HOW TO TEACH CHILDREN

HOW TO TEACH CHILDREN

WHY TEACH?

1. Child care = least paid, least respected.  Don't choose this work -be chosen. 
2. Your life purpose needs to run through your veins and you need to know this is the purpose for your life.
3. Because you like it. 
4. It is fun.
5. To make a difference in children's lives, to see progress. 
6. To help a child grow in self-esteem and make good experiences happen.
7. You like diversity
8. Never boring
9. You like to feel needed.

            *          The children need you and worship you

1. There will always be a job for you - high demand.
2. It is a challenge
3. There is a lot to learn

What qualities do you need?

1. Must be flexible
2. Sense of humor
3. Energy
4. Patience
5. Character
6. Maturity in order to guide the children

Why not teach?

1. Not regarded highly
2. Low pay unless you own a business but limited
3. Long hours
4. Crowded, noisy, menial duties

FOR ANYONE WHO LOVES CHILDREN

1. It is your ethical responsibility to stand up for what is best for young children.  Make children a national priority.  You can't speak for your self.  The power lies with administrator and legislators. Join together, persists and remain advocates for children your whole life.

What should you teach a 3 year old?

1. colors
2. Shapes
3. Matching
4. Categorizing
5. Seriating
6. Self help - dressing

What should you teach a 4 year old?

1. ABC‘s
2. Numbers
3. Address
4. Phone #
5. Write name

PREREADING SKILLS

1. Matching
2. Sorting, classification, categorization
3. Sequencing
4. Patterning
5. Seriating - small to large

                        Teaching these skills instead of reading is DAP.  All reach the same level of reading by Grade 2.
GUIDELINES FOR TEACHING

1. Make it fun.  If your not fun, you're doing something wrong & learning isn't happening.

1. Never drill, get angry & cold.
2. Teach excitement and enthusiasm for learning.

1. Learning should be a walk of discovery, not a race to the finish line.

It should be a shared experience instead of teaching where something must be done by the teacher. Experience it together, child has much to offer.

1. Child must be actively involved to learn.  The object is not the story but the child's response to it that counts.
2. Be sure the message of love get through.  Be loving.
3. Risk looking silly, loosing perfect discipline, and showing emotion.
4. Eye to eye contact.  Sit so this can happen.
5. Attention span:  5 to 10 min. on one thing.  Change often.
6. Reward accomplishments - treasure box and certificates

HOW TO HELP A CHILD DISCOVER FOR THEMSELVES

1. Learning is not something we do to the child, it comes from within. 
2. A good learner:
1. loves learning
2. eager discoverer
3. wants to know
3. Know child inside and out.
4. Focus on what the child is feeling.

            -Avoid putting adult ideas into children's heads.
Be a skillful observer:

1. What most attracts the child's attention?
2. What action schemes is the child repeating?
3. What consequences is the child producing with his actions?
4. What does the child say as he explores and who is it directed at?
5. How does he cope with momentary distractions?
6. Does he integrate the actions of others into his own play?
7. Listen carefully to questions asked by the child.  It   contains an assumption about the world held by the child & gives the teacher ideas for learning encounter.
8. Play with the child and imitate, thus the child will imitate you.
9. Present novel variations on the theme.
10. Change the play to expand it, unobtrusively introduce new ways of doing things. 
11. Be a source of challenge and exploration.

Read More

How to Give a Persuasive Speech

How to Give a Persuasive Speech

A persuasive speech is a presentation that aims to change others by prompting them to think, feel, or act differently.

• change people’s attitudes,
• change the strength towards or against people, policies, or ideas
• change how people act

Characteristics of Persuasive Speech
1)         Persuasive speaking is “interactive.”
an engagement between a speaker and a        listener
2)         Persuasion is NOT the same as coercion, or force.
not force them to do à be artistic
3)         Persuasive impact is usually gradual, or incremental.
Three Cornerstones of Persuasion
Three forms of proof, or reasons people believe (by Aristotle)

1. Ethos – the perceived personal character of the speaker
2. Pathos – emotional proofs, or reasons to believe in something
3. Logos – rational or logical proofs

ETHOS
“The perceived personal character of the speaker”
Listeners think or perceive that:
- You have integrity, credibility
- You can be trusted
- You have goodwill toward them
- You know what you’re talking about
- You are committed to the topic

PATHOS
“Emotional reasons to believe in something”
Listeners need to not only understand your ideas but also feel something about them.
            How:

• Personalize the issue problem, topic
• Appeal to listeners’ needs and values
• Bring material alive

LOGOS
“Rational or logical proofs”

Logical proofs = arguments, reasoning, and evidence to support claims     
Evidence = examples, testimony, statistics, analogies, visual aids, and etc.
Building Credibility
Credibility = Ethos
A willingness of others to believe that a person has personal integrity, is positively disposed toward them, and can be trusted.
Credibility is not a static quality. It can change, increase or decrease, as a result of a speech.

Types of Credibility
1) Initial credibility= expertise and trustworthiness listeners recognize BEFORE a presentation (based on positions, achievements, experiences)
2) Derived credibility= expertise and trustworthiness listeners recognize as a result of how speakers communicate during a presentation
3) Terminal credibility= credible speakers have at the end of a presentation (cumulative expertise, goodwill, and trustworthiness listeners recognize in a speaker)

How to build credibility

• State your qualification
• Show that you care about listeners
• Appeal to listeners’ emotions
• Reason carefully
• Use effective and ethical supporting materials
• Use verbal and nonverbal communication to show that you care about the topic
• Respond to questions with open-mindedness and fairness

Principles of Speech Organization

• Introduction should capture audience’s attention, provide clear thesis statement, and preview what you will cover.
• Internal summaries of main points should be provided.
• Smooth transitions between points and parts of a speech are needed.
• Body should be organized to reinforce thesis and show unity of ideas.
• Conclusion should summarize main points and end with strong closing statements.

“Motivated Sequence Pattern”
Attention – “Pay attention. This is important to you.”
Need – “Something is wrong and something must be done about it.”
Satisfaction – “What I have to offer is the way to solve the problem.”
Visualization – “This is how my plan will work to solve the problem; and if you accept my solution, things will be much better.”
Action – “Take action!”
Persuasive Speech Outline

I. Begin with an Attention Step that is an
- Opening statement of interest
(Use one or more of the following):

A rhetorical question
A startling statement
A quotation
An illustration or story
A reference to the subject
A reference to the occasion
- Motivate audience interest in your subject by alluding to: (use one or more of the following):
The practical value of the information for your audience
A reason to listen
The audience’s sense of curiosity
Establish your credibility by:
Alluding to any first-hand experience you may have had
Alluding to sources of information you have consulted

II. Show there is a need
To urge a change-point out what’s wrong with present conditions
To demand preservation of present conditions-point out the danger of a change
 
The Need Step is developed by:
Illustration: Tell of one or more incidents to illustrate the need
Ramifications:Employ as many additional facts, examples, and quotations as are required to make the need convincingly impressive.
Pointing: Show its importance to the individuals in the audience.

III. Present a solution
The Solution is developed by: (use one or more of the following):
Statement of solution: a brief statement of the attitude, belief, or action you wish the audience to adopt.
Explanation: Make sure that your proposal is understood.
Theoretical demonstration: show how the solution logically and adequately meets the need pointed out in the need step, point-by-point!
Practical experience: actual examples showing where this proposal has worked effectively or where the belief has proven correct.
Meeting objections: forestall opposition by showing how your proposal overcomes any objections which might be raised. 

