Category: High School

  • The Power of Parental Influence in Uncertain Times

    The Power of Parental Influence in Uncertain Times

    The Power of Parental Influence in Uncertain Times

    This is the second in several installments about navigating through the teenage years.  In this post I would like to spend some time describing the culture our teenagers find themselves facing; and discuss how parents can both grieve the loss of our compliant naïve children and begin to rewire the brains of our confused adolescents.

    It’s Really Scary Out There

    In case you haven’t noticed, it’s a pretty scary world out there.  And it’s not just scary for you and me as adults, but it’s especially harrowing for our teenagers.  We have created a world dripping with violence, drugs, and sex, and our children are right in the middle of it.  For a moment, let’s delve into this culture of madness that our teens claim “we just don’t understand.”

    The temptations begin with the culture of drugs and substance abuse.  For teens, drugs provide a short term antidote for the pain of crazy emotions, raging hormones, and a bleak and uncertain future.  Although the effects of this antidote are often short term, the eventual use can kill your child.  Unfortunately the insanity of the teenage years, and a brain looking for short term pleasure without long term reasoning sees this as a pain free alternative.

    Adding to this deadly sin is the potent enticement of adolescent sexuality.  Powerful hormones, combined with a need for peer acceptance, curiosity, intimacy, a female desire to please and a male desire to dominate contribute to a brain filled with desire, with little thought for consequences.   Our society has also become hypersexualized and kids (even younger than teens) have no way to process this information in a healthy way.  These are only a few of the many evil temptations in the world.  I could go on to mention violence, negative peer influences, and internet insanity,  but I think you get the picture—the world is a scary place, especially to a naïve kid who has just left the comfort of playing with Legos and dolls.

     What’s the Protection or the Antidote?

    In the last blog post I mentioned that the adolescent brain is in a state of re-wiring; a pruning occurs which is eventually hardwired into the brain.  Research shows that parental influence of both a good and bad behaviors has an enormous effect on adolescents.  How we interact with our kids gets burned into that adolescent brain telling it how to act as an adult.  Thus, as Michael Bradley states, “through the rewiring process, the sins of the parents becomes the insanity of the adolescent.  Likewise, the wisdom of the parents can become the salvation of the teenager.”

    For the next several paragraphs let’s take a look at this potent influence, and how we can use it to our advantage in training our teens.

    1. First, as a parent we need to begin to grieve and leave behind the image of our sweet compliant child. Few of us are prepared for the emotional hurt which occurs when we lose the close, loving relationship that we had with our young children as they enter adolescence.  Our own need for nurturing is often lost to a teen who is wrapped up in their own emotional struggles.  So what is a parent to do?  GRIEVE, and remember that this teenager in front of you didn’t kill your child, but IS your child, just reborn once again.  Your job is to get to know this new person, and navigate the growing pains together.  Keep your eyes open for the excitement of getting to know your new young adult.  Focus on the good and show your child that you are in control of your own emotions.  Above all exhibit some strength, and demonstrate to your child that you are there for her even when she is distant from you.

     

    1. Next take a look at some of the ways in which you shape your child. Reinforcement is the primary tool of hard-wiring behaviors into your child.  Reinforcement in simple terms is anything that increases behavior.  Punishment, the opposite of reinforcement, is designed to decrease behavior.  Although this is fairly straight forward and simple, it can get a bit confusing when we are talking about the adolescent brain, and that is because we have to add one more component to the mix—the teenage brain’s craving for new sources of stimulation. Adolescents CRAVE excitement, new experiences, and novelty.  Think back to my discussion of scary environments.  The reason that drugs, sex, and other undesirable behaviors are often appealing to adolescents is because of this constant need for brain stimulation.  Now couple this with the fact that the reasoning portion of the brain is not fully developed, and you have a recipe for disaster.  This is why adolescents often push their parent’s “buttons” in order to get a reaction from them.  Your screaming at them can become addictive and act as positive reinforcement to them.  In the world of the developing brain, what we think as negative can often be positive.  So what is a parent to do in the face of this crazy behavior pattern?  Actually the best strategy it is to give no reinforcement to the aggressive outburst and behavior.  Go into shutdown mode and reinforce only the good behavior.  This is where parenting can get really personal.  It requires you to control your own needs and emotions and actually “walk the walk” of an adult role model.

     

    Future Discussion

    I would like to save the final few suggestions for the next installment.  As a final discussion I would like to present some research on how important modeling or copying behavior is in training the adolescent brain and finally present ways to improve your teen’s respect towards you.

    Bonnie Gonzalez has 36 years of experience as a counselor. She has taught high school and college classes and is now offering Intro to Psychology and AP Psychology courses through Aim Academy.

    Reference material from Michael J. Bradley’s, Yes, Your Teen Is Crazy, Loving Your Kid Without Losing Your Mind, Harbor Press:  2003.

     

     

     

     

     

  • Beating the Block: Five Tips for Overcoming Writer’s Block

    Beating the Block: Five Tips for Overcoming Writer’s Block

    5 Tips for Overcoming Writer’s Block

    Dr. Patricia Huston describes writer’s block as, “a distinctly uncomfortable inability to write.” Every writer feels some resistance when staring down a blank page but some authors experience near paralysis when it comes to writing. Somehow, any writer who has ever written has beaten the block. The good news is that there are ways to make your brain work for you when it comes to writing. Here are some tips to help you get past your own writer’s block.

