive and effective teaching behavior of their students. The term good teaching changed to effective teaching and the research focus shifted from exclusively studying to include their effect on students. These new ways of studying classroom behavior have made the student and teacher–student interaction in the classroom the focus of modern definitions of effective teaching.

These changes have influenced the profession of teaching so dramatically that their effects now are felt in the reform of teacher training curricula, in the competency testing of the teachers, in the education of the teacher trainers and the textbooks on teaching methods. Perhaps most responsible for this change are the new ways in which classroom researchers have come to study the nature of teaching. These new ways of studying classroom behavior have made the students and teacher – student interaction in the classroom the focus of modern definitions of effective teaching. (P-25)

1.4       TEACHER EDUCATION:

Arshad (2005) The objectives and characteristics of teaching clearly show that it is a highly technical career and demands skills on part of the teacher.

For effective teaching, a teacher should have clarity of thoughts and concepts as well as clarity in communication and knowledge of the basic principles of teaching. They include ability to create curiosity to learn, to exemplify, and to recapitulate at suitable intervals, to avoid boredom, to move from easy to difficult, to move from known to unknown and to teach according to the mental caliber of the students.

In school, the teacher has instructional counseling, administrative, supervisory and public relations responsibilities. The instructional responsibilities include:

• Determining the objectives
• Diagnosing learners
• Planning instructional activities
• Implementing programs
• Evaluating learning outcomes

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Training and professional development includes imparting knowledge about content and skills in instruction, classroom management, assessment, and developing teacher knowledge and skill. It enables teachers to reflect critically on their practice and approach new knowledge and beliefs about content, pedagogy, and learners. It includes a direct instruction/lecture component, skill demonstration, modeling, workshop, presentations and other types of in-service activities. (P-3)

1.5       NEED OF TEACHER TRAINING:

Teaching is not something that anybody can do without any kind of training. For efficient teaching it is necessary that the educator must have education of the highest level accompanied by the training in techniques of teaching, principles of teaching, solution of educational problems, curriculum, organization of the school, etc. Different kinds of training are required for teaching at the different levels of education, and with this end in view, the kind and nature of training required for teaching at the primary, secondary and higher levels of education, have been determined. The teacher once trained for any level is not enough for that level forever in the changing patterns of time. The global changes insist the teacher to change himself with knowledge and teaching methodology. For this in-service training besides pre-service training with intervals is very necessary. The main aim of training is effective teaching.

Ranga 2005 has discussed the need of training in the teaching profession:

1. Teacher training is necessary to develop the qualities of truthfulness, non-violence and dignity of labour
2. To perceive the role as an agent of social change in the community
3. To act as a leader of community and as a guide of the community
4. Establish a liaison between the school and the community
5. Develops the warm and positive attitude towards growing children
6. Develops the competencies (P-20)

1.6       TEACHERS EDUCATION IN PAKISTAN

In Pakistan, teacher’s education program focuses solely on the development of teachers, knowledge enhancing, teaching strategies, techniques of tests and measurement, evaluation procedure, school administration and physical skills in teaching.

It is of importance, as well that the teacher training should not only be effective but it should also be compatible with the value system and culture of the society. In this regard the effectiveness of teacher training and its relevancy with social setup both are equally important.

According to Iqbal, (1996)

In the country like Pakistan, which owes its very existence to an ideology based on religious faith. It is even more important that the teacher education is planned and directed in accordance with the tenants of its faith. The teacher training should produce teachers who fear God comply with Shariah, possess sound personal character and are of modest personality for the student. (P-125)

1.7       OBJECTIVES OF TEACHER TRAINING IN PAKISTAN NATIONAL EDUCATION POLICY (1998-2010)

The Teacher Training Program is undoubtedly a significant program aiming at the continuous development of the teachers in the desired direction. Following are the chief objectives of the Teacher Training Program:

1. To provide incentive to the teachers to function more efficiently.
2. To help the teachers to know their problems and to solve them by pooling their resources and wisdom.
   1. To help the teachers to employ more effective work and wisdom.
   2. To help teachers to get acquainted with modern techniques in education.
   3. To broaden the mental outlook of the teachers.
   4. To increase the professional efficiency of the teachers.

1.8 TEACHING SKILLS

Ranga (2005): The teacher should possess such skills and competencies so that his task may be easy, useful and effective. He should know the techniques and procedures which should be adopted in his profession. He should think about the active performance of his duties.

Many teachers personally believe that their job is to develop certain basic skills at a given level of achievement. The teacher of tomorrow should be the one who can design a teaching program which is conducive for the growth of the pupil’s mental health and develops in them a commitment to a set of values, that is creativity and enquiry skill.

Now a days, a teacher is in need of certain skills and competencies to develop and he is in need of new type of knowledge so that he may be in a position to make his task easy. The teachers of today are in need of such an education which is new, constructive, spontaneous and which is based on a new philosophy of life.     (Pp-17-18)

Darling Hammond (2004) has presented the various teaching skills:

1. General Academic Ability and Intelligence:

There is a positive correlation between teaching performance and measures of teacher’s intelligence or academic ability.

1. Subject Matter Knowledge:

Subject matter knowledge is another skill and teaching variable.

