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College Readiness through Great Family Dinners

Tuesday, June 07, 2016

“One of the most important things in my life as I grew up were family dinners,” said a friend who seemed to have amazing confidence, as well as the ability to navigate life with great intention, wisdom, and aplomb.

She said that each member of her family knew from very early on, that it was his or she responsibility to arrive at the dinner table prepared to answer two questions. The first was: what is the most important thing that happened to you today? The second was: what is the most important thing that happened in the world today?

You can imagine how the discussion that ensued helped to develop the family’s connectedness, but more importantly, each member’s 0wn agency and mindfulness. Each member had both the responsibility of observing and interacting in the world around him or her and the task of evaluating what he or she saw, and then the privilege of sharing that story with the others at the table.

An eight year old might say the most important thing in her life was catching a ball during the kick ball game at school. And the most important thing in her bigger world was that there was a visiting scientist talked about the properties of magnets in her classroom that day.

But by 11 or 12 he might be saying that the most important thing in his life was baseball tryouts. And the most important thing in his bigger world was that a gorilla had to be shot at the Cleveland Zoo or that Djokovic just won a Grand Slam by betting Murray in the French Open.

Such a conversation every night and being responsible for both your part and hearing what others have to say helps a student, an individual, learn to grow into and be comfortable with communicating and explaining a position or view, analyzing the views of others, and questioning the opinions of others. It might also stimulate curiosity and a search for more knowledge and deeper understanding of topics that come up. All of these skills are needed for a student who engages fully in college learning. And what better place to begin to develop and hone them than in the safe environment of a family dinner?

So let’s eat together more often. And let’s talk about our observations to each other. It will make your student all the more ready for college.

New SAT Scores--Looking at College Admissions Profiles

Monday, May 23, 2016

The College Board recently (5/9/16) released concordance tables which compare March, 2016’s SAT scores (resulting from the first administration of the new version of the SAT) to previous SAT scores—scores that were calibrated and refined during the years between March, 2005 and March, 2016. It is especially important to understand the equivalent value of the new SAT scores when comparing these SAT scores to reported admissions criteria on Naviance or any published data-based sources which used the SAT scores previous to March, 2016 to report current admissions outcomes.

 

If you or your student are planning to use ACT scores as a way to evaluate your chance of admission or to submit standardized test scores to colleges then this has no bearing on those scores.

 

When you evaluate March SAT scores, however, it is very important that you bear in mind this new concordance information. For instance, if your student or you, if you are the student, got a 1300, on the new March SAT this is equivalent to 1230 on the old SAT. So whether you look at Naviance or another data source reporting SAT scores for various colleges, you need to use the equivalent old SAT score, not the new score to compare yourself to this previously collected data posted as a reflection of admission’s trends in various colleges. (Right now, the data represented in Naviance and other data bases is from the years previous to this year's, 2016's, graduating class. So it is listed in old score SAT terms.) 


The same is true of any data on a college website, or in national guides, either in print or online, like Fiske Guide to Colleges, for example. This data is all based on old--pre March, 2016--SAT test score data.

 

So be sure to adjust your thinking about the new scores and make the adjustment when looking at data collected and published using old scores.

 

The charts correlating the new and old scores may be found on the College Board website at:

https://collegereadiness.collegeboard.org/pdf/higher-ed-brief-sat-concordance.pdf

 I found pages 8 and 9 especially helpful as far as converting students scores to the old equivalent scores.


 Jan Rooker #SAT scores #college admissions #student advice #parent advice

 

Be on the Field, Not in the Stands

Wednesday, March 02, 2016

Several years ago I had a client who, when he came to my office each week, spent the first several minutes complaining about all the unjust happenings that had occurred in his life since our previous meeting. His teachers did not know how to teach, and, therefore, his test grades were low. His mother was sloppy and disorganized, and, therefore, he had to eat out all the time, thereby wasting his money. The students at school were lazy and left their lunch wrappers all over the tables in the cafeteria, and, therefore, there were no clean tables where he could sit to study or to eat lunch with friends.

One day after several weeks of this, I told the student a story. The story was about a soccer team. The members of the team were on the field practicing. Each day the coach gave the players directions about which moves to practice when their goal was to get the ball down the field to the goal and what moves to practice to block the other team from being able to move the ball in the other direction. Little by little as the team practiced they seemed to be getting better at moving the ball down the field, as well as better at keeping the other team from moving the ball the other way on the field. Meanwhile, other kids were in the stands watching the practice. They were watching the players on the field, and talking about the coach and his ideas, or commenting on the players. The kids in the stands said things like, "That coach doesn’t know how to coach. He should teach the team to use more passes, or more deception, or more maneuvers if he wants them to get the ball down the field." And they said, "See that kid over there, he can’t run for anything. The kid over there is so awkward. I could do a better job than that."

Where do you see yourself in this picture I asked my client? "I would be in the stands," he said. "Yes, you would!" And in the stands all you can do is critique the guys on the field. You can’t get any coaching. And you can’t get any practice. You can’t learn any new techniques. And you can’t learn how to get stuff done. And you can’t find out if you have what it takes to step up. In the stands is a very safe place.

"How could you be more on the field?" I asked my client. We talked a long time about the role he could take in his own learning, for example. If, in fact, his teacher didn’t do a good job teaching something, what resources did he have? There were the other students in the class. There was going back to the teacher for extra help. There were internet tutors like Khan Academy. There were other adults already in his life—parents, former teachers, older siblings, for example. There was the library with supplemental books, text books, and study guides. There was the possibility of asking for a paid tutor. And there was bearing down and reading and re-reading the text book. In fact, sometimes teaching yourself is even better than being taught. All of these could put my client more on the field than in the stands, where he would feel more like a victim and an onlooker than a player.

The next time my client came to see me, when he started to tell me about something unjust that had happened. I asked him if he felt like he was in the stands, again. And he said, "I kind of wish you hadn’t told me that story."

Next time you feel like something has happened to you, try to think about what you can do to put yourself on the field. Because it is always better to feel like you can take action to overcome a problem than to feel like you are relegated to being a powerless critical observer.


 

 


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