A Column By Richard Reynolds

Sphere: Related Content Autographs Written by Richard Reynolds Commentary from Richard Reynolds At birth every person has a clean slate with the ability to do something great. Some people would say that there are social and economic factors that prevent a person from achieving great things. I believe just the opposite that one can add value to their name through the life that they live. Last summer, my son and I participated in the Southeastern Conference Football Media Days at the Wynfrey Hotel in Birmingham. "Participating" may be stretching things because it was more like asking for autographs and allowing my son the opportunity to meet some famous and not so famous sports leaders. At that time the season was just starting with great promise for every team, every coach and every institution. Every autograph, one could say, had equal value and what made the difference in the value would be the coming performance of each individual. Isn't that like life? We each start out on equal footing given a name at birth. The value of that name is determined not by what our parents or grandparents did but will be determined by the legacy of the life that we live. What is your name worth? Here the term "worth" has no relationship to money but has the connotation of the value of one's life because of the good that one has contributed to this world. What have you contributed , what are you contributing to this world and what will you contribute in the future? Above is a column written by Richard Reynolds the writer of this blog. It is posted at www.claynews.net The small paper uses this as an avenue to compete with the larger papers with news in between its editions.

The Changing Landscape of Education

Sphere: Related ContentThe Department of Education reports that between 1994 and 2004, the number of English language learners (ELLs) increased in the United States by 65 percent. With the U.S. Census projecting the country’s population to swell to over 415 million by 2050, the number of ELLs will rise.

Safety in the school ...is it possible?

January 17, 2008 from wvgazzette.com Unions suggest path to safer schools By Davin WhiteStaff writer West Virginia teachers and bus drivers are no longer safe on the job, and lawmakers should work to correct dangerous school environments, union groups say. The American Federation of Teachers-West Virginia and the state School Service Personnel Association on Wednesday recommended ways to fix discipline problems, based on a recent survey of service workers and teachers. More than half of those surveyed said they have felt intimidated by a student’s behavior while on the job. Staffers also said the problems are worst at middle and junior high schools. Of those surveyed, 83 percent agreed there needs to be stronger discipline policies or better enforcement. The problems extend beyond the classroom, officials say. “It’s also a problem on our school buses, in our cafeteria, in our hallways,” said Bob Brown, executive secretary of the service personnel group. Judy Hale, president of AFT-West Virginia, said federal law also leads to weak reporting of a school’s discipline problems. No Child Left Behind, the law that guides public schools, flags schools with recurring discipline problems, leading school administrators to underreport real problems, she said. Delegate Ricky Moye, D-Raleigh, has been a school bus driver for nearly three decades. He said that almost any problems he has on the bus could be handled with the child or the parent. “It’s the student that is constantly, every day, doing things” who causes the most problems, he said. The union leaders have four recommendations. Students should be exposed to a bill of rights and responsibilities that outlines what is expected of them. State lawmakers should urge or require that local school districts hold at least two town hall-style meetings a year to draw solutions from parents, students, school employees and others. Also, the unions want principals and school administrators held accountable if they fail to follow the law regarding student discipline. Teachers and service workers would have oversight of a principal’s performance. In place of habitual, off-and-on suspensions for disruptive students, the unions want more alternative schools or placement options to help correct a student’s behavior problems. With the last recommendation, Hale asked lawmakers to dedicate some new money. Gov. Joe Manchin noted in his State of the State address that he wants a commission to determine how best to correct school discipline problems. Lara Ramsburg, a spokeswoman for Manchin, said the commission would have one main objective: “How do we change [the situation] to be the most effective and really make a difference?” The commission also will look at new alternative settings, which Manchin said last year he supported. In November, he heard directly from teachers at an education forum at the Charleston Civic Center. Teachers from across the state sounded off about their dangerous classrooms and failed discipline policies. Manchin also wants to revoke the driver’s license of students who do not maintain a “C” average. Hale said that won’t help in middle schools. To contact staff writer Davin White, use e-mail or call 348-1254. Click to Search for Related Stories in our Library Talk Back: [write to the editor] Sphere: Related Content