1. Knowledge of Teaching and Learning:

Knowledge of teaching and learning is also an important variable and an important teaching skill.

1. Teaching Experience:

Teacher’s experience about the teaching and learning and learning difficulties are also the important variables.

1. Teacher Behavior and Practice:

Teacher’s personality, traits and behavior like teacher’s “flexibility”, “creativity”, or “adaptability” also influence student achievement and learning. (P-6)

Hustle & McIntyre (1996) have identified some teaching skills which are as under:

1. Planning and Preparation:

The teacher should plan the lesson according to the needs of the students and should prepare the lesson objectives before going to the class.

1. Lesson Presentation:

The teacher should present the new lesson in an interesting way so that the objectives of the lesson can be achieved.

1. Lesson Management:

The teacher should split the learning material into sequence and clearly formulate the learning content.

1. Classroom Climate:

The teacher should keep the classroom environment good and pleasant for the teaching and learning process.

1. Class Discipline:

The teacher should show quick response to the behavior of the students and maintain good discipline in the class.

1. Assessing Pupils:

The teacher should use proper questioning techniques during the lesson to assess the pupils and gauge their progress.

1. Evaluation:

The teacher should use proper evaluation technique to find out the strengths and weaknesses of the students.(http.)

Chris Kyracou (1997) has given some essential teaching skills which are as under:

1. Management of Material:

The teacher should organize the material in sequence and according to the level of the students.

1. Guided Practice:

The teacher should provide opportunities to the students to practice the lesson learnt and the teacher should act as a guide during their practice.

1. Structured Conversation:

The teacher should prepare the lesson objectives, and plan the lesson according to the student’s needs and level and should provide some time for conversation.

1. Monitoring:

The teacher should monitor the students continuously during teaching-learning process so that all the students take proper interest in the subject.

1. Use Natural Language:

The teacher should use natural language during teaching because use of natural language during the lesson can be easily understood by the learners and it will help them in understanding the lesson.

1. Management of Order:

The teacher should maintain order and discipline in the class room and deal with misbehavior effectively.

1. Flexible Material:

The teacher should present the flexible material which can be changed during the lesson according to the student’s level.

1. Planning and Preparation:

The teacher should plan and formulate the lesson objectives according to the level of the student.

1. Written Evaluation:

The teacher should conduct the written test to judge that how much the students perceive the knowledge given by the teacher.

1. Knowledge about the Subject Taught:

The teacher should have full knowledge and command over the subject taught to the students.

1. Organization and Management of Class:

The teacher should organize and manage the class in a proper way.

1. Teaching Experience:

The teacher should have teaching experience because this will help the teacher to enhance the teaching methodology.

1. Teacher Personality:

The teacher should possess teacher like personality and should have the experience about teaching and learning.

1. Knowledge of Teaching and Learning:

The teacher should have a strong knowledge about teaching and learning. The teacher should have the ability to use learning activities that require students to practice higher order thinking.(http)

2:    OBJECTIVES OF THE STUDY

The following were the objectives of the study:

1. To obtain the conceptions of teachers about classroom skills.
2. To identify the essential classroom skills being stressed during teacher training program.
3. To identify the problems in attaining and implementing the essential classroom skills.

3    RESEARCH QUESTIONS:

1. What are the teaching skills required for effective teaching?
2. How far the teacher education institutions are helping the teachers in acquiring these skills?
3. How far are the teachers actually using these skills in classroom institution?

4    PROCEDURE OF THE STUDY

The study was delimited to the teachers of the secondary schools in three districts of Punjab. A survey was conducted to investigate the views of teachers of secondary schools through specially constructed questionnaire.

4.1   POPULATION:

The population of the study consisted of 9471 Govt. Sec. Schools and 167696 teachers of Secondary Schools.

4.2   SAMPLE:

Technique of multistage sampling was used. Three districts of Punjab were randomly chosen from first stage. 10 percent teachers as sample were chosen from each district.

The following table shows the details of the sample.

Sample Table:

DISTRICT

TOTAL SCHOOLS

SCHOOLS TAKEN

NO. OF TEACHERS

Rawalpindi

266

27

65

Attock

244

24

60

Lahore

275

28

70

Total

785

79

195

4.3   INSTRUMENTATION:

One questionnaire for secondary school teachers was developed. Each statement provided the descriptions of five levels namely strongly disagree, disagree, uncertain, agree, strongly agree.

The language and concept of a questionnaire was drafted in such a manner that these statements may be clear and meaningful to the reader.

4.4   PILOT TESTING:

A pilot testing of the research instrument was carried out on members of the population not included in the sample. The pilot survey helped in refining the research instrument.

4.5   DATA COLLECTION:

The questionnaire was delivered personally to the teacher.

4.6   DATA ANALYSIS:

Data collected through research instrument was analyzed by using mean score and t.test.

5          ANALYSIS OF THE TEACHERS PERCEPTIONS:

Table 1            Lesson Planning Skills

S.No

Statement

S D

D

U N

A

S A

Total

Mean

1

The teacher possesses good planning skills

Frequency

1

17

16

146

70

250

4.07

Score

1

34

48

584

350

1017

Percentage

0.4

6.8

6.4

58.4

28.0

100.0

2

The teacher prepares the lesson objectives before going to class.