    Routines rule

    Anxiety is toxic to creativity. So the more you wait to start a project, the more anxiety you’ll feel about it, and the less creative you’ll be when it is time to write. How do you combat this vicious cycle? Exercise creativity by writing daily. You might choose to write something fun, something you care about, or something you’ll have to submit on a deadline. Creativity works like a muscle. When you exercise muscles, you exhaust them so that they work more efficiently next time. When you practice any kind of creativity, including writing, it gets easier over time. In order for that to happen, creativity – like exercise – has to be habitual.  Sometimes, what feels like writer’s block is simply your brains just settling down enough to write. You can expedite that process by training our brains to be creative by setting a clear time and space in which to do that. Do your writing when you feel most awake each day. For some people, that’s first thing in the morning. For others, that’s mid-afternoon. At this time, your brain is fresh and full of good ideas. You also work more efficiently to produce better writing more easily. Block off this time for your writing tasks and watch your ideas take shape on the page. Do this every day and you’ll never again feel that last-minute deadline stress.

    Start single-minded

    Writing anything is really hard work and takes a lot of focus. Focus means reducing the amount of things your brain has to handle for a little bit of time. Whether you’re perfecting a poem, tweaking that plot twist, or rounding out your research paper, you can set yourself up for success by removing distractions during your writing time. Cognitive science tells us that humans are simply not good at multitasking. In fact, every time our brains toggle from task to task, we lose a minimum of five seconds of focus (and we often lose much more time than that). Check your phone 10 times in a twenty-minute period and you’ve lost almost a whole minute (at least) you could have been writing. In order to maximize your writing time and to let your ideas flow freely, remove all distractions from your work time and space. This may mean clearing your desk, turning off your phone, silencing notifications, or all three!  I use an app called Self Control to block all Internet activity during my writing time. You can download it for free here.

    Embrace the sloppy copy (rough draft)

    The truth is there’s nothing scarier than a blank screen or a cursor blinking at you from an empty screen. You’ve got to start somewhere. Revision is far easier than new creation so just get something on the page. There is no expectation that your first draft comes out perfectly – just the opposite! When you begin writing each day, write whatever comes to mind. It can be in bullets, sentence fragments, or pieces of dialog: whatever works to get words on the page. Once you get cranking, you can continue the draft and spend time later on revisions. Bonus tip: start your writing time with five minutes of something fun and pressure-free to get your creative juices flowing. For a list of writing prompts, check out this link.

    Small chunks of work

    Bill Gates famously said, “Most people overestimate what they can do in one year and underestimate what they can do in ten years.” This goes for writing, too. Many of us think that we can knock out that assignment if we had, for example, six hours of uninterrupted time. But you probably don’t have six hours of uninterrupted time anywhere in your schedule. And the truth is, we tend to be less productive and certainly less creative when we do a task for more than about 90 minutes. The solution? Plan small chunks of time over several days or weeks to do your writing tasks. Break your assignment down into several pieces and spend 20 to 40 minutes a day. Piece by piece, you’ll build a better product (with less stress!). I love the Pomodoro timer, which prompts you to work for 20 minutes and then to take a five minute break. There are may apps available but here is the one I use (and here is a web-based option for PC users).

    Teamwork makes the dream work

    Community is essential to writing. Writing partners serve many purposes: they provide accountability, they suggest new insights, and they might even revise your writing (if you’re really nice to them). Identify someone who has assignments similar to yours or someone who can offer impartial feedback (think parents, writers, and other educators you may know). Choose a date in advance of your deadline, tell that person how much writing you’ll have done, and meet that deadline. Voila! You’ve built in two advantages for yourself: you completed the work (or at least a draft) well before your actual deadline, and you’ll get the benefit of another writer’s input. Get ready to have a thick skin – sometimes writing feedback feels a little painful, but it’s worth it!

     

    Dr. Lauren Bailes is an Assistant Professor of Educational Leadership at the University of Delaware. She teaches Ready, Set, Go! College Writing and Readiness and Writing Research Right: The Research Paper.

  • Q & A with the Science Faculty

    What is the recommended progression of science classes for high school students?

    How can labs be effectively taught at home?

    Any recommendations for getting kids interested in science?

    What are some suggestions for helping the struggling science student?


    Susan Habacivch teaches Introduction to Chemistry and Physics, Math for Sciences, and Chemistry. Kristen Lauria teaches Pre-AP Environmental Science, Physics, and AP Physics 1.

  • Q & A with the English Faculty

    English teachers Amy Wallace and Bev Graybill joined me to discuss some relevant topics for high school and middle school English.

    Why is grammar important? How should it be taught?

    How do you handle plagiarism and giving appropriate credit?

    What are some of the best ways to build and maintain English skills over the summer?

    What are your thoughts on poetry?

    What key skills do middle school students need to develop in order to be prepared for high school English?

    What do you look for in good literature? How do you choose the books you teach in your classes?

    Amy, why did you decide to teach the class “Novel in a Year” and what actually happens in the class?

    Amy Wallace teaches Novel in a Year, Comprehensive LA Middle School, and Comprehensive LA High school. Bev Graybill teaches 3 grammar mini-courses (level one, level two, and level three) as well as Middle School Tools A and Middle School Tools B. She also teaches a American History through Literature class.

     

     

  • Q & A with the Math Faculty

    Today is Math Monday 🙂 Earlier we posted this free printable.

    The math teachers also got together on Zoom to answer some common questions about teaching math.

    First, take a moment to meet our math faculty.

    What are some tips or best practices for learning math?

    What is a good course plan for high school mathematics?

    How do you teach math at a co-op?

     

    How do you choose a good math textbook? Why does Aim Academy use University of Chicago School of Mathematics Project?

    How can you teach and challenge a gifted math student?

    For a complete list of our math classes click here.

     

  • An Interview with Bonnie Gonzalez

    An Interview with Bonnie Gonzalez

    Bonnie joins our staff this year for the 2017-2017 school year. She will be teaching Introduction to Psychology and AP Psychology.