IV. Help your audience visualize the future
The visualization step must stand the test of reality. The conditions you describe must be at least realistic. The more vividly you make the situation seem, the stronger will be the reaction of the audience.
There are three methods of visualizing the future(use one or more of the following):
Positive: Describe the conditions if your solution is actually carried out. Picture the listeners in that situation actually enjoying the safety, pleasure, or pride that your proposal will produce.
Negative:Describe conditions if your solution is not carried out. Picture the audience feeling the bad effects or unpleasantness that the failure to affect your solution will produce.
Contrast:Combination of 1 and 2. Begin with the negative method (undesirable situation) and conclude with the positive method (desirable solution).


V. Conclude with the Action Step developed by (use one or more of the following):

• Restatement of main idea and summary of main points.
• Statement of specific action or attitude change you want from the audience.
• A statement of your personal intent to take the course of action or attitude recommended.
• A concluding statement to recapture interest (a reason to remember).

Read More

Managing Stress

Managing Stress

Common Physical symptoms of stress can include:

• Rapid heartbeat.
• Headache.
• Stiff neck and/or tight shoulders.
• Backache.
• Rapid breathing.
• Sweating and sweaty palms.
• Upset stomach, nausea, or diarrhea.
• Sleep trouble.
• Weakening of the immune system
• Irritability
• Intolerance
• Short Temper
• Exhaustion
• Lack of concentration
• Frustration over minor challenges

Options to Alleviate Your Stress
If you determine that you are experiencing excessive stress, what can you do?

• Find out what is causing stress in your life and determine ways to reduce or eliminate the cause.
• Change your response to the stress by using old and new coping techniques
• Learn healthy ways to prevent stress and reduce its harmful effects.

Major Causes of Stress

• Being fired
• Being Promoted or Demoted
• Moving/Relocation
• Marriage/Divorce
• Pregnancy
• Death of family or friends

These are just examples of major life changes that can have a serious impact on our lives and cause our bodies to react with stress. Often times, the most common and stressful things happen on a daily basis.

Major Causes of Stress for University Students

• Adjustments to your daily routine
• Sleeping and eating habits
• Time-management due to additional academic work loads, finding the balance of studying, free time and deadlines
• Missing your social support network of high school friends and family
• Learning new navigations such as getting around campus, living on your own, choosing your classes, choosing new friends, choosing your life’s direction and career path for your future

Where does YOUR stress start?
Using the handout, take a few minutes to honestly consider what causes your daily stresses

• Family?
• School?
• Friends?
• Work?
• Etc…

How Can You Cope With Stress?

• Time Management can be a huge cause for stress in many peoples’ lives.  Consider taking a class or course or reading information available online or in magazines or books on how to better manage your time and tasks.
• Schedule - You may get more done with less stress if you make a schedule. Think about which things are most important, and put those at the top of your schedule/list to do those things first.
• Take good care of yourself. Exercise, get plenty of rest, try to eat well, don't smoke and limit how much alcohol you drink.
• Stop negative thoughts. Easier said then done right?  Well, it’s a skill that would be beneficial to develop.  Try writing down your worries and work on letting go of things you cannot change. Don’t worry about things that have past.  Focus on the positives and the future that you can still impact.
• Speak up. Assertive communication can help you express how you feel in a thoughtful, tactful way.
• Ask for help. People who have a strong network of family and friends manage stress better.
• Do something you enjoy.  A hobby, a bath, meditation, walking, or volunteering are good, helpful ways to help you feel better and relieve stress. Listen to relaxing music.
• Keep a journal.   Try including dates, time of day, time of year, current events in your life, even your food intake and exercise routine (if any).
• Focus on the present. Try meditation, imagery exercises, or self-hypnosis.  Don’t keep thinking back to your mistakes and reliving the negative things that happened.  There is nothing you can do about it.  Let it go and look ahead, not behind. 
• Laugh it up! Try to look for the humor in life. Don’t take yourself so seriously.  Everything will pass eventually and keeping a sense of humor will help lighten the load.  Laughter really can be the best medicine!

Make and Action Plan

• Can this situation be changed or improved? If so, how?

(As an example: Relationship stress - assertive communication training, setting boundaries, resolving conflict
Over commitment stress - setting boundaries, saying no, eliminating some things from your schedule
Grief and loss stress - seeking support, journaling, finding enjoyable activities to fill your day)

• What coping mechanisms (old or new) may help me to better handle the current stressful situation in my life?

(As an example: Meditation, Exercise, Engaging with friends, Listen to relaxing music, write down in a journal what things you want to let go)

• 3) Is there anything I can do to prevent or avoid having this situation reoccur in the future?

(As an example: Implement a schedule to better manage my time, ask for help if there are too many actions on my to-do list, go to bed earlier to have a better night’s sleep and more productive day)

Read More

General Presentation Skills

Finding the right register:
Getting the right balance between formality and informality in a presentation is very tricky.

1. Avoid colloquialisms (“sort of” or “kinda”)
2.  Try to avoid erms and ums
3. You want your audience to respect you, not like you.
4. Try to speak more slowly than you would normally.
5. Use pauses for emphasis (as opposed to raising your voice)
6. Don’t let your voice fade away at the end of sentences.

Reduce Anxiety
The easiest way to reduce anxiety is to have a well prepared and well-rehearsed presentation.
However, if nerves are still a problem, try the following…

1.   Visualisation: Imagine yourself giving a brilliant presentation.
2.   Breath deeply.
3.   Relax muscles / Release tension.
4.   Take a script which you can read if all else fails.
5.   Do something else really stressful just before… (Drastic, but works!)

Know your audience

Ensure you tailor your presentation appropriately, depending on the audience makeup. Do they know a lot or a little about the issue, do they generally support or oppose the issue?
A good general rule is that it pays to keep things simple.

Preparing your presentation

1. Use Powerpoint (or handouts)
2.  If using powerpoint, don’t use anything less than a 24pt font.
3.  Aim for about 8 slides for a 15 minute talk.
4.  Do not put more than 4 or 5 pieces of information on each slide.
5.  Make sure the slide contains information which will prompt you to make the points you want to make.

Practice

1. Practice giving the presentation to a friendly audience and ask them for honest and constructive criticism.
2.  Finishing on time is very important, and requires practice.
3.  So practice out loud on your own with a clock.

Some general tips

1. Make eye contact.
2.  Talk clearly to the back of the audience.
3.  Don’t mumble the ends of sentences.
4.  Be enthusiastic (or pretend…)
5.  Ask someone in the audience to warn you when you have two minutes left or wear a watch and pay attention to the time.
6.  The only way it gets better is to give more talks.

Tips for handling questions

1. Repeat questions for the benefit of the audience (and to give yourself extra thinking time).
2.  Be honest when answering questions, especially if you have no idea of the answer.
3.  Don’t be afraid to ask the questioner to be clearer.
4.  Don’t be afraid or ashamed to let someone else in the room answer the question.

Read More

Business Research

Business Research
1 Introduction to Research
Research is the process of finding solutions to a problem after a thorough study and analysis of the situational factors.
1.2. What is business research?