Frequency

1

34

52

99

64

250

3.76

Score

1

68

156

396

320

941

Percentage

.4

13.6

20.8

39.6

25.6

100.0

3

The teachers have the ability to plan the lesson according to the needs of the students.

Frequency

7

30

32

93

88

250

3.91

Score

7

60

96

376

440

979

Percentage

2.8

12.0

12.8

37.2

35.2

100.0

4

The teachers have the ability to identify intended learning outcomes.

Frequency

0

76

127

37

10

250

2.92

Score

0

152

381

148

50

731

Percentage

0

30.4

50.8

14.8

4.0

100.0

Mean of means=3.66

Table 1 shows that 86% teachers agreed that the teacher possesses good planning skills and mean score is 4.07, 65% agreed that the teacher prepares the lesson objectives before going to class and mean score is 3.76, 72% agreed that the teachers have the ability to plan the lesson according to the needs of the students and mean score is 3.91, 18% agreed that the teachers have the ability to identify intended learning outcomes and mean score is 2.92.

On all the four statements of lesson planning skills, majority of the teachers agreed and mean of means is 3.66. So, it can be concluded from the above table that the teachers agreed and are satisfied with the performance of teachers on lesson planning skills. Mean of means lies between uncertain and agree showing positive response.

Table 2:          Lesson Presentation Skills

S.No

Statement

SDA

DA

U N

A

S A

Total

Mean

1

The teachers have the ability to present the material effectively.

Frequency

0

36

15

111

88

250

4.00

Score

0

72

45

444

440

1001

Percentage

0

14.4

6.0

44.4

35.2

100.0

2

The teachers have the ability to introduce the lesson in a very interesting way.

Frequency

6

29

32

99

84

250

3.90

Score

6

58

96

396

420

976

Percentage

2.4

11.6

12.8

39.6

33.6

100.0

3

The teachers have the ability to involve the students in learning activities.

Frequency

0

18

33

117

82

250

4.05

Score

0

36

99

468

410

1013

Percentage

0

7.2

13.2

46.8

32.8

100.0

4

The teachers have the ability to build the relationship between the learning experiences and effective instructions.

Frequency

0

25

58

116

51

250

3.77

Score

0

50

174

464

255

943

Percentage

0

10.0

23.2

46.4

20.4

100.0

Mean of means=3.93

Table 2 shows that 79% teachers agreed  that the teachers have the ability to present the material effectively and mean score is 4.0, 72% teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way and mean score is 3.90, 78% agreed or strongly agreed that the teachers have the ability to involve the students in learning activities and mean score is 4.05, 66% agreed that the teachers have the ability to build the relationship between the learning experiences and effective instructions and mean score is 3.77.

On all the four statements of lesson presentation skills majority of the teachers agreed and Mean of means is 3.93. So, it can be concluded from the above table that the teachers agreed on lesson presentation skills. The Mean of means lies between uncertain and agree showing positive trend.

Table 3:          Lesson Management Skills

S.No

Statement

SDA

DA

U N

A

S A

Total

Mean

1

The teachers have the ability to manage and organize the lesson.

Frequency

0

10

25

130

85

250

4.16

Score

0

20

75

520

425

1040

Percentage

0

4.0

10.0

52.0

34.0

100.0

2

The teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge.

Frequency

0

9

20

136

85

250

s4.19

Score

0

18

60

544

425

1047

Percentage

0

3.6

8.0

54.4

34.0

100.0

3

The teachers have the skill to clearly and carefully formulate the course material.

Frequency

0

32

70

99

49

250

3.66

score

0

64

210

396

245

915

Percentage

0

12.8

28.0

39.6

19.6

100.0

4

The teachers have the ability to split the learning material into sequence.

Frequency

1

16

76

104

53

250

3.77

Score

1

32

228

416

265

942

Percentage

.4

6.4

30.4

41.6

21.2

100.0

Mean of means= 3.79

Table 3 shows that 88% teachers agreed that the teachers have the ability to manage and organize the lesson and Mean Score is 4.16, 88% teachers agreed that the teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge and mean score is 4.19. 58% agreed that the teachers have the skill to clearly and carefully formulate the course material and mean score is 3.66 and 62% teachers agreed that the teachers have the ability to split the learning material into sequence and mean score is 3.77.

On all the four statements of lesson management skills majority of the heads agreed and Mean of means are 3.79. So, it can be concluded from the above table that the heads agreed and are satisfied with the performance of teachers on lesson management skills. The Mean of means lies between uncertain and agree showing positive trend

Table 4:          Classroom Climate

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to maintain good climate in the class.

Frequency

0

17

25

94

114

250

4.22

Score

0

34

75

376

570

1055

Percent

0

6.8

10.0

37.6

45.6

100.0

2

The teachers have the ability to maintain pleasant atmosphere for learning.

Frequency

0

23

26

123

78

250

4.02

Score

0

46

78

492

390

1006

Percent

0

9.2

10.4

49.2

31.2

100.0

3

The teachers have the ability to develop strong interaction between students and teacher.