Working Together for the Good of Students and the Community

Sphere: Related ContentLeadership Networking: Relate, Collaborate, and Get Things Done- Second in a series...Relationship Skills Can Be Learned Effective relationships allow leaders to accomplish more than they can alone. So what can you do to build and improve relationships at work? Here are ten behaviors that will make a difference. Choose the positive. Good relationships are based on handling problems in a positive way. Avoid creating adversarial relationships or alienating others. Be a diplomat. Negotiating, giving feedback, sharing news and making decisions all require good timing and common sense. Be mindful of the whole picture and make your points at the most appropriate time. Find common ground. Shared goals, similar challenges or areas of agreement are great starting points for accomplishing work and building relationships. Work to find common ground when dealing with conflict or complexity. Keep cool. Can you handle an unfair attack from peers with poise? Are you steady when tensions are high? Keep your cool and avoid being defensive or counter-attacking. Avoid isolation. Don't limit your associations and relationships. Learn to relate to all kinds of individuals tactfully, from shop floor to top executives. Find ways to talk with staff members who are older or more experienced than you, as well as those who are younger. Expand your view. Strive to understand others' perspectives and needs. Listen. Active listening is essential. Listen carefully to different peoples' needs at all levels in the organization - both when things are going well and when they are not. Share information. Communicate well and communicate often. Keep people informed of future changes that may impact them. Involve others. Encourage direct reports to share ideas and information. Involve others in the beginning stages of an initiative or decision. Work to gain commitment of others before implementing changes. Your relationships will improve when people are motivated to work together. Be realistic. Recognize that every decision has conflicting interests and constituencies. Good relationships won't prevent conflict or disagreement. However, with strong relationships, you can work through challenges from a platform of cooperation, trust and respect. Keep It Simple When it comes to relationships, sometimes a small change makes a big difference. You can begin to build more effective relationships if you choose to: Be aware. Start paying attention to how you interact with coworkers. When you start to look at your relationships, you can begin to see the effect your behaviors have on those around you. Be present. Don't stay in your world and wait for people to come to you.Walk around, shake hands and get to know people. Ask them what they are working on or how they are doing. Be human. Listen to people and engage them on a personal level. Be genuine and open with others by sharing information about yourself.