• Research provides the needed information that guides managers to make informed decisions to successfully deal with problems.

• The information provided could be the result of a careful analysis of data gathered firsthand or of data that are already available (in the company).

1.3. Types of Business research.
1. Applied research

• Is to solve a current problem faced by the manager in the work setting,demanding a timely solution.

2. Basic research (fundamental, pure)

• Is to generate a body of knowledge by trying to comprehend how certain problems that occur in organizations can be solved.
• The findings of such research contribute to the building of knowledge in the various functional areas of business.

1.4. Why is it important for managers to know about research?

• Solve problems
• Decision making tool
• Competition
• Risk
• Investment
• Hire researchers and consultants more effectively

2 Scientific Investigation

•  Observation
• Identification of problem area
• Theoretical framework
• Hypotheses
• Research design
• Data collection
• Data analysis
• Data interpretation
• Implementation

The seven-step process in the Hypothetico-Deductive method

• Observation
• Problem identification
• preliminary information gathering
• Theoretical framework
• theory formulation
• Hypothesizing
• Research design
• further scientific data collection
• logical analysis
• Deduction

The seven-step process

• Problem statement is a clear, precise, and succinct statement of the question or issue that is to be investigated with the goal of finding an answer or solution.
• Theoretical framework is the foundation on which the entire research project is based. It is logically developed, described, and elaborated network of associations among the variables relevant to the problem situation.
• A hypothesis is a tentative statement that proposes a possible explanation to some phenomenon or event. A useful hypothesis is a testable statement which may include a prediction. A hypotheses should not be confused with a theory.
• Data analysis: the data gathered are statistically analyzed to see if the hypotheses that were generated have been supported.
• Measurement is the process observing and recording the observations that are collected as part of a research effort.
• Deduction is the process of arriving at conclusions by interpreting the meaning of the data analysis results.

Problem Formulation

• Well begun is half done” --Aristotle, quoting an old proverb
• Where do research topics come from?
• The idea for a research project?
• One of the most common sources of research ideas is the experience of practical problems in the field?
• The Literature Review

The Research Cycle

• QUESTIONING
• PLANNING
• GATHERING
• SORTING & SIFTING
• SYNTHESIZING
• EVALUATING
• REPORTING*

Information needs in business

• Almost every organization has to engage in research at some level to stay competitive.
• Companies gather data both from within and outside the organization.
• The methods used to gather, analyze, and synthesize information from the external and internal environments are becoming increasingly sophisticated to the immense scope of computer technology.

Computer Technology and Business

• ICT
• Information
• Communication
• Technology

The research process

• Observation
• Data gathering
• Problem definition
• Theoretical framework (variables identified)
• Hypotheses
• Research design
• Data collection, analysis, interpretation
• Deduction
• Report writing
• Report presentation
• Managerial decision making

Research design

• Purpose of the study:
• Exploratory study
• Is undertaken when no information is available on how similar problems or research issues have been solved in the past
• Descriptive study
• Is to able to describe the characteristics of the variables of interest in a situation.
• Hypotheses testing
• Is undertaken to explain the variance in the dependent variable or to predict organizational outcomes.
• Case studies
• Research design can be thought of as the structure of research -- it is the “glue” that holds all of the elements in a research project together

Measurement

• The rating scale
• Have several response categories
• Likert scale is designed to examine how strongly subject agree or disagree with statements on a 5-point scale
• Ranking scale
• Are used to tap preferences between two or more objects or items
• Goodness of measure : reliability, validity

Data collection methods

• Data can be collected in a variety ways, data sources can be primary or secondary.
• Data collection methods such as:
• interview(face-to-face, telephone, computer-assisted interviews),
• Questionnaires
• Observation
• Motivational technique

Sampling

• A sample is a subset of the population.
• Sample is the process of selecting a sufficient number of elements from the population.
• Studying a sample rather the entire population is sometimes to lead to more reliable results, mostly because fatigue is reduced, resulting in fewer errors on collection data. (time, cost, human resources)
• Surveys are useful and powerful in finding answers to research question but if data are not collected from the people or objects that can provide the correct answers to solve the problem, the survey will be in vain.

Data Analysis and Interpret

• The data analysis involves three major steps, done in roughly this order:
• Cleaning and organizing the data for analysis (Data Preparation)
• Describing the data (Descriptive Statistics)
• Testing Hypotheses and Models (Inferential Statistics)

Descriptive Statistics

• Descriptive statistics
• Provide simple summaries about the sample and the measures.
• Central Tendency. The central tendency of a distribution is an estimate of the “center” of a distribution of values. There are three major types of estimates of central tendency:
• Mean is the most common-used measure of data tendency. =average.
• Median is the middle value, when the data is arranged in numerical order. 
• Mode is the value (number) that appears the most.
• Dispersion (Range, Standard Deviation)refers to the spread of the values around the central tendency

• Inferential statistics
•  t-test, Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA), regression analysis, Correlation is a measure of the relation between two or more variables.
• We use inferential statistics to make judgments of the probability that an observed difference between groups. Thus, we use inferential statistics to make inferences from our data to more general conditions;
•  We use descriptive statistics simply to describe what's going on in our data.

The Research Report

• Research proposal
• Research report
• Research presentation

Research report articles vary in how they are organized:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Read More

Business-plan-template

1. Business Overview

•  

Include in your overview:

• what your business does, your products or services
• how long you have been operating
• the industry you’re in
• point of difference over your competitors—such as different location, cheaper price or better service—and key benefits to your consumers
• where the business will be in two-to-five years and how this will be achieved, e.g. your position financially and in the market place (you may need to complete this after you’ve worked through the other sections)

2. Products/Services


Describe what you are going to offer your customers, including:

• exactly what you are going to sell or provide and how it will be produced
• branding and packaging (where applicable)
• ongoing product or service development
• your product/service’s features and how they compare to major competitors
• the price and how you have determined it (by considering production costs, labour and other overheads)
• any dealings with supplier/s

3. Market Analysis



Research your market and industry. Consider the following sources: industry profiles on IBISWorld, trade magazines, government reports, consumer surveys, running focus groups, identifying your competitors etc.
Briefly outline what market your product/service will serve and why. For example, if you plan to publish a magazine, you need to know about publishing trends, online competitors, other publications that cover your market (including their circulation, advertising rates, reader profiles) and identify a viable gap to fill.
Make sure you include:

• who will buy your product or service
• where your market is located: local, regional, state, national or international
• the state of the market: is it growing, declining, segmented?
• market influences such as seasonal price fluctuations or trends
• the price range: based on your target market will it be high, low or in the middle

4. Competition


List details about your competitors including:

• who and where they are
• how you'll position your product or service against them
• your product/service features against theirs and what gives you a competitive edge
• the benefit/s of your service/product to the consumer
• comparison of your pricing, promotion and distribution

5. Marketing Strategy


Show how consumers will find out about your product/service including:

• where, how and when you will promote your product/service such as shopping centre promotions, point of sale, viral marketing, billboards, loyalty schemes, etc
• what type of printed materials you’ll create
• your website or online presence
• details and cost of advertising including print, online, TV and radio
• product/service launch plans
• how you will measure the success of your marketing strategy and various promotions
• how pricing will encourage sales (e.g. selling in bulk)

6. Business Structure and Management


Describe the ownership structure (such as sole trader, partnership, company) including:

• reasons for chosen structure
• any trademarks, patents, web addresses and other intellectual property you need to protect
• owners and any legal agreements you may need
• any key staff, their involvement, responsibilities and expected salaries
• your exit strategy

7. Finances


Summarise your financial situation including:

• how you'll finance your business, e.g. business loan, personal funds, investment capital
• costings, including your start-up costs, salary and fixed overheads
• financial projections including how much you will need to make to break even, when you are likely to make a profit and growth expectations
• Type your financial summary here.