Frequency

0

24

51

93

82

250

3.93

Score

0

48

153

372

410

983

Percent

0

9.6

20.4

37.2

32.8

100.0

4

The teachers have the ability to develop trust of the students.

Frequency

1

13

20

144

72

250

4.09

Score

1

26

60

576

360

1022

Percent

.4

5.2

8.0

57.6

28.8

100.0

5

The teachers have the ability to develop the student’s interest in learning.

Frequency

0

13

40

100

97

250

4.12

score

0

26

120

400

485

1031

Percent

0

5.2

16.0

40.0

38.8

100.0

6

The teachers have the ability to make the classroom climate effective for teaching and learning.

Frequency

0

53

22

91

84

250

3.82

Score

0

106

66

364

420

956

Percent

0

21.2

8.8

36.4

33.6

100.0

Mean of means=3.65

Table 4 shows that 82% teachers agreed that the teachers have the ability to maintain good atmosphere in the class and Mean score is 4.22. 69% teachers agreed that the teachers have the ability to maintain pleasant atmosphere for learning and Mean score is 4.02, 69% teachers agreed that the teachers have the ability to develop strong interaction between students and teacher and Mean score is 3.93. 85% teachers agreed that the teachers have the ability to develop trust of the students and Mean score is 4.09, 78% teachers agreed that the teachers have the ability to develop the student’s interest in learning  and the mean score is 4.12. 69% teachers agreed that the teachers have the ability to make the classroom climate effective for teaching and learning and the Mean score is 3.82

On all the four statements of classroom climate skills majority of the teachers agreed and Mean of means is 3.65. So, it can be concluded from the above table that teachers agreed with the performance of teachers on the skills of maintaining good classroom atmosphere. Mean of means lies between uncertain and agree showing positive trend

Table 5:          Command over the Subject

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have full command over the subject.

Frequency

0

34

69

54

93

250

3.82

Score

0

68

207

216

465

956

Percent

0

13.6

27.6

21.6

37.2

100.0

2

The teachers have knowledge beyond the prescribed syllabus.

Frequency

3

18

84

90

55

250

3.70

Score

3

36

252

360

275

926

Percent

1.2

7.2

33.6

36.0

22.0

100.0

3

The teachers have the ability to provide latest information about the subject.

Frequency

5

70

50

60

65

250

3.44

Score

5

140

150

240

325

860

Percent

2.0

28.0

20.0

24.0

26.0

100.0

Mean of means=3.65

Table 5 shows that 58% teachers agreed that the teachers have full command over the subject and Mean score is 3.82. 58% agreed that the teachers have knowledge beyond the prescribed syllabus and Mean score is 3.70. 50% agreed that the teachers have the ability to provide latest information about the subject and Mean score is 3.37.

All the three statements of the skills of command over the subject majority of the teachers agreed that the teachers have full command over the subject they taught and mean of means is 3.65.

So, it can be concluded from the above table that teachers are not fully satisfied from the performance of teachers on the skills of command over the subject. Mean of means lies between uncertain and agree showing positive trend

Table 6:          Appropriateness of Teaching Methodologies

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to choose the teaching method according to the situation.

Frequency

7

35

40

86

82

250

3.80

Score

7

70

120

344

410

951

Percent

2.8

14.0

16.0

34.4

32.8

100.0

2

The teachers have the ability to teach the students by using appropriate teaching method.

Frequency

0

34

25

132

59

250

3.86

Score

0

34

25

132

295

966

Percent

0

13.6

10.0

52.8

23.6

100.0

3

The teachers have the ability to see the relevance of their work.

Frequency

1

18

32

163

36

250

3.86

Score

1

36

96

652

180

965

Percent

.4

7.2

12.8

65.2

14.4

100.0

4

The teachers have the skills to make active efforts to improve instructional   effectiveness.

Frequency

21

45

33

115

36

250

3.40

Score

21

90

99

460

180

850

Percent

8.4

18.0

13.2

46.0

14.4

100.0

5

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

7

58

30

85

70

250

3.61

Score

7

116

90

340

350

903

Percent

2.8

23.2

12.0

34.0

28.0

100.0

6

The teachers have the ability to make active efforts to improve instructional   effectiveness.

Frequency

0

41

74

106

29

250

3.49

Score

0

82

222

424

145

873

Percent

0

16.4

29.6

42.4

11.6

100.0

7

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

0

63

69

64

54

250

3.44

Score

0

126

207

256

270

859

Percent

0

25.2

27.6

25.6

21.6

100.0

8

The teachers have the ability to improve instructional effectiveness.

Frequency

0

34

60

104

52

250

3.70

Score

0

68

180

416

260

924

Percent

0

13.6

24.0

41.6

20.8

100.0

9

The teachers have the ability to use learning activities that require the students to practice higher order thinking.

Frequency

27

57

44

78

44

250

3.22

Score

27

114

132

312

220

805

Percent

10.8

22.8

17.6

31.2

17.6

100.0

10

The teachers have the ability to use different strategies for problem solving.

Frequency

0

14

31

154

51

250

3.97

Score

0

28

93

616

255

992

Percent

0

5.6

12.4

61.6

20.4

100.0

11

The teachers have the ability of inspiring confidence in the students.