Parents are from Mars, Teachers are from Venus

From Teachers Magazine January 3, 2008 Published: January 2, 2008 Parents Are From Mars, Teachers Are From Venus Sphere: Related Content I had a great idea the other day. I figure that if someone can make millions by writing a book attempting to explain the complex inner workings of the relationship between men and women, I can make a mint trying to explain the equally complex relationship between parents and teachers. Right? So I wandered over to the Self-Help section of the local bookstore and spent a few minutes browsing through the classic Men Are From Mars, Women Are From Venus looking for ideas. The first thing I noticed was the book's subtitle: A Practical Guide for Improving Communication and Getting What You Want in Your Relationships. How perfect is that?! Teachers and parents across America will flock to the shelves if I can somehow help them to "get what they want" out of one another, right? And isn't communication the hardest part of the school-child relationship that we share? I've never met a teacher who hasn't been mystified by the actions of a parent at least once a year, and I'm pretty sure that parents can say the same about teachers. Let's face it: We're two of the most complicated groups of people to understand—and for $29.95, I'm willing to be your guide! As part of a new partnership, teachermagazine.org publishes this regular column by members of the Teacher Leaders Network, a professional community of accomplished educators dedicated to sharing ideas and expanding the influence of teachers. After browsing witty chapter titles like "Men Are Like Rubberbands," and "Women are Like Waves," I found what is going to be the title of the first chapter in my book: "Scoring Points With the Opposite Group." My publisher—i.e., the guy down the hall with the only working printer in his room—tells me I should share some of my ideas here to "prime the marketplace." He seems to believe that my book will spread like wildfire through a word-of-mouth, grassroots buying campaign after y'all get a taste of what I've got to offer. So here's an early draft of the key ideas in my first chapter. Scoring Points with Parents (Target Audience: Teachers) Parents rarely intend to be the red-eyed, flame-breathing creatures that you see in your nightmares. There are several things you can do as a teacher if you are hoping to have a positive working relationship with the parents of your students. Begin by: • Recognizing that parents are valuable partners. Do you realize how much collective knowledge parents have about their children? They have spent years nurturing and supporting the students that you've sometimes just met! Yet teachers often overlook parents during the course of the school year. Make an attempt to involve parents in meaningful ways in the education of their children. Ask for their thoughts and advice. Empower them to help make important decisions. Recognize them as experts and treat them as respected equals. Not only will you score points, you'll learn valuable information that will help you to do your job better. • Communicating early and often. All parents are passionate about their children. They want to know what their strengths and weaknesses are. They want to know what is being learned in class and what assignments need to be completed. They want to know how to extend and enrich learning at home, yet often the only source of information is a cryptic conversation with a distracted twelve-year-old—or worse yet, picking through the pile of papers in the bottom of a backpack. (It's grungy down there!) Work diligently to communicate with the parents of your students in meaningful ways. Send e-mails, create Web sites, and host parent nights. Make phone calls—to express concerns and celebrate successes—and you'll surely score points with parents. • Admitting your mistakes. Teachers make thousands of split-second decisions every single day. Who was pushing in the lunch line? Was a child being honest? Did students have enough time to complete their tests? Were the directions for assignments clear? Was I too harsh? There will be times when you make the wrong decision—after all, you're human and this job is hard! There is nothing more damaging to your relationship with parents than to deny this reality. When you make a mistake, apologize and move on. You'll retain the trust of your parents and your own integrity at the same time. Scoring Points with Teachers (Target Audience: Parents) Teachers are rarely the incompetent, bumbling scatterbrains that you see in your nightmares. There are several things that you can do as a parent if you are hoping to have a positive working experience with the teachers of your children. Begin by: • Recognizing that teachers are professionals. The old adage, "Those who can, do, and those who can't, teach," is not only insulting—it is inaccurate. Teachers are generally highly trained professionals with a deep understanding of the content they teach and the instructional methods to make that content approachable for students of different ability levels. While you may not always understand the decisions made by teachers, in the vast majority of cases you can trust their training and experience. You'll score points with your child's teacher by providing him or her the professional respect that you expect to be given in your workplace. • Giving your child's teacher the benefit of the doubt. There are going to be times each year that your child comes home distraught over the actions of a teacher. In any setting where human beings are together for six hours a day, there are bound to be disagreements. When this happens, begin by giving your child's teacher the benefit of the doubt! Make an appointment to hear what happened from the teacher's perspective. You'll sometimes find that your child's version of events was not a "complete disclosure" of the situation, and together you can work out a set of next steps to keep future misunderstandings from happening. • Saying thank you. Teaching is demanding. Imagine spending hour after hour alone in a room with 20 to 30 children who all have different academic, social, and emotional needs. And then imagine working in those conditions year after year with little recognition or praise. Like any profession, the critics of education are often louder than the supporters—and teachers take these criticisms to heart. It can be terribly discouraging to work long hours with little pay in difficult conditions and then to hear only about failures. Take a few minutes each month to thank your child's teacher for something that he or she has done. Your kindness will remind teachers that their efforts are appreciated—and score you serious points! So, what do you think? Does my book have potential? Should I quit now and make a bid for a late afternoon talk show on national television? Watch out, Oprah, here I come! Even if I don't make it big, I hope some of my ideas make sense to parents and to teachers. Anything that I can do to improve the parent/teacher relationship is worthwhile, I figure. After all, we're counting on each other, aren't we? Actually, I'm wrong—it's the children in our schools who are counting on us! Bill Ferriter teaches 6th grade history and science in the Wake County, N.C. schools. A North Carolina regional teacher of the year in 2006, Ferriter writes frequently on education topics. His blog, The Tempered Radical, was named “Best Teacher Blog” in the 2007 EduBlog Awards competition.