Validate your summary by completing these financial templates and attaching them to the end of your business plan. Download these templates and guides and save them separately.

• Establishment Costs Template (MS DOC 40Kb)
  These are your start-up costs which will not be repeated, e.g. setting up premises, licences, buying equipment, market research, etc
• Financial Statements (XLS 298Kb)
  Use this template to produce financial statements such as profit and loss, balance sheet or cash flow statements
• Cash flow forecast template (XLS 332Kb)
  Use this automated cash flow worksheet to forecast and record cash flow. The worksheet will update your figures as you type. If you're not sure how to use this worksheet, there's a plain English explanation of cash flow

8. Action Plan



Your action plan is the most important part of your business plan. It manages how you’re going to achieve your business plan objectives, so review it regularly and use it to control your activities.  List the actions by key areas such as:

• establishment
• legal
• finance
• marketing

List the key tasks to be done, by whom and by when. Don’t make them too detailed or they become unworkable. If you don’t achieve a task, reschedule it, but if it’s still not done by the second date, ask why. Is it too large? Is it unclear how it will help the business? Do we have the skills to do it?  See example below.

Key Objectives	Task	By Whom	By When
Establishment
	Register business and trademark	CP	15 Dec
	Research and purchase licences	FB	15 Dec
Finalise premises	- Rental agreement - Redecorate - Finalise office set up	TS	1 Feb
Legal
Contracts	Consult with lawyer	FB	15 Dec
	Finalise contracts	FB	15 Jan
	Sign	TS/CP/TGJ/FB	1 Feb
Finance
Determine fixed overheads	- Get costings - Meet with accountant	CP	15 Dec
Determine financial objectives	Identify amount to reduce loan	FB	1 Jan
Finalise cash flow plan	- Review P&L with managers - Complete cash flow plan	CP/TS/ FB	1 Jan
Finalise initial finance	Review finance documents	CP	1 March
Marketing
Determine sales and marketing objectives	Identify sales in each quarter for first year	FB	1 Jan
Determine launch plan	Outline plan	TS	1 Feb
	Agreement and decision on implementation	TS/CP/TGJ/FB	1 March
Create a brochure	Agree concept	TGJ	15 March
	Approval of copy	TGJ/CP	30 April
	Print	TGJ	10 May
	Distribute brochure	TGJ	1 June

Appendix I: Competitor Analysis


Use this table to list your competitors and how you compare against them. Think about how your business can improve on what they are offering.

Competitor	Date Established	Size	Market share (%)	Value to customers	Strengths	Weaknesses
Their name	When they started	Staff #s or turn-over	Estimated percentage of market share	Their unique value to customers, e.g. convenience, price, quality, service	Their main strengths	Their main weaknesses

Appendix II: Strategic SWOT Analysis


A strategic SWOT (strengths, weaknesses, opportunities and threats) analysis will help you turn your knowledge into strategy which you can then turn into actions. It provides direction to the business and its marketing strategies.
Use this table to describe your businesses strengths, weaknesses etc and develop strategies that will help you eliminate or mitigate them. Lists ways you can capitalise on your strengths and take advantages of opportunities.
Consider turning the strategies into actions using your Action Plan.

	Strengths	Weaknesses
	Advantages the business can exploit, e.g. good customer service innovative edge unique products	Areas of the business that need to be acted on, e.g. poor website not enough staff training
Opportunities	Strategies using strengths to address opportunities	Strategies to reverse weaknesses to address opportunities
Marketplace areas that can be built on, e.g. gaps in the market competitor closure	Ways to take advantage of business strengths, e.g. promoting good customer service to attract competitor’s customers	Ways to ensure weaknesses don’t hamper opportunities, e.g. hiring an experienced trainer to upskill staff provide better customer service, something no one is offering well at the moment
Threats	Strategies to counter threats with strengths	Strategies to fix vulnerabilities
External issues that could affect the success of the business, e.g. decrease in consumer demand sudden increase in costs	Ways to use business strengths so threats are not a problem, e.g. launching new product to revitalise consumer demand	Ways to address areas where the business may be vulnerable, e.g. utilising new technologies or social media to reach potential customers adapting green practices to minimise costs

Read More

Help Your Child Learn to Use the Internet Properly and Effectively

The Internet/World Wide WEB—a network of computers that connects people and information all around the world—has become an important part of how we learn and of how we interact with others. For children to succeed today, they must be able to use the
Internet. Here are some suggestions for helping your child learn to do so properly and effectively:

• Spend time online with your child. If you don’t have a computer at home, ask your librarian if the library has computers that you and your child may use. Learn along with your child. If you’re not familiar with computers or with the Internet, ask the librarian if and when someone is available at the library to help you and your child learn together to use them. If your child knows about computers, let her teach you. Ask her to explain what she is doing and why. Ask her to show you her favorite Web sites and to tell you what she likes about them. This will help her build self-confidence and pride in her abilities.
• Help your child to locate appropriate Internet Web sites. At the same time, make sure that she understands what you think are appropriate Web sites for her to visit. Point her in the direction of sites that can help her with homework or that relate to her interests. Pay attention to any games she might download or copy from the Internet. Some games are violent or contain sexual or other content that is inappropriate for children. Resources such as Get Net Wise (http://www.getnetwise.org/), a public service provided by Internet corporations and public interest groups and Families Connect (http://www.ala.org/ICONN/familiesconnect.html), a service of the American Library Association, can help you to make good Web site choices and give you more information about Internet use. You might consider using “filters” to block your child from accessing sites that may be inappropriate. These filters include software programs that you can install on your computer. In addition, many Internet service providers offer filters (often for free) that restrict the sites that children can visit. Of course, these filters are not always completely effective—and children can find ways around them. The best safeguard is your supervision and involvement.
• Monitor the amount of time that your child spends online. Internet surfing can be just as time consuming as watching TV. Don’t let it take over your child’s life. Have her place a clock near the computer and keep track of how much time she is spending online. Remember, many commercial online services charge for the amount of time the service is used. These charges can mount up quickly!
• Teach your child rules for using the Internet safely. Let him know that he should never do the following:
• tell anyone—including his friends—his computer password;
• use bad language or send cruel, threatening or untrue e-mail messages;
• give out any personal information, including his name or the names of family members, home address, phone number, age, school name; or
• Arrange to meet a stranger that he has “talked” with in an online “chat room.”

Read More

Encourage Your Child to Use the Library

Encourage Your Child to Use the Library

Libraries are places of learning and discovery for everyone. Helping your child find out about libraries will set him on the road to being an independent learner. Here are some suggestions for how to help:

• Introduce your child to the library as early as possible. Even when your child is a toddler, take him along on weekly trips to the library. If you work during the day or have other obligations, remember that many libraries are open in the evening.