Frequency

1

11

17

147

74

250

4.13

Score

1

22

51

588

370

1032

Percent

.4

4.4

6.8

58.8

29.6

100.0

12

The teachers have the ability of relating the previous lesson with the current lesson.

Frequency

0

17

36

105

92

250

4.09

Score

0

34

108

420

460

1022

Percent

0

6.8

14.4

42.0

36.8

100.0

13

The teachers have the ability of arousing student’s interest in lesson.

Frequency

1

10

51

131

57

250

3.93

Score

1

20

153

524

285

983

Percent

.4

4.0

20.4

52.4

22.8

100.0

14

The teachers have the ability to provide plenty of opportunities to students for practice.

Frequency

1

38

62

90

59

250

3.67

Score

1

76

186

360

295

918

Percent

.4

15.2

24.8

36.0

23.6

100.0

15

The teachers have the ability to motivate the students towards learning.

Frequency

0

8

31

120

91

250

4.18

Score

0

16

93

480

455

1044

Percent

0

3.2

12.4

48.0

36.4

100.0

16

The teachers have the ability to use learning activities that require students to practice higher older thinking

Frequency

15

46

47

95

47

250

3.45

Score

15

92

141

380

235

863

Percent

6.0

18.4

18.8

38.0

18.8

100.0

Mean of means=3.73

Table 6 shows that 66% teachers agreed that the teachers have the ability to choose the teaching method according to the situation and Mean score is 3.80. 78% teachers agreed or strongly agreed that the teachers have the ability to teach the students by using appropriate teaching method and the mean score is 3.86. 79% agreed that the teachers have the ability to see the relevance of their work and mean score is 3.86. 60% agreed that the teachers have the skills to make active efforts to improve instructional effectiveness and the Mean score is 3.40. 62% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.67. 53% agreed that the teachers have the ability to make active efforts to improve instructional effectiveness and the Mean score is 3.49. 46% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.44. 61% agreed that the teachers have the ability to improve instructional effectiveness and the mean score is 3.70. 48% agreed that the teachers have the ability to use learning activities that require the students to practice higher order thinking and the Mean score is 3.22. 81% agreed that the teachers have the ability to use different strategies for problem solving and the Mean score is 3.97. 87% agreed that the teachers have the ability of inspiring confidence in the students and the mean score is 4.13. 78% agreed that the teachers have the ability of relating the previous lesson with the current lesson and the Mean score is 4.09. 74% agreed that the teachers have the ability of arousing student’s interest in lesson and the Mean score is 3.93. 59% agreed that the teachers have the ability to provide plenty of opportunities to students for practice and the Mean score is 3.67. 84% teachers agreed or strongly agreed that the teachers have the ability to motivate the students towards learning and the Mean score is 4.18. 56% agreed that the teachers have the ability to use learning activities that require students to practice higher older thinking and the Mean score is 3.45.

All the sixteen statements of the skills appropriateness of the teaching methodologies, the teachers agreed that the teachers are using appropriate teaching methodologies according to the demand of the subject they taught and Mean of means is 3.73

So, it can be concluded from the above table that teachers are satisfied with the performance of teachers on the skills of appropriateness of teaching methodologies. Mean of means lies between uncertain and agree showing positive trend

Table 7:          Class Discipline

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to maintain good order in the classroom.

Frequency

0

7

24

125

94

250

4.22

Score

0

14

72

500

470

1056

Percent

0

2.8

9.6

50.0

37.6

100.0

2

The teachers have the ability to deal the misbehaviors effectively.

Frequency

1

28

35

94

92

250

3.99

Score

1

56

105

376

460

998

Percent

.4

11.2

14.0

37.6

36.8

100.0

3

The teachers have the ability to identify disruptive behavior.

Frequency

0

2

40

128

80

250

4.14

Score

0

4

120

512

400

1036

Percent

0

.8

16.0

51.2

32.0

100.0

Mean of means=4.11

Table 7 shows that 87% teachers agreed or strongly agreed that the teachers have the ability to maintain good order in the classroom and Mean score is 4.22. 73% agreed that the teachers have the ability to deal the misbehaviors effectively and Mean score is 3.99. 83% agreed that the teachers have the ability to identify disruptive behavior and Mean score is 4.14.

From the three statements of class discipline skills majority of the teachers agreed and Mean of means is 4.11. So, it can be concluded from the above table that teachers agreed and are satisfied with the performance of teachers on class discipline skills.

Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 8:          Teacher like Personality

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers possess teacher like personality.

Frequency

0

17

25

111

97

250

4.15

Score

0

34

75

444

485

1038

Percent

0

6.8

10.0

44.4

38.8

100.0

2

The teachers have the experience about teaching and learning.

Frequency

0

14

26

121

89

250

4.14

Score

0

28

78

484

445

1035

Percent

0

5.6

10.4

48.4

35.6

100.0

3

The teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements.

