How To Get Your Student To Take Academic Responsibility

As parents, you probably feel that your student is incredible. To you, they are intelligent, motivated, intellectual, creative, and everything that colleges would ever want in a student. However, as brilliant as your student may be, you may recognize that they don’t always try their best when it comes to schoolwork. It’s important that you as a parent note that this kind of apathetic behavior towards school work is perfectly normal. As the school year drones on and the spring semester gets well underway, students often lose interest in academics. It’s possible that they have been in the same classes for so many months that they may be getting bored of the subject. It’s also possible that they may not fully understand how much is riding on their academics from a college admissions perspective. Either way, if you feel like your teenager is lacking academic responsibility or may be losing interest in school, here are some suggestions you can try to help get your student back on track. Just because high school and college applications were a certain way when you were in high school doesn’t mean that that’s how they are now. In fact, with the advent of technology in the classroom and the increased diversity of the US student population, the likelihood of there being similarities between your high school experience and theirs is pretty slim. Thus, when you’re talking to your child about schoolwork and assessing whether they’ve lost interest in academics, it’s important to not compare your high school career to theirs. You truly don’t know everything about what they’re going through, so the, â€Å"When I was your age, we did†¦Ã¢â‚¬  argument is truly irrelevant here. Of course, you should try to give your child advice but only where you think you are qualified to give it. A good method is to not tell your teenager what you did when you were their age but instead tell them what you would do if you were in high school now. Finally, make sure that it is clear to your child that just because times have changed doesn’t mean that you are not still knowledgeable and capable of helping him/her. Getting through to a teenager usually takes more than a few stern warnings or even some gentle encouragement. As a parent, you need to take an active role in making sure that your teen not only knows the importance of getting back on the academic track but also is constantly taking steps to improve himself/herself. This means that you’re going to have to first sit your student down and explain to them that you’re not seeing them doing their best in their academics and that you’re just looking out for their well-being. Then, in the next few weeks, you need to constantly motivate, encourage, and work with your student to make sure they’re getting back on track. This can include looking at and helping them with their homework, proofreading their essays, or even setting up a reward system for getting good grades. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. The fact of the matter is that you are your teenager’s parent, not a cool teacher or a counselor who your teen may feel comfortable sharing their struggles with. It’s important for you to try and break down that communication barrier by presenting yourself as someone who is here to help rather than rigid old Mom/Dad with impossibly high expectations. A great way to try and break down that communication barrier to start by assuring your teen that it is okay for them to make mistakes as long as they learn from them and that you are always there to help them if they need it. You need to also stress that when he/she talks to you, they are in a no-judgment zone. Your only goal should be to help your teen, not criticize them. If your teen knows that you are serious about that, they will be more motivated to share their life with you. Hopefully, by creating this safe environment for your student to talk, your student will be able to open up about his/her academic struggles. From there, you two can work together to find the root of the issue and start working to get your student back on track. It’s not that easy to get back on the right academic track by yourself, especially as a busy high school student with a host of other responsibilities that have nothing to do with academics. Thus, it is often necessary to bring in others to help fix an academic situation in need. It is up to you, as the parent, to make sure your child has all of the tools that they need to succeed. Be sure to stress to your teen that you are there to help them succeed academically, whether it be helping them with their homework or getting them some school supplies to be more organized. You can also tell them that you’re more than willing to outsource the help to a professional like a near-peer mentor, counselor, or tutor who can better relate to them and understand their academic struggles. If your teen knows that there are all of these resources at their disposal and tons of people who are rooting for him/her to succeed, they may start to get the sense that academics are important. It may even motivate them to start improving their grades on their own. Teens are often in an emotional state while they’re in high school, and can you blame them? The high school environment is not always kind, what with the prevalence of bullying, cliques, and other social pressures in many high schools. Try to put yourself in their shoes for a moment and understand what they might be going through emotionally. Their emotional state and their school environment all factor into their academic performance. If you create an open, loving, and tolerant environment for your teen to share what their experiences in school are like and overall what is going on with them, your teen may be more open and honest with you. They may also respect you more and be more likely to take your advice on getting their academics back on track. When it comes to eliciting change from your student, it’s important to create an open, non-judgmental conversation with the sole aim of helping your teen. Let them know that their problems are your problems and that you are only interested in their success. From there, you can foster a positive relationship that will lead to your teen’s academic improvement. For other helpful advice for the parents of high school students, check out these previous blog posts: Feeling like your child needs a little boost in high school? Check out ’s Neer Peer Mentorship Program , where they will be matched with a successful college student who is on the same path as they are when it comes to your academic, career, and college goals. This mentor will meet with you and your student to provide helpful advice on all topics from college admissions to career goals, and they’ll make sure that your student is poised to succeed throughout high school.