If your child can print his name, it is likely that your library will issue him a library card if you will also sign for him. See that your child gets his own library card as soon as possible so that he can check out his own books.

• When you take your child to the library, introduce yourself and your child to the librarian. Ask the librarian to show you around the library and tell you about the services it has to offer. For example, in addition to all kinds of books, your library most likely will have magazines of interest to both your child and to you. It will likely have newspapers from many different places. Most libraries also have tapes and CDs of books, music CDs and tapes, movies on video and on DVD and many more resources. Your library also might have books in languages other than English or programs to help adults improve their English reading skills.

Ask the librarian to tell your child about special programs that he might participate in, such as summer reading programs and book clubs and about services such as homework help.

• Let your child know that she must follow the library’s rules of behavior. Libraries want children to use their materials and services. However, they generally have rules such as the following that your child needs to know and obey:
• Library materials must be handled carefully.
• Materials that are borrowed must be returned on time. Your child needs to learn how long she can keep materials and what the fine will be for materials that are returned late.
• All library users need to be considerate of each other. Shouting, running and being disruptive are not appropriate library behaviors.

Read More

Encourage Your Child to Read

Encourage Your Child to Read

Helping your child become a reader is the single most important thing that you can do to help the child to succeed in school—and in life. The importance of reading simply can’t be overstated. Reading helps children in all school subjects. More important, it is the key to lifelong learning. Here are some tips on how to help your child become a reader. 

• Start early. When your child is still a baby, reading aloud to him* should become part of your daily routine. At first, read for no more than a few minutes at a time, several times a day. As your child grows older, you should be able to tell if he wants you to read for longer periods. As you read, talk with your child. Encourage him to ask questions and to talk about the story. Ask him to predict what will come next. When your child begins to read, ask him to read to you from books or magazines that he enjoys.

• Make sure that your home has lots of reading materials that are appropriate for your child. Keep books, magazines and newspapers in the house. Reading materials don’t have to be new or expensive. You often can find good books and magazines for your child at yard or library sales. Ask family members and friends to consider giving you child books and magazine subscriptions as gifts for birthdays or other special occasions. Set aside quiet time for family reading. Some families even enjoy reading aloud to each other, with each family member choosing a book, story, poem or article to read to the others.

• Show that you value reading. Let your child see you reading for pleasure as well as for performing your routine activities as an adult—reading letters and recipes, directions and instructions, newspapers, computer screens and so forth. Go with her to the library and check out books for yourself. When your child sees that reading is important to you, she is likely to decide that it’s important to her, too. 

If you feel uncomfortable with your own reading ability or if you would like reading help for yourself or other family members, check with your local librarian or with your child’s school about literacy programs in your community.

• Get help for your child if he has a reading problem. When a child is having reading difficulties, the reason might be simple to understand and deal with. For example, your child might have trouble seeing and need glasses or he may just need more help with reading skills. If you think that your child needs extra help, ask his teachers about special services, such as after-school or summer reading programs. Also ask teachers or your local librarian for names of community organizations and local literacy volunteer groups that offer tutoring services.

The good news is that no matter how long it takes, most children can learn to read.
Parents, teachers and other professionals can work together to determine if a child has a learning disability or other problem and then provide the right help as soon as possible. When a child gets such help, chances are very good that she will develop the skills she needs to succeed in school and in life. Nothing is more important than your support for your child as she goes through school. Make sure she gets any extra help she needs as soon as possible and always encourage

Read More

Classroom management

What is Classroom Management?

1. It’s effective discipline
2. It’s being prepared for class
3. It’s motivating your students
4. It’s providing a safe, comfortable learning environment
5. It’s building your students’ self esteem
6. It’s being creative and imaginative in daily lessons

It’s different for EVERYONE!!

1. Teaching Styles
2. Personality/Attitudes
3. Student population
4. Not all management strategies are effective for every teacher

Techniques for Better Classroom Control

1. Focus attention on entire class
2. Don’t talk over student chatter
3. Silence can be effective
4. Use softer voice so students really have to listen to what you’re saying
5. Direct your instruction so that students know what is going to happen
6. Monitor groups of students to check progress
7. Move around the room so students have to pay attention more readily
8. Give students non-verbal cues
9. Engage in low profile intervention of disruptions
10. Make sure classroom is comfortable and safe
11. Over plan your lessons to ensure you fill the period with learning activities
12. Come to class prepared
13. Show confidence in your teaching
14. Learn student names as quickly as possible

Cooperation through communication

1. Verbalize descriptions of behaviors and never value judgments about individuals
2. Verbalize feelings but remain in control
3. DO NOT USE SARCASM
4. Do not place labels (good or bad)
5. Do not get students hooked on praise
1. Praise the work and behavior – not the students themselves
6. Speak only to people when they are ready to listen

Classroom Rules For Conduct

1. Formalized statements that  provide students with general guidelines for the types of behaviors that are required and the types that are prohibited
2. A few rules are easier to remember than many rules
3. Each rule in a small set of rules is more important than each rule in a large set of rules

Necessary classroom rules of conduct

1. Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors
2. Secures the safety and comfort of the learning environment
3. Prevents the activities of the class from disturbing other classes
4. Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

Beginning a new year

1. Take advantage of initial uncertainty
2. Ride your “fences”
3. PLAN for a favorable beginning
1. Classroom/lab organization
2. Ongoing routines
4. Use learning activities with easy-to-follow, uncomplicated directions
5. Use a disclosure statement

Disclosure Statement

1. Used to clearly communicate expectations to students and parents
2. Refer back to the guidelines throughout the term
3. Not a legally binding document

Components of Disclosure Statement

1. Basic Course Outline
2. Grading Procedures
1. Include procedures for making up missed work, extra credit, homework expected, etc.
3. Attendance Policies (should be consistent with school policy)
4. Other class rules, policies, procedures
5. Safety considerations as necessary
6. Accommodation for disabilities statement
7. Signature of student and parent/guardian

Room/lab arrangement

1. Make sure all students can see and hear clearly (and you can see them clearly)
2. Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
3. Allow room and easy access for proximity control
4. Think through class procedures and learning activities and arrange the room in the best possible way

Dealing with misbehavior
Functions of Behavior

1. Every behavior has a function
2. Four primary reasons for  disruptive behavior in the classroom
1. Power
2. Revenge
3. Attention
4. Want to be left alone (i.e., disinterest or feelings of inadequacy)
3. Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher
4. Do not tolerate undesirable behaviors no matter what the excuse
5. Understanding why a person exhibits a behavior is no reason to tolerate it
6. Understanding the function of a behavior will help in knowing how to deal with that behavior

Dealing with off-task behaviors

1. Remain focused and calm; organize thoughts
2. Either respond decisively or ignore it all together
3. Distinguish between off-task behaviors and off-task behavior patterns
4. Control the time and place for dealing with off-task behavior
5. Provide students with dignified ways to terminate off-task behaviors

Dealing with off-task behaviors

1. Avoid playing detective
2. Utilize alternative lesson plans
3. Utilize the help of colleagues
4. Utilize the help of guardians
5. DO NOT USE CORPORAL PUNISHMENT
1. A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

Modifying off-task behavior patterns

1. Use the principle of “Extinction”
1. Whenever the positive rein forcers for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior
2. Specify the exact behavior pattern to extinguish
3. Identify positive reinforcers for the behavior
4. Plan to eliminate positive reinforcement
5. Establish a realistic time schedule
6. Implement the plan
7. Evaluate the effectiveness by observing behavior
8. Use the principle of “Shaping”
1. Reinforce behaviors that are similar to the behavior to be learned
2. Subsequent actions that are more like the behavior to be learned than previous actions are reinforced
3. Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

Attention Seeking Behavior

1. Attention-seeking students prefer being punished, admonished, or criticized to being ignored
2. Give attention to this student when he or she is on-task and cooperating
3. “Catch them being good!” – and let them know you caught them

Power Seeking Behavior

1. Power-seeking students attempt to provoke teachers into a struggle of wills
2. In most cases, the teacher should direct attention to other members of the class

Behavior:  Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.
POSSIBLE RESPONSES:

1. Refocus attention by restating relevant point.
2. Direct questions to group that is back on the subject
3. Ask how topic relates to current topic being discussed.
4. Use visual aids, begin to write on board, turn on overhead projector.
5. Say: "Would you summarize your main point please?" or "Are you asking...?"