Frequency

28

31

24

85

82

250

3.65

Score

28

62

72

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

Mean of means=3.98

Table 8 shows that 82% teachers agree or disagree that the teachers possess teacher like personality and Mean score is 4.15. 83% agreed or strongly agreed that the teachers have the experience about teaching and learning and Mean score is 4.14. 66% agreed that the teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements and Mean score is3.65.

From all the three statements of teacher's personality majority of the teachers agreed and Mean of means are 3.98. So, it can be concluded from the above table that teachers agreed and are in favor that the teachers possess teacher like personality. Mean of means lies between uncertain and agree showing positive trend.

Table 9:          Formulation of Appropriate Questions

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to use proper questioning during the lesson.

Frequency

0

17

25

111

97

250

4.15

Score

0

34

75

444

485

1038

Percent

0

6.8

10.0

44.4

38.8

100.0

2

The teachers have the ability to use lower cognitive and higher cognitive questions to check student’s understanding.

Frequency

0

14

26

121

89

250

4.14

Score

0

28

78

484

445

1035

Percent

0

5.6

10.4

48.4

35.6

100.0

3

The teachers have the ability to properly handle the student’s questions.

Frequency

28

31

24

85

82

250

3.65

Score

28

62

72

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

4

The teachers have the ability to use regular questioning to gauge pupils progress.

Frequency

0

1

43

103

103

250

4.23

Score

0

2

129

412

515

1058

Percent

0

.4

17.2

41.2

41.2

100.0

5

The teachers have the ability to use questioning to stimulate the students thinking during instructions.

Frequency

7

19

73

117

34

250

3.61

Score

7

38

219

468

170

902

Percent

2.8

7.6

29.2

46.8

13.6

100.0

Mean of means=3.95

Table 9 shows that 82% teachers agreed that the teachers have the ability to use proper questioning during the lesson and Mean score is 4.15. 83% agreed that the teachers have the ability to use lower cognitive and higher cognitive questions to check the student’s understanding and Mean score is 4.14. 66% agreed that the teachers have the ability to properly handle the student’s questions and Mean score is 3.65. 82% agreed that the teachers have the ability to use regular questioning to gauge the pupils progress and the Mean score is 4.23. 59% agreed that the teachers have the ability to use questioning to stimulate the students thinking during instructions and Mean score is 3.61.

From the five statements it can be concluded from the above table that the teachers agreed and are satisfied that the teachers have the skills to formulate the appropriate questions and Mean of means is 3.95. Mean of means lies between uncertain and agree showing positive trend.

Table 10:        Checking Of Homework

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers give homework regularly.

Frequency

0

27

19

116

88

250

4.06

Score

0

54

57

464

440

1015

Percent

0

10.8

7.6

46.4

35.2

100.0

2

The teachers check the homework regularly.

Frequency

1

43

74

67

65

250

3.61

Score

1

86

222

268

325

902

Percent

.4

17.2

29.6

26.8

26.0

100.0

Mean of means=3.83

Table 10 shows that 81% teachers agreed that the teachers give homework regularly and Mean score is 4.06. 52% agreed that the teachers' check the homework regularly and Mean score is 3.61.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the homework regularly and mean of means is 3.83. Mean of means lies between uncertain and agree showing positive trend.

Table 11:        Checking Of Class Work

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers give class work regularly.

Frequency

0

16

13

111

110

250

4.26

Score

0

32

39

444

550

1065

Percent

0

6.4

5.2

44.4

44.0

100.0

2

The teachers check the class work regularly.

Frequency

1

43

46

69

91

250

3.82

Score

1

86

138

276

455

956

Percent

.4

17.2

18.4

27.6

36.4

100.0

Mean of means=4.04

Table 11 shows that 88% teachers agreed that teachers give classwork regularly and Mean score is 4.26. 63% agreed that the teachers check the classwork regularly and Mean score is 3.82.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the class work regularly and Mean of means is 4.04. Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 12:        Inspiring Confidence in Students

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to inspire confidence in students.

Frequency

0

12

25

119

94

250

4.18

Score

0

24

75

476

470

1045

Percent

0

4.8

10.0

47.6

37.6

100.0

2

The teachers have the ability to appreciate the student’s efforts.

Frequency

0

0

36

113

101

250

4.26

Score

0

0

108

452

505

1065

Percent

0

0

14.4

45.2

40.4

100.0

3

The teachers have the ability to reinforce the correct behavior of the students.

Frequency

0

8

62

109

71

250

3.97

Score

0

16

186

436

355

993

Percent

0

3.2

24.8

43.6

28.4

100.0

Mean of means = 4.13

Table 12 shows that 84% teachers agreed that the teachers have the ability to inspire confidence in students and Mean score is 4.18. 85% agreed that the teachers have the ability to appreciate the student’s efforts and Mean score is 4.26. 71% agreed that the teachers have the ability to reinforce the correct behavior of the students and Mean score is 3.97.

From the three statements it can be concluded from the above table that the heads agreed that the teachers inspire confidence in the students regularly. The Mean of means is 4.13. Mean of means lies between agree and strongly agree showing strong positive trend.

Table 13:        Evaluation Skills

S.No

Statement

SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to use evaluation techniques.

Frequency

0

16

28

143

63

250

4.01

Score

0

32

84

572

315

1003

Percent

0

6.4

11.2

57.2

25.2

100.0

2

The teachers evaluate the students properly.