Assignment 1 Essay Example | Topics and Well Written Essays - 2250 words

Assignment 1 - Essay Example The SECI provides a theoretical guide to knowledge generation and conversion as well as suggests that the processes take place simultaneously within an organization. In contrast, the CVF emphasizes the importance of coping with complex and competing demands. The integration of both models may assist organizational members to appreciate the complexity of knowledge management systems where multiple functions are undertaken simultaneously†( Densten and Gray). â€Å"The result of this study is the development of an integrated model, â€Å"The Organizational Knowledge Management Model† which if put into operation, should become a basis for managerial leadership development. In conclusion, by proposing the integration of organizational culture and knowledge management theory, this would stimulate development of theory and encourage further empirical research into these vital aspects of organizational behavior†(Densten and Gray). Densten, IL  and  Gray, JH  (2005)à ‚  Towards an integrative model of organizational culture and knowledge management.International Journal of Organisational Behaviour, 9 (2). pp. 594-603. [PDF File] ISSN 1440-5377 Accessed: http://www.usq.edu.au/extrafiles/business/journals/HRMJournal/InternationalArticles/Volume%209%20Knowledge%20Mgt/Volume9No2Gray.pdf [PDF FILE] CROSS-CULTURAL DIVERSITY IN THE KNOWLEDGE MANAGEMENT CONCEPTS OF 20-21st CENTURIES WITHIN THE FRAMEWORK OF INTERNATIONAL DIALOGUE FOR CREATION OF A NEW MODEL OF KNOWLEDGE MANAGEMENT By Tatiana Khvatova, Irina Ignatieva A SUMMARY The study focuses on the dimensions of Knowledge Management. Knowledge Management (KM) is one of the emerging multi- and interdisciplinary fields of science found to have study gaps that need further pursuit of research undertakings. â€Å"Tatiana Khvatova and Tatiana Ignatieva are few of those who attempted â€Å"to create a new model of Knowledge Management within the perspective of Cross-Cultural Diversity in the Knowledge Man agement Concepts of 20-21st Centuries within the Framework of International Dialogue†(Khvatova and Ignatieva). The target respondents are the practitioners in the said field and members of organizations. The methodology was not indicated although results of their study â€Å"presented tabulated cross-cultural similarities and differences on selected nationalities between American, Japanese, European, Chinese and Russian. KM approaches were presented with distinctive features such as: mission, mentality, ideal type and embodiment of knowledge, mechanism, objective, strategy, process, means and metaphor of KM† (Khvatova and Ignatieva). The study envisions that the â€Å"interconnections presented between all these approaches will provide better understanding on the versatility of KM science development. In addition, the study was purposely undertaken to help Russia create its own KM model

Tube feeding Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Tube feeding - Annotated Bibliography Example The results of the article show that patients may die or sustain serious injuries when the nurse administering to them loses the nasogastric feeding tube during insertion process or when the patients are using the tubes. The implication of the article is to provide nurses will the knowledge and skill to manage the nasogastric feeding tubes wisely. The purpose of the article was to enlighten the a nurse practitioner as far as feeding tube complication, contemporary feeding tubes, and the use of feeding tubes are concerned, particularly when it comes to the pediatric population. The study primarily depended on literature review with academic databases such as PubMed, Ovid Medline, Cochrane Library, and CINAHL being in use. The study revealed that all children who could not take nutrition through normal or oral means qualified for tube feeding. In addition, the study found out that a nurse practitioner (NP) could use gastrojejunostomy (GJ) tubes, pediatric gastrostomy (G) tubes, and nasogastric (NG) tubes on children. The implication of the research is to inform about how to care for children with enteral feeding tube access and how NPs can handle such patients in their daily routines. The reporter outlines some of the major skepticisms against the feeding tube, particularly as it relates to Parkinsons Patients and aspiration pneumonia. In essence, the reporter cites the views of various experts concerning the contentious topic where some experts allude to the fact that the use of feeding tube can significantly reduce the risk of catching aspiration pneumonia. On the other hand, some experts are opposed to the placement of the device on Parkinsons Patients, arguing that it is highly unlikely to extend the lives of such patients. The implication of this newspaper article is to provide the nurses and public with general and specific information concerning the potent of the feeding tube on Parkinsons and aspiration pneumonia Patients. Tube feeding is important