Behavior:  Shyness or Silence -- lack of participation
POSSIBLE RESPONSES:

1. Change teaching strategies from group discussion to individual written exercises or a videotape
2. Give strong positive reinforcement for any contribution.
3. Involve by directly asking him/her a question.
4. Make eye contact.
5. Appoint to be small group leader.

Behavior:  Talkativeness -- knowing everything, manipulation, chronic whining.
POSSIBLE RESPONSES:

1. Acknowledge comments made.
2. Give limited time to express viewpoint or feelings, and then move on.
3. Make eye contact with another participant and move toward that person.
4. Give the person individual attention during breaks.
5. Say: "That's an interesting point. Now let's see what other other people think."

Behavior:  Sharpshooting -- trying to shoot you down or trip you up.
POSSIBLE RESPONSES:

1. Admit that you do not know the answer and redirect the question the group or the individual who asked it.
2. Acknowledge that this is a joint learning experience.
3. Ignore the behavior.

Behavior:   Heckling/Arguing -- disagreeing with everything you say; making personal attacks.
POSSIBLE RESPONSES:

1. Redirect question to group or supportive individuals.
2. Recognize participant's feelings and move one.
3. Acknowledge positive points.
4. Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

Behavior:  Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.
POSSIBLE RESPONSES:

1. Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
2. "Can you restate that as a question?" or
3. "We'd like to hear more about that if there is time after the presentation."

Behavior:  Overt Hostility/Resistance -- angry, belligerent, combative behavior.
POSSIBLE RESPONSES:

1. Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
2. Respond to fear, not hostility.
3. Remain calm and polite. Keep your temper in check.
4. Don't disagree, but build on or around what has been said.
5. Move closer to the hostile person, maintain eye contact.
6. Always allow him or her a way to gracefully retreat from the confrontation.

Behavior:  Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)
POSSIBLE RESPONSES:

1. Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.
2. Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
3. Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
4. Ignore behavior.
5. Talk to him or her privately during a break.
6. As a last resort, privately ask the individual to leave class for the good of the group.

Behavior:  Griping -- maybe legitimate complaining.
POSSIBLE RESPONSES:

1. Point out that we can't change policy here.
2. Validate his/her point.
3. Indicate you'll discuss the problem with the participant privately.
4. Indicate time pressure.

Behavior:  Side Conversations -- may be related to subject or personal. Distracts group members and you.
POSSIBLE RESPONSES:

1. Don't embarrass talkers.
2. Ask their opinion on topic being discussed.
3. Ask talkers if they would like to share their ideas.
4. Casually move toward those talking.
5. Make eye contact with them.
6. Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.

School Policies
Be familiar with school policies from the start!
Policies relating directly to students:

1. Attendance/Tardy Policy
2. Academic/Grading Policies
3. Telephone use (school phones, cell, pagers)
4. Student Dress and Grooming Policies
5. Safe School Policies
1. Weapons, fighting, intimidation, verbal abuse, etc.
6. Alcohol, Tobacco, and Drug Policies
7. Sexual Harassment Policy

Policies you’ll need to be aware of as a teacher

1. Internet/Email use policies
2. Family Educational Rights and Privacy Act (FERPA) Policies
3. Policies regarding the reporting of abuse, neglect, suicide threats, etc.
4. Emergency procedures
1. Fire, earthquake, bomb threat, intruder, etc.
5. Field Trip policies
6. Accident reporting procedures
7. Reporting academic progress
8. Purchasing guidelines
9. Substitute teachers
1. Requests for, planning, etc.
10. Use of videos, movies, and instructional materials

If you advise a student group

1. Be familiar with:
1. Travel policies
2. Fundraising policies
3. Activity absence policies
4. Student organization finance policies

Read More

10 Keys to a Healthy Marriage

1 Control yourself and no one else.

1. The only person I can truly control is myself.
2. I must control my own anxiety.
3. I am responsible for my own happiness.
4. Anxiety and fear cause us to control others.
1. Money tight: blame spouse instead of dealing with anxiety.
2. Wife overwhelmed: pushes hubby away.
3. Husband lashes out at kids rather than calming himself.

2 Be selfish so you can be selfless.

1. Self-love (e.g. taking care of yourself) is a prerequisite in order to be selfless and give in a healthy way.
2. Ultimately selfish and destructive to ask your spouse to meet your deepest needs.
3. Must understand the four levels of love.

3 Burn the checklist.
Over time, a list of resentments begins to take hold in our minds.

1. Write down the list.
2. Burn it.
3. Do not allow the list to form again in your heart or brain.
4. Practice gratitude.

4 Forgive and rebuild trust.

1. Forgiveness does not mean pain goes away. Trust takes time.
2. 3 Reasons to forgive:
1. When don’t forgive, give past actions power over present; put focus on someone else’s actions rather than your own.
2. If don’t forgive, chain spouse to past actions.
3. Must forgive to be forgiven.
4. Rebuild trust:
5. Expect trust to take a long time to rebuild.
6. If rush it, become disillusioned and put too much pressure on each other.
7. Acknowledge and celebrate small steps.

5 Be assertive.

1. Being assertive is liberating for me and my wife.
2. When I am assertive, it relieves my wife of any pressure and she knows what I want. It is honest.
1. Examples
2. My birthday.
3. Sunday afternoons.
4. Wife who wants family to go to church with her.

6 Be apart so you don’t grow apart.

1. Not an excuse for men to play 18 holes of golf every day (9 is okay).
2. Some people only feel purposeful when they are needed and become dependent on children needing you. Take a break!
3. Need time apart as a couple from children.
4. Need time apart individually to be whole when you are together.
5. Examples
1. Anita listening to CD and concert tickets.
2. Me after a workshop.

7 Liking is more important than loving.

1. Love is obligatory.
2. But do you like your spouse?
3. Do you like who you are when you are with your spouse?
4. Practice the Power of One.
1. Write down one thing you like about your spouse.
2. Can be impersonal (he works really hard, she’s a great cook) or personal (he has a great sense of humor, she is compassionate).
3. Dwell on that one though. Compliment your spouse repeatedly.
4. Then find another quality you like. Rinse and repeat often.

