A new study involving 1800 middle-class teens in grades 10 and 11 found students who work more than 20 hours a week at part-time jobs during the school year are more likely to have academic and behavior problems than those who work less hours. Problems the teens experienced included:

• reduced school engagement
• lower expectation for further education
• an increase in illegal activities
  • stealing
  • carrying a weapon
  • using alcohol and illicit drugs

Researchers also found the negative behaviors continued after the students working over 20 hours a week worked less hours or stopped working completely. Students who worked fewer hours experienced significantly less negative effects.
The study leader Kathryn C. Monahan said, although it wasn’t likely law-abiding teenagers would become felons or flunk out of school due to a 20 hour work week, the results were significant and should cause concern in parents.
If students are working more than 20 hours they may need to help support their family, be saving for college, paying their bills or a variety of other things. No matter what the reason and financial situation, students have a many tools they can use to realize their options and evaluate their priorities. The following list is a compilation of skills students need for success:
Time Management

- If students are working, going to school, involved in school activities, socializing, etc. they need to know when to say “No.”

- To help students find where they need to cut back have them write a schedule. Writing a schedule helps students:

- Commit

- Determine what’s important

- Feel accomplished when they cross something off

Priorities- The act of writing lists may bring students to the realization that they need to prioritize. If a student doesn’t see how they can prioritize their activities any different, ask them to prioritize their goals (getting a scholarship to college, passing a class, paying car insurance). Help the student see how they spend their time today will effect the outcome of tomorrow.

Options- If students must work, can they work on the weekends? Can they talk to their boss about getting more convenient hours with their school schedule? When students are writing down their options, ask them to write the pros and cons for each item.

Let students know that you understand it is hard to balance work and school. Give students support and help them find their options so they can focus on their academics and not have to stress about finances.

— Read the original article at http://consumer.healthday.com/Article.asp?AID=649480

Even though the Obama Administration is rooting for more involvement in math and science, according to the New York Times article “It may be a Sputnik moment, but science fairs are lagging,” teachers believe the Obama administration’s focus on raising scores in reading and math is having adverse effects on creative, independent exploration, like science fairs. Recently, many science fairs have been on the verge of folding because of low sponsorship and declining student involvement. On the middle school level, science fairs are still for the most part required of students but by the time those students hit high school there might not be a science fair to attend. Director at Society for Science & the Public, Michele Glidden said, “Science fairs develop skills that reach down to everybody’s lives, whether you want to be a scientist or not. The point is to breed science-minded citizens.”
As the science fair and math competition season begins, however, we are still seeing innovative and creative events taking place outside of the classroom. Below are some events we’re following this season. If you have more to share, please join the conversation in the box below.

• The Western Nevada Science and Engineering Fair: The Science Fair found that over 20,000 students participated in their local fairs to be able to attend this impressive regional fair. Their goal along with the Lemelson Young Inventors Challenge (LYIC) competitions “is to promote scientific thinking, creativity, and innovation. The competitions are an opportunity for students to exhibit their creative and critical thinking abilities and compete for recognition.”

http://www.nevadasciencefair.net/Welcome.html

• Cedar Point and KNEX Great Thrill Ride Build Off: This competition calls for classes across the country to create an original amusement park ride that will be judged by KNEX designers and Cedar Point ride engineers. Five classes will win the chance to display their invention at Cedar Point Amusement Park in Ohio. In May, Cedar Point is also hosting Math and Science Week where K-12 students learn anything from how weather works to the science behind their favorite thrill rides.

http://www.knex.com/News_and_Events/Thrill-Ride-Build-Off.php

• MATHCOUNTS: MATHCOUNTS is an enrichment program for 6-8 grade students. This competition program calls itself “the perfect atmosphere for students to push themselves and achieve more in mathematics.” MathCounts works to build a foundation for student success in science, technology, engineering, and mathematic careers. “Consisting of fun and creative problems that promote critical-thinking and problem-solving skills, the MATHCOUNTS competitions have written and oral rounds, as well as individual and team components.”

http://mathcounts.org/Page.aspx?pid=1854

• Math Olympiads: A program that is split into two grade groups, 4-6 and 6-8, with the goals to stimulate enthusiasm for math, introduce Mathematical  concepts, strengthen mathematical intuition, and much more. No travel is involved. Students meet in their school’s math club weekly and compete once a month for five consecutive months.

http://www.moems.org/program.htm

No matter how your school makes a difference with math, science, technology and critical and creative thinking, it is a key priority for all of us.   We hope some of these ideas will give you models for what is possible at your school.  If you are already a pioneer in these areas, please share with us and you can influence teachers around the world.