Choose your words and choose how you use them

"Money and success don t change people; they merely amplify what is already there." - Will Smith Zig Zigler states that one needs to feed the mind to be successful. He goes on in his writings and training to state that one needs to feed it with the right type of things so that one will be prepared for opportunities that will present themself everyday. One can not "get" ready for what comes every day. One must be "ready". Below is a blog posted on Idol Chatter http://blog.beliefnet.com/idolchatter/2007/12/hitler-meant-well-will-smith-s.html It addresses something in the news and the talk shows currently. As with other "Thoughts for the Day" this is not about agreeing or disagreeing but about learning about how the use of words and communication is such an uncertain science and must be something that is continuely worked on by everyone. No one is immune from saying something that "could have been said better." As I always have said ,"I love to eat but the one thing I hate to eat is my words.!" Read below and see the linguistical gymnnastics that are being done by people over Will Smith's words. What do you think he meant? How could he have said his thoughts better? Then notice at the end what some of the postings are and how the semantical word games continue... Power Word for today: Pusillanimous (pyoo-suh-LAN-uh-muhs) adj. - cowardly Example: Gary's robbery of the Orphans Fund was a PUSILLANIMOUS act if there ever was one. Here is a quote from Will Smith. The words are well chosen here...but any time and any place either we can say the wrong thing or be misunderstood... Money and success don t change people; they merely amplify what is already there." - Will Smith Log in Category: Celebrities Hitler Meant Well: Will Smith Speaks and We Wish He Didn't Oy vey. Every time actors speak I find myself holding my breath and hoping that what they'll say will resemble one of the moving, well-written speeches that they deliver during the roles they've taken on in their lifetime. As it turns out, those speeches are crafted by experienced people (I believe they're called "writers," or at least they are when they're not striking) who know how to turn a phrase, and directed by other experienced people who are called "directors." Or sometimes, those emotional moments are brokered by a James Lipton or Barbara Walters or Oprah or Ellen, to get actors to discover the wonderful inner workings of their own minds, to entertaining effect for the audience. Often, these celebrities become spokespeople for wonderful philanthropic causes that help people all over the world, and they should be praised for devoting part of a significant fortune and pulpit to good works. But woe, alas and alack, sometimes it might have been better if the celebrity had said nothing at all. For instance, a recent combination of Will Smith+Scotland=a possible boycott of "I Am Legend," when the former fresh prince made the following opinion known. Smith says he doesn't believe, quote, "Hitler didn't wake up going, "let me do the most evil thing I can do today," adding that Hitler was trying to do what he thought was good, though his mind used "a twisted, backward logic." Do I believe that Will Smith is an anti-Semite? No. Will I never look at his movies the same way again, like what happened in the wake of Mel Gibson's trip to Crazytown? No. Will I insist, as the local JDL is, that Hollywood "shun any future projects involving Smith." Clearly not. But do I find it surprising that Smith would invoke Hitler, the most hated, and most acknowledgedly-evil human to have walked the planet (at least in recent memory) through a haze of attempted comprehension? Uh-huh. The report continues that "Smith himself is angry at the way critics have interpreted his words" [I bet he is] "saying there's no way they should be read to imply that he believes Hitler was anything but "a vile, heinous vicious killer." Good. We all agree. Let's move on. And please, celebrities...whether you yell at Matt Lauer for the evils of meds-prescribing psychologists or try to understand Hitlerian logic, even as an intellectual exercise that challenges the concepts of good and evil, I implore you: think before you speak. Comments (22) Now notice the some of the semantical workings on Smith's thoughts and the commentary on them...go to BeliefNet for more postings... http://blog.beliefnet.com/idolchatter/2007/12/hitler-meant-well-will-smith-s.html Below are some of the 22 comments already posted about the above blog:I really feel for Will Smith right now. I often have my beliefs interperted incorrectly also. But thankfully, mine aren't usually distorted in front of the whole world.He never once said he agreed with or condoned Hitler's actions. He only took the time and wisdom to look at the situation a little deeper. It's very very easy to say that Hitler was pure evil and that's just that. I believe there was an unbelievable amount of evil working in Hitler's heart. But I do not believe he was born that way. I don't know what happened, but something happened. Now before you say "We all have bad things happen to us, and we don't go out and commit genocide." But that's a very simplistic view. Many people are molested as children. Some grow up to be child molestors themselves, and some grow up to be childrens advocates. There is no black & white cut & dry answers to things like these. I will probably get blasted for this, but I believe the real spiritual leaders of our world (Jesus, Ghandi, etc.) would find forgiveness for him. You can forgive and try to understand people and horrific situations without condoning reprehensible (sp?) actions or suggesting that their actions should not have consequences.Acid destroys the container it's kept in. Meaning, forgiveness is always the path to emotional and spiritual freedom. Furthermore, the acid inside Hitler will do more damage to him than anything anyone else could inflict upon him.Namaste'. Posted by: Melanie December 27, 2007 10:26 AM I would be very interested in a definition of Good from Will Smith. I have never been that impressed with the intellect of celebrities and this comment reaffirms my belief that intelligence is not a requirement for working in film. Perhaps Will should read a history book, a dictionary might be helpful. Posted by: beth December 27, 2007 10:27 AM I agree. The Comments aren't shocking, and actually are corect. Hitler didn't wake up and decide to be evil, and didn't see himself as evil. Will Smith didn't say Hitler wasn't evil, he just said Hitler was in his own mind, not evil. So choose your words and choose how you use them by working each day to feed your mind... Richard Reynolds M.Div., M.Ed. ,Ed.S. ...give a man a fish feed him for a day, teach him to fish feed him for a life time...