8 Water your own grass.

1. Most common trap in human nature: the grass is always greener.
2. Tempted to take the easy way out: get a new lawn.
3. Resist the temptation of the perfect man or woman at the office.
4. Grass isn’t dead. It’s just dormant. We need to water it.
1. Don’t wait for your spouse to change.
2. Feelings follow words and actions.
3. Prepare the soil (forgive and rebuild trust).
4. Plant a lot of seeds. Marriage relationships deteriorate because we stop doing a lot of little things and miss opportunities.
5. Think of one thing your spouse HATES doing. Begin doing that task for your spouse, even if he or she does not reciprocate.

9 Cut the chords.

1. Parents still exhibit too much emotional control over spouses.
2. Disappoint parents early on in marriage.
1. Manipulation comes from resentments and feeling entitled because of all they sacrificed as a parent.
2. Do not be moved by their childish reactions.
3. Do not compromise your own family
4. Mother gets offended--enjoy the peace and quiet.
5. Not responsible for your parents’ happiness.
6. Cutting the chords causes transformation!
7. Husband first, father second, son third.
8. When decided to get married and have children, made a conscious choice to separate from parents and become mature adult.
9. Growing up is difficult  :)

10 The greatest gift a man can give his wife.

My greatest gift to others, ironically, has nothing to do with them and everything to do with me.
(1) I take care of myself so my wife doesn’t have to “manage” me.

1. Calm, assertive leader.
2. Free from parents’ control so put my family first.
3. Trust me with kids.

(2) Give me wife a night out once or twice per month.

1. Handle dinner, dishes, homework, put kids to bed.

(3) Date night with undivided attention.

The greatest gift a woman can give her husband.

(1) I take care of myself so my husband doesn’t have to take care of me.

1. Exercise, take a walk, listen to music, read, pray to feel centered
2. Show self-respect
3. Do not give kids keys to your emotions and happiness.

(2) Leave the kids, guilt and responsibility behind for a date night.

1. Be my husband’s date and not just his kids’ Mom for an evening.

(3) Thank my husband for random things: taking care of the lawn, working hard, being patient with the kids.
Make each other a priority. Spend time together first when come home from work. Let kids know your relationship is a priority.

Read More

The basic of cash flow statement

 

The Basic Statement 

of Cash Flows

 

Primary Purpose of Statement

To provide information about:

1. cash receipts
2. cash payments
3. the net change in cash resulting from

Meaning of Cash Flows

1. Cash equivalents are:
1. Readily convertible to known amounts of cash
2. So near maturity that their market value is relatively insensitive to changes in interest rates.
1. treasury bills
2. commercial paper
3. money market funds
2. The term cash includes cash equivalents.

The three primary sections of the statement are:

1. Cash flows from operating activities.
2. Cash flows from investing activities.
3. Cash flows from financing activities.

Operating Activities...

Include:

1. The cash effects of transactions that create revenues and expenses and
2. Enter into determination of net income.

Involve Income Statement Items

Types of Cash Flows Operating Activities

1. Cash inflows:
1. From sale of goods or services
2. From  return on loans (interest received) and on equity securities (dividends received)
2. Cash outflows:
1. To suppliers for inventory
2. To employees for services
3. To government for taxes
4. To lenders for interest
5. To others for expenses

Investing Activities...

Include:

1. Acquiring and disposing of investments and productive long-lived assets. 
2. Lending money and collecting the loans.

Involve Investments and Long-Term Asset Items

Types of Cash Flows Investing Activities

1. Cash inflows:
1. From sale of property, plant, and equipment
2. From sale of debt or equity securities of other entities
3. From collection of principal on loans to other entities
2. Cash outflows:
1. To purchase property, plant, and equipment
2. To purchase debt or equity securities of other entities
3. To make loans to other entities

Financing Activities...

Include:

1. Obtaining cash from issuing debt and repaying the amounts borrowed
2. Obtaining cash from stockholders and paying them dividends.

Involve Long-Term Liability and Stockholders’ Equity Items

Types of Cash Flows Financing Activities

1. Cash inflows:
1. From sale of equity securities (company's own stock)
2. From issuance of debt (bonds and notes)
2. Cash outflows:
1. To stockholders as dividends
2. To redeem long-term debt or reacquire capital stock

Read More

Something From Rich Dad Poor Dad

Rich Dad,Poor Dad
Robert T.Kiyosaki

Introduction

1. Does school prepare children for the real world?…
2. Her parents always used to say “Study hard and get good grades and you will find a high-paying job with great benefits.”
3. Says that the goal of her parents was to provide a college education her and her older sister.
4. When she got older she earned her diploma in 1976 graduated with honors, in accounting from Florida State University.
5. She was hired by a “Big 8” accounting firm and looked forward to a long career and an early retirement.
6. But after changing her job positions many times she was quick to realize that there was no pension plans vesting on their behalf.
7. In 1996 one of her kids was disappointed with school he claimed that he was board and tired of studying.
8. She said “Why should I put time into studying subjects I will never use in real life?”
9. With out a hesitation she replied Because if you don’t get good grades you wont get in to a good college.
10. After her son replied “Regardless of whether I go to college I’m going to be rich.”
11. Then they got in a discussion on how will he get rich if he does not go to a good college and he replies by saying that school is not the only way to get rich by naming celebrities that got famous off sports, singing, and making corporations.
12. One day her husband called her in to his office saying she needs to meet someone it was Mr. Kiyosaki.
13. Mr. Kiyosaki represented a game of them called CASHFLOW it was a new educational game.
14. The game looked like monopoly but it had two tracks the one inside and outside. The object of the game was to get out of the inside track what was called the “Rat Race” and to get to the outer track called “Fast Track”.

What is Rat Race?

1. Robert then defined the "Rat Race" for them. Rat Race is simple it’s just the average life of a person like a kid does good in school goes to a nice college then looks for a job that is safe with a steady income then he will have money to waste and starts dating then has twice the income with new partner. Then they have a kid then the family now needs to support the kid and needs a bigger house so that’s more money than they need to get second job and now they are in debt =[.
2. The only way to get out of the "Rat Race" is to prove your proficiency at both accounting and investing, arguably two of the most difficult subjects to master.
3. After having people play the game many of them did not like it because they could not get out of the Rat Race. Because they were not educated in school to learn how to use their money wisely.

Meeting up!

1. Her husband set up a dinner meeting with Robert and his wife within that next week. Although it was their first social get-together, they felt as if they had known each other for years. They found out there was a lot in common. They covered the gamut, from sports and plays to restaurants and socio-economic issues. They talked about the changing world spent a lot of time discussing how most Americans have little or nothing saved for retirement, as well as the almost bankrupt state of Social Security and Medicare.
2. Would my children be required to pay for the retirement of 75 million baby boomers? They wondered if people realize how risky it is to depend on a pension plan.

Ending Introduction

1. At the end of the introduction they asked how he knew everything he told them and he said he taught himself and how he wrote a book on it and it became a best seller and he had another one on his way but it is in pieces and they agreed to finish the book with him.

Chapter 1!