Frequency

0

41

37

126

46

250

3.71

Score

0

82

111

504

230

927

Percent

0

16.4

14.8

50.4

18.4

100.0

3

The teachers have the ability to conduct classroom test for evaluating the student’s performance.

Frequency

1

1

36

115

97

250

4.22

Score

1

2

108

460

485

1056

Percent

.4

.4

14.4

46.0

38.8

100.0

4

The teachers have the ability to use evaluation skills for judging the student’s achievements.

Frequency

1

28

33

127

61

250

3.88

Score

1

56

99

508

305

969

Percent

.4

11.2

13.2

50.8

24.4

100.0

5

The teachers have the ability to use diagnostic evaluation skill to identify the problems in learning.

Frequency

6

54

55

90

45

250

3.46

Score

6

108

165

360

225

864

Percent

2.4

21.6

22.0

36.0

18.0

100.0

6

The teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students.

Frequency

1

23

43

125

58

250

3.86

Score

1

46

129

500

290

966

Percent

.4

9.2

17.2

50.0

23.2

100.0

Mean of means=3.86

Table 13 shows that 82% teachers agreed that the teachers have the ability to use evaluation techniques and Mean score is 4.01. 68% agreed that the teachers evaluate the students properly and Mean score is 3.71. 84% agreed that the teachers have the ability to conduct classroom test for evaluating the student’s performance and Mean score is 4.22. 74% agreed that the teachers have the ability to use evaluation skills for judging the student’s achievements and the Mean score is 3.88. 54% agreed that the teachers have the ability to use diagnostic evaluation skills to identify the problems in learning and the Mean score 3.46. 73% agreed that the teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students and the mean score is 3.86.

From the six statements it can be concluded from the above table that the teachers agreed and are satisfied that the teacher has the skills to use the evaluation skills properly and Mean of means is 3.85. Mean of means lies between uncertain and agree showing positive trend.

DISCUSSION:

The teacher constitutes the major school input. The teacher at different levels needs different types of training. Because good education represents good teacher and good teacher need not only sufficient knowledge of the subject matter to be imparted to students but techniques and methods should be taught both in theory and practice.

The study was descriptive in nature. For this purpose the research reviewed the related documents, educational policies and Teacher Training Programs. The main objective of the study was the analysis of skills acquired in the Teacher Training Programs and required in the actual classroom. A study was conducted to investigate the needs, teacher and teacher trainers.

Technique of multistage sampling was used. 3 Districts of Punjab were the sample of the study. In each district ten percent teachers were selected as a sample. For data collection the researcher prepared a questionnaire for the teacher.

Data collected through research tool was analyzed by using t-test. It was concluded that majority of the teachers prepared the lesson objectives before going to class. Majority of the teachers lacked the skills of identifying misbehaviors. The teachers were trained in the traditional methods and the teacher training programs are heavily loaded with theoretical information and the teachers are unable to use modern methodologies.

It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.

6:         FINDINGS

1. 86 percent teachers strongly agreed or agreed that the teachers possessed good planning skills
2. 65 teachers strongly agreed or agreed that the teachers prepared the lesson objectives before going to class but the classroom
3. 72 percent teachers strongly agreed or agreed that the teachers had the ability to plan the lesson according to the needs of the students. But the classroom observation showed that only 27 percent teachers possessed this skill.
4. 15 percent teachers agreed that the teachers had the ability to identify intended learning outcomes but the classroom observation showed that only 27 percent teachers possessed this skill.
5. 79 percent teachers agreed that the teachers had the ability to present the material effectively.
6. 72 percent teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way but the classroom observation showed that only 56 percent teachers possessed this skill.
7. 78 percent teachers agreed that the teachers had the ability to involve the students in learning activities but the classroom observation showed that only 27 percent teachers possessed this skill.
8. 66 percent teachers agreed that the teachers had the ability to build the relationship between the learning experiences and effective instructions but the classroom observation showed that only 43 percent teachers possessed this skill.
9. 88 percent teachers agreed that the teachers had the ability to manage and organize the lesson but the classroom observation s

About the Author

Tehseen Akhter, PhD scholar at International Islamic University Islamabad (IIUI) Pakistan

Muhammad Anwar, PhD scholar at International Islamic University Islamabad (IIUI) Pakistan

Is it hard to get into UNC chapel hill?

I want to go into the Nutrition Program about how high should your GPA be (not for admission but to be most likely accepted) I'm in high school but I'm taking 8 college classes this year. Five starting this fall. Also what would be the ideal SAT or ACT score?

UNC Chapel Hill is one of the best schools in the country (ranks #28 according to US News). Most schools that rank that high are typically hard to get into.

25 percent of the last class that came in scored less than 1210 on the SATs (on a 1600 scale of course) and 25% scored above 1400. The other half fall somewhere between 1210 and 1400. Since we know that top schools are very interested in preserving their key statistics, I would say you are probably guaranteed admission if you score above 1500 and your chances are pretty good if you score over 1400.

Average high school GPA is 4.42.