Stepping out for opportunities

Let’s make a dent in the universe.” — Steve Jobs “Progress always involves risk; you can’t steal second base and keep your foot on first.” — Frederick Wilcox “Do you want to be safe and good, or do you want to take a chance and be great?” — Jimmy JohnsonDallas Cowboys Coach “To win without risk is to triumph without glory.” — Pierre Corneille “Only those who risk going too far can possibly find out how far they can go.” — T.S. Eliot

Opportunities are never easy...

We are always 18 months away from failure." --Bill Gates,Microsoft Corp. co-founder and philanthropist

Helping Students Learn at Home and at School

In This Class, Math Comes With Music By Michael Alison ChandlerWashington Post Staff WriterTuesday, October 23, 2007; B01 The red plastic ON AIR sign is always lit in Eric Chandler's second-grade class, where a simple question about subtraction could elicit a rock performance styled after the Red Hot Chili Peppers. You say the bigger number and count backwards/Or say the smaller number, then count forwards/Just say one, count the other on your finger/Where you stop's the answer, now let's sing . . . Take it away, take it away, take it away now. The Loudoun County teacher writes his own songs and also adapts the lyrics of popular tunes. Some musicians find inspiration in love or nature, but Chandler finds it in the Virginia Standards of Learning. The right combination of chords and rhythm, he says, makes the state's curriculum more fun and more memorable. "A song, if it's catchy enough, gets stuck in your head," Chandler said. So he embeds lessons in verses that kids might hum one day when sitting for a test. For years, researchers have studied whether music education raises IQ points, test scores, spatial sense or math and verbal skills. Definitive results are scarce, but experts agree that music sparks the memory. "Just think of the alphabet song," said Ellen Winner, a Boston College psychology professor who studies how music education affects learning. As formal music instruction is getting squeezed in many schools to make room for math, reading and testing, more teachers are looking for new ways to add melody or syncopation to the daily classroom diet of worksheets and more worksheets. In the past three years, nearly 200 artists have contributed to a Michigan-based Web site, http://songsforteaching.com/, that offers music for core subjects, foreign languages, special education and classroom management. Other Web sites specialize in math or science songs. A national Science Songwriters' Association sells independently produced albums, including some with Washington-area connections. Most educational songwriters sell online or at teaching conferences, having found it hard to get their songs on shelves in music stores. The Chromatics, an a cappella group of mostly research scientists based in Greenbelt, has sold nearly 15,000 copies of its educational astronomy albums in those ways. "We wanted to be the 'Schoolhouse Rock!' of astronomy," said singer Padi Boyd, saying she remembers many of the grammar- and history-based jingles from the educational films that aired between cartoons in the 1970s and '80s. Boyd's group used national science curriculum standards to write songs about the sun, planets and sound waves. Chandler recently finished an album of songs about spelling, including "Short Vowel Rock." His greatest math hits include "Fact Family," set to the tune of "We Are Family" by Sister Sledge, and his own "Addend Plus Addend." After a decade teaching first grade, Chandler moved to second grade this year at Mountain View Elementary School in Purcellville, providing another set of grade-level state standards to dive into. Eventually he wants to cut an album for each elementary grade and sell them statewide. Chandler, 33, embraced musical pedagogy after learning about a teaching method called Quantum Learning, which encourages using music to keep students engaged and focused. Now Chandler is more likely to reach for his acoustic guitar than a dry-erase marker when explaining something complex. He even starts off the day with song. One recent morning, students were quietly reading "The Ralph Mouse Collection" and "Froggy Goes to School" when the first beats of C+C Music Factory's "Everybody Dance Now" thumped from a boombox. Josh Smith pumped his fists in the air, and Matthew Hudler struck a pose. Chandler, and then his students, started clapping in time. With one final big clap, the room went quiet. First lesson? Geography. Chandler strapped on his guitar. I live in Purcellville/I live in Loudoun County/I live in Virginia/I live in the United States of America/I live in North America/I live on Planet Earth/I live in the Solar System/I live inside of the Milky Way/How can anyone live in all these places?/Sometimes it is hard to understand. They sang another song called "Objects Move" for a science lesson. They also sang along in a rousing, Johnny Cash-like version of "That Shiny Nickel," with a count-by-fives chorus. Chandler finished with nimble riffs on the guitar, moving his fingers fret by fret until the children applauded. Sophia Sgarrella, with two long braids, called out from her desk, "You're going to break your pick someday." "Thank you, thank you very much," he said, Elvis-like at the mike. Chandler said his songwriting has evolved. He called his early attempts too singsong. "Kids don't go around singing nursery rhymes," he said. "They are into popular music. First- and second-graders, they listen to the radio." Now his subtraction rocks. For more edge, he obtained a grant to purchase his own portable studio, including a microphone, electric drum set and recording equipment. He collaborated with a technology teacher at his school to make slide shows or music videos of his songs, many of which have been posted on the school system's server for other teachers to use. Special requests have started coming from colleagues. Chandler wrote a fourth-grade song about Virginia's Native American tribes and a rap about Virginia "Document Dudes," also known as the Founding Fathers, who penned such works as the Constitution. Though his customer base is growing, he already has adoring fans, and possibly future musicians, in his class. Chandler said that after winter break each year, a handful of students come in with new guitars and want to learn the class tunes. Others are happy just to sing along. "There's only one teacher in the whole school who plays guitar," Sophia bragged after a morning of musical lessons. "And I'm looking at him." © 2007 The Washington Post Company