Wacky Rymel is a teenager from the high-crime neighborhood of Hackney, in London. Last year, as part of the government’s initiative to lower crime-rates and make youth feel empowered in their community, they worked with MTV to develop the competition, Good 4 the Hood. Hundreds of young people posted their ideas on MTV’s website, and in the end, Wacky Rymel and his diverse dancing style won. Rymel says he believes a lot of the crime in his neighborhood sprouts from people having nothing better to do. So, he decided to offer free dance classes for kids, ages 13 – 19, who perform for the community and get people involved in activities besides gangs and gun and knife crime.

It doesn’t have to require help from the government or a competition to get students thinking about what they can do for their community. Use this story to get your students thinking about how they can use their skills to make a difference and ask them:
– If there was one cause you could dedicate yourself to, what would it be?- What help would you need to make your dream of helping the community happen?- Imagine if one kid or group from every classroom was dedicated to solving one problem. What are the possibilities to ending problems that plague our society or the world?

To learn more about Wacky Rymel, visit moralheroes.org

The semester might have just started, but teachers and parents are already helping students prepare for state testing, SAT’s, ACT’s, midterms, quizzes, etc. As the last memories of the relaxing winter break dissipate and student’s stress levels rise, share these 7 steps to help any age student cope with their daily stress:

Read the rest of this entry »

An unprecedented study led by NYU sociologist Richard Arum followed thousands of college students in 24 schools, from highly selective to less selective, for a span of four years. While many employers may not be surprised by this study as they comment that most grads they hire lack these skills, the research led to the book “Academically Adrift: Limited Learning on College Campuses” (to be released January 2011) and the conclusion that large numbers of undergraduate students are entering and leaving college without learning critical thinking, complex reasoning, and written communication skills universally acknowledged as the core to a college education. According to the study:

• Forty-five percent of students made no significant improvement in their critical thinking, reasoning or writing skills during the first two years of college.
• After four years, 36 percent showed no significant gains in these so-called “higher order” thinking skills.
• Students who majored in the traditional liberal arts — including the social sciences, humanities, natural sciences and mathematics — showed significantly greater gains over time than other students in critical thinking, complex reasoning and writing skills.

Recently, CNN ran a story “Subject Matters: Students struggle with math fundamentals” where K-12 educators split their greatest hurdles in teaching math skills in three categories:

1) Knowing the basics – There is too much information to cram in too short amount of time. Students are being advanced without a strong foundation in core skills.

2) Helping students “get it” – Students have 12 years of schooling to develop holes in their core foundations. These holes are nearly impossible to address in every student because many come in with different backgrounds.

3) Math in real life – Math teachers have the tough job of relating math skills to real life to get students engaged and find relevancy in the learned skill.

If critical thinking isn’t being called out as a necessary skill in K-12, then there is no surprise college students are entering and leaving college without critical thinking skills to negotiate school and life. Critical thinking skills help students succeed academically while preparing them to be an intelligent citizen that can filter fact from fiction, serve on a jury or even find which internet provider  or phone service will give them the best deal. We have an opportunity to begin to emphasize reasoning skills which span the disciplines as early as high school or middle school. LifeBound’s book, CRITICAL AND CREATIVE THINKING is one way to approach a much needed class with coaching-based, collaborative activities through which students can learn solid thinking skills first-hand.

Sources:

– Study: Many college students not learning to think critically, mcclatchydc.com

– Subject Matters: Students struggle with math fundamentals, cnn.com