Whenever you have a question like this about any school, you should first consult Princeton Review's www.review.com It's a great tool and that's where I found all of the information I included in this answer.

http://www.princetonreview.com/schools/college/CollegeAdmissions.aspx?iid=1023944

Good luck to you!

What's so great about UNC?

Tags: about unc, about unc chapel hill, about uncle sam, about uncle tom's cabin, about uncw, education, reference, research, tutorials, unc

Top Grade

Top Grade

A Look at the Coin Grading Services Available in America

Although there are many coin grading services which have sprung up as of late, one of the best and most respected is still that of Professional Coin Grading Service (PCGS) and also that of Numismatist Guaranty Corporation (NGC). These are two of the best grading services available in America to date.

There are a few other coin grading services who come in second but if the graded coins you’re looking to buy have either a PCGS or NGC seal on it you can be assured of good quality. This is because, unlike many coin grading services, PCGS and NGC both have a very conservative grading policy which means that they won’t be quick to put a high grade on a coin without good reason.

The coin really must be of a high quality for PCGS and NGC to put their stamp on it with a high grade mark. Unfortunately there are many other coin grading services which don’t have this same standard of evaluation and who will put a high grade on anything that looks good.

Grading low coins as high can and will deceive the buyer which is why you need to be wary of accepting sight unseen, a coin which has been graded. Unless of course it’s stated specifically that it’s a PCGS or NGC grading.

Another thing for you to look out for when going with the grading of other coin grading services is whether they’re cleverly implying that their grades are the same as PCGS. In the case of NGC, because they have almost the same high standard of coin grading services as PCGS, their grading values are the same.

For example, if the other company puts a high grading for a coin and then points out the high PCGS value for that same coin grade, you might be tempted to buy their coin without another thought if they’re offering it to you on a platter.

Which is really why, the Latin caveat emptor applies here. As far as accepting graded coins goes caveat emptor: buyer beware of what you’re getting yourself into. This is also the point in a coin sale where you should walk away from such an unbelievable bargain. As I keep saying, they’re unbelievable for a reason, so don’t get pulled in.

About the Author

Muna wa Wanjiru is a web administrator and has been researching and reporting on internet marketing for years. For more information on Coin Grading Services, visit his site at COIN GRADING SERVICES

how do i score top grade as i am not good at school an i suffer from dyslexia?

i have ben failing english, my mid simister exzam will be in the nxt 3 weeks and i dont want to fail.

Study is a good answer, but it begs the question..... how to study most effectively.

I'm going to talk about "compensations" here. But I'm not going to start with studying or learning. That will be at the end.

I'll use a simple comparison. When I worked in a factory in the 70's I had to instruct several women in industrial machine repair. Native skill aside, they just didn't have the upper body and arm strength that men had.

We had several repair tasks on machines that even strong men usually asked for help on, but were expected to be able to do alone if they had to. There was no way these women could have exerted the strength to do this.

I talked to them about leverage, using their bodies the right way and going "with the flow" instead of trying to brute force it.

For one task, I showed them how to take the three foot wrench that we used to move a jammed conveyor line and to slide a 3" diameter, six foot long pipe over it. Then to set their back against an I-beam and push on the wrench with their feet using their leg muscles.

These were jobs that I had watched one fellow give himself a double hernia trying to accomplish, and another have a heart attack.

Each woman did these physical jobs at least once, without help, during training. Just to show they could do it if they had to, like all the others that carried the machine repair classification and the higher pay.

Another example. I have bad eyes. When working on presses, smooth motion without any tilting or cocking was important. I couldn't see that like the people with good eyes. I wrestled with that for months, then found if I stood where I had a straight line to compare to the motion of the press head, I could tell if it was tilting. I would use an I-beam or a stationary pipe as my straight line, and stand to put it between myself and the head of the press. I caught it every time after that. My work became easier after that because I wasn't struggling with how others could see it easy but I couldn't see it at all and had to guess.

These solutions are called compensations. To compensate is to find a way to do something that works when you can't do it the way other people do it.

With school, you are going to have to find your own compensations for learning. Your teachers know some, but if you are still having trouble they have probably reached their limit. If they don't have your problem, they probably don't have experience in how to handle it beyond what they have read in a book.

Try different things to help your study. I like mind-mapping as a learning aid. You don't have to use words. Pictures often work better than words. All it has to do is help you understand and remember better than what you are doing now. Teachers know about mind-mapping.

Using pictures and diagrams for notes might help, colors too. It doesn't matter what other people are doing, it has to work for you.

Try remembering on purpose what motion your arm makes when you write a correct answer on a quiz, then remember that motion when that question comes up on a test.

Or remember the sound of the teacher's voice when they gave out the answers. Or picture how they looked, the shape of their lips and cheeks.

I do most of my reading now with audio-books. There is text-to-speech software that will read out with a computer generated voice. Maybe that will help you.

I can't say what will work for you. Dyslexia covers a lot of different problems with learning. You will have to find, by exploring and trying, what gives you better results with "trying easier" instead of trying harder. I'm sure you know by now that trying harder is a losing strategy.

I will guarantee that whatever you find that helps you to learn will stay in your life, helping you, longer than what you are having so much trouble with in classes right now.

Good luck.

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