Leading that provides more opportunities

October 19, 2007 Leading from Second Chair Back in September, Teachers as Leaders spurred some deep discussion about school roles. Today, ASCD author Pam Robbins asked attendees at her session on the assistant principalship, Which leadership actions do you believe are most essential to fostering staff and student learning? Here's what a room full of mostly education administrators had to say: "Be available." "Lead from the middle. If you’re in among people and you’re willing to roll up your sleeves, you earn respect instead of demanding it. Don’t ask people to do anything you’re not willing to do.” "In San Jose, all principals, assistant principals, and deans also teach, and that creates a lot of collegiality among administrators and teachers." "Even if you're not teaching classes, be willing to be in the classroom, because we were all in the classroom at one point." "Since I'm here today, I have a teacher back at my school that's subbing for me. I think it's important to let teachers try on some of the administrator's responsibilites, as well." "We need to allocate the resources that allow teachers to be as effective as possible." What leadership actions are most significant to you? Pam Robbins, author of The New Principal's Fieldbook: Strategies for Success, presented a session titled The Quiet Journey to Excellence: Success Strategies of Assistant Principals. Visit Inservice throughout the weekend for more coverage of ASCD's 2007 Conference on Teaching & Learning in Atlanta. Posted by Laura Varlas in Conference on Teaching and Learning Permalink Digg This Save to del.icio.us

Humor that you can use in mixed company and not be embarrassed! June 29th, 2007 · The young man entered the Ice Cream Palace and asked, “What kinds of ice cream do you have?” “Vanilla, chocolate, strawberry,” the girl wheezed as she spoke, patted her chest and seemed unable to continue. “Do you have laryngitis?” the young man asked sympathetically. “Nope,” she whispered, “just vanilla, chocolate and strawberry.” It is hard to find good humor to use when leading, speaking or just in personal relationships ! The above joke came from… The Cybersalt Digest and is a ministry of Pastor Tim and Cybersalt Communicationshttp://www.cybersalt.org/cleanlaugh I recommend you check it out and make it part of your regular email by signing up for it. Then save them and you never know when they will come in handy! As leaders we need to be able to show that humor does not have to reside in the gutter or a trash can to be funny. Here is some more of the Cybersalt for your sampling… Today’s CleanPun - “Musical Note” The first graders were attending their first music lesson. The teacher was trying to begin at the beginning. She drew a musical staff on the blackboard and asked a little girl to come up and write a note on it. The little girl went to the blackboard, looked thoughtful for a minute and wrote, “Dear Aunt Emma, just a short note to tell you I’m fine.” Today’s Eye Laugh- Don't miss this!!!!!! *Computer Scale*http://www.cybersalt.org/go.php?id=cw485

Thought for the day:

We make a living by what we get: we make a life by what we give.-Winston Churchill

Harvey Mackay is a favorite author and speaker of mine! Part of providing opportunities on my part is making the best accessible and known to you! Fulfilling that means that I will acquaint you with the authors, speakers and resources that will assist you in your personal and professional life while also giving you ideas of how you can provide more opportunities of the children and youth of today! Below is another one of Harvey's post:

Harvey Mackay's Column This Week: What they don't teach you in school

As many college graduates are scrambling to find jobs, one of the most important things for graduates to understand is that you're in school all your life. In fact, your real education is just beginning.

I'd like to pass on a few lessons, which weren't necessarily covered in school. If you've been out of school for a few years—or a lot of years—this advice is still for you; consider it a refresher course.

Develop relationships and keep networking. If I had to name the single characteristic shared by all the truly successful people I've met over a lifetime, I'd say it is the ability to create and nurture a network of contacts. Start strengthening your relationships now, so they'll be in place when you really need them later. In the classroom it was mostly about your individual performance. Success in real life will require relationships. Who you know determines how effectively you can apply what you know. So stay in touch.

Find advisors and mentors. Advisors will not be assigned to you, as in school. You should actively seek your own mentors. And remember, mentors change over a lifetime. Start connecting with people you respect who can help you get a leg up in each aspect of your life, personal and professional. Make it as easy and convenient as possible for them to talk with you, and always look for ways to contribute to their success, too.

Build your reputation. Nothing is more important than a good reputation in building a successful career or business. If you don't have a positive reputation, it will be difficult to be successful. All it takes is one foolish act to destroy a reputation.

Set goals. Ask any winner what their keys to success are, and you will hear four consistent messages: vision, determination, persistence and setting goals. If you don't set goals to determine where you're going, how will you know when you get there? Goals give you more than a reason to get up in the morning; they are an incentive to keep you going all day. Most important, goals need to be measurable, identifiable, attainable, specific and in writing.

Get along with people. Ask recruiters from various companies to name the number one skill necessary for new hires, and many of them will say it's the ability to get along with people. Co-workers share office space, facilities, break rooms, refrigerators and coffee pots. They arrive together, take breaks together, eat lunch together and meet to solve problems together. All this closeness and familiarity can wear thin at times. Everyone shares responsibility for making the company work, run smoothly and stay profitable

Be happy. We are all responsible for our own happiness. Don't waste time and energy being unhappy. When people aren't happy doing what they do, they don't do it as well. Life will always be filled with challenges and opportunities. Both are best faced with a positive attitude.

Smile. A smile should be standard equipment for all people. I learned years ago that one of the most powerful things you can do to have influence over others is to smile at them. Everything seems much easier with a smile.

Sense of humor. I'm a firm believer in using humor—not necessarily jokes. A good sense of humor helps to overlook the unbecoming, understand the unconventional, tolerate the unpleasant, overcome the unexpected and outlast the unbearable. There are plenty of times to be serious, but I believe that keeping things light and comfortable encourages better teamwork. Be yourself. We all have areas that need a little work, but accepting who we are and making the most of our good points will take us much farther than trying to be someone we aren't. Be content with your abilities and comfortable enough in your own skin to trust your gut.

Volunteer. It might be hard to do a lot of volunteer work at first, but people who help other people on a regular basis have a healthier outlook on life. They are more inclined to be go-getters and consistently report being happier. Volunteering is good for everyone.

Mackay's Moral: The purpose of education is not to teach youth to make a living, but to make a life.

Habit…What does this have to do with …

June 21st, 2007 · Habit…What does this have to do with taking new steps forward in education and leadership? Nicole Richie, Nick Nolte, Mel Gibson and Pac Man Jones…what do they all have in common? They are ones that did not understand the power of H-A-B-I-T. “The Seven Habits of Highly Effective People” which was first written by Stephen Covey and then his son Sean Covey wrote a version of the original dealing with the adolescent issues while still dealing with the idea of a life run by principles. Research has proven that