1. Starts off describing how he has two fathers and how one is this crazy smart father with a Ph.D. and completed four years of undergraduate work in under two years and how he studied at Stanford University, the University of Chicago, and Northwestern University to do his advanced studies, all on full financial scholarships.
2. The other father never finished the eighth grade.
3. But both men were successful in their careers, working hard all their lives. Both earned substantial incomes. Yet one struggled financially all his life. The other would become one of the richest men in Hawaii.
4. Both the fathers where good men and giving the son information about money and they both had different views on money and how to make it.
5. For example, one dad would say, "The love of money is the root of all evil." The other, "The lack of money is the root of all evil."
6. He later explains why the rich get richer and the poor get poor and the middle class is suck in debt is because school teaches scholastic and professional skills, but not on financial skills.
7. It later describes how he chooses to listen to the father that is rich and we find out that it is the one who did not go to school because he learned how to be financially stable on his own and not from years of school.

Robert Frost

1. Frost is one of his favorite poets.
2. The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads onto way, I doubted if I should ever come back. I shall be telling this with a sigh somewhere ages and ages hence; two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference. Robert Frost(1916)

Read More

building math skill for your children

Building Children's Math Skills

When children go to school, they get "formal" lessons in reading, writing, and arithmetic. But arithmetic, the adding, subtracting, multiplying, and dividing of numbers, is just one part of the greater use of math. Math is all about how numbers work.
Math helps children develop critical thinking and problem-solving skills. Just as the brain is "pre-wired" to learn and use language, it is also a part of human nature to learn and use math concepts.
Children are adventurous. As they begin crawling and walking to explore, they handle objects, and notice the sizes of their toys. They start to form ideas about their environment, naturally. With these activities, children learn the basics of math. They learn how to:

• Group and sort: match up objects that have traits in common, such as size, shape, and other features
• Recognize numbers: count and then understand what numbers mean
• Explore space: see and explore how shapes and things fit together
• Recognize shapes: know and point out the basic shapes - squares, circles, triangles
• Recognize patterns: be able to guess what comes next in a pattern of objects
• Estimate/predict: guess amounts, distance, how one thing can affect another (such as determining if a heavier object sinks faster than a lighter object)
• Measure: understand that one object can be used to describe or represent another and learn the concepts of tall, short, heavy, light, half
• Tell time: understand the concept of time, past and present, with words such as later, tonight, tomorrow, yesterday, in 10 minutes

All of these are important "pre-math" skills. They are the basis for learning math in elementary school and beyond.

Doing Pre-Math Activities with Children

You use math throughout your day, so just share it and make it fun for children. More than likely you are already helping your child to learn pre-math concepts by the words you use and the activities you do with her. Child care providers and programs also use activities that foster math skills in children's daily routines.

Grouping

Grouping is the first step in learning and understanding that numbers represent objects. Children can learn to group and sort objects - by size, shape, feel, color, or the way objects move. When young children are playing with toys and other things, they are naturally curious. They are exploring what they are see-ing and touching. And, you can easily help your child learn to group by giving him some household materials (see chart for ideas).

Pre-Math Activities
Grouping Activities	Concepts/Skills
Sort objects by size or color: pencils, crayons, toy trucks Group laundry: putting all clean pants, shirts, socks together No matter where you are, talk about your surroundings, and identify those things with same traits: round, square, red, blue With infants: Read books to baby (animals or subjects that capture baby's interest) and name animals	Color Size Shape Texture Taste Building vocabulary Common traits

Recognize Numbers

Children learn numbers by hearing them over and over, and seeing them written. Children will slowly learn that spoken or written numbers are about real objects. They'll understand the concepts of "more", "less", and "equal to" or "same".

Recognizing Numbers
Activities	Concepts/Skills
Counting games: count how many clocks you have at home, count the number of red cars you see, etc. Give them paper and crayons and let them write down the numbers they learn in sequence: 1, 2, 3, and so on Sing counting songs or read books that involve counting (for example, "This Old Man") Give directions that involve numbers ("Put two books on the table") With infants: Read books to baby that involve counting and using numbers (Goldilocks and the Three Bears, Three Billy Goats Gruff)	Numbers Counting Understanding spoken numbers mean real amounts Following onestep directions Writing

Shapes and Space

At an early age, children can "see" the shape and size of objects. They can touch and explore basic shapes such as circles, squares, and triangles. Children also learn the concepts of where things are located with words such as "over", "under", "beside", and "inside", in terms of where objects are.

Shapes and Space
Shapes and Space	Concepts/Skills
Play with blocks - sorting and building Make and cut out a variety of shapes and put them into a bag - have child feel in the bag and pull a shape out without looking at it and tell you what it is Put puzzles together With infants Talk to them about the shapes of objects you see, have in your home Give them blocks	Shapes Understanding what shapes are Fine motor skills Build vocabulary

Patterns

Patterns are a part of math. Getting children to be able to pick out visual patterns and know what is "next" in a sequence also helps with their ability to make predictions or guesses.

Recognizing Numbers
Patterns	Concepts/Skills
Play matching games Draw shapes on paper, color them and cut them out. Then make patterns out of them and have children guess what is next in the sequence. Have children come up with their own patterns.	Matching Visual memory Fine motor skills Shapes

Estimate/Predict

Estimation and prediction are also part of science and will help develop critical thinking skills. Ask your preschooler to:

• Guess which is bigger? Choose two objects that you can compare.
• Guess which is a higher stack - 10 nickels or 10 pennies?
• Predict - will a ball float and stay on top of the water or sink to the bottom?

Measuring

Measuring and knowing the sizes of things are important skills. Help your child understand amounts and concepts of "heavy", "light", "tall" with some of the following activities:

• Measure your child's height on the wall in pencil or on a chart. Do it at intervals to chart the growth.
• Cook or bake with your child. Let him help you measure out amounts of ingredients and see the difference in a cup, teaspoon, or tablespoon
• Play with and measure out sand.

Tell time

Whether it's getting to a job on time or knowing when the next train is coming - understanding time is important! You can help your child learn the basics of time and telling time:

• Time activities (set a timer and see how long it takes your child to brush their teeth; how long it takes to bake cupcakes, and so on)
• Draw a clock face: Talk about what the numbers on the clock mean and show them 1 o'clock, 2 o'clock. They may not understand right away, but they'll eventually get it.
• Talk to them about time and what they will do at different points during the day ("at two o'clock we will go to the park"; "bedtime is 8 o'clock")

The main idea is that math is all around you and you use it all the time. Think about how you use math in your everyday life. When you are paying for things at the store, measuring ingredients for a favorite recipe, or judging if your car has enough gas for a few more days - you're using some form of math. Math skills are not only important for children in school; they are important for the rest of their lives.

For More Information

• Department of Education, archives. This article, entitled What is Mathematics?, gives two different standards of math (thinking and content). It has ideas and activities for what parents can do to support and help their children learn both the thinking and content of math.
• University of Kansas Life Span Institute at Parsons, Kansas Kids Ready for Learning, Links to Early Literacy for Families and Providers, Math and Young Children. This webpage has several sources that discuss and have easy-to-follow activities to help young children develop pre-math skills.
• PBS Parents, Early math. An online "math coach" for parents and child care providers that gives ideas and directions for activities (grouped by child's age) with children that nurtures pre-math skills. All activities aimed at making math come to life for parents as well. The illustrated and detailed activities can be printed out to use at any time.
• Is This the Right Place for My Child?: 38 Research-Based Indicators of High-Quality Child Care. This user friendly booklet contains a checklist of 38 questions that parents can ask to evaluate the quality of child care programs and explains why each question is important and how it relates to the quality of care. One aspect of high-quality care is providing activities and materials that encourage skill development in all areas of learning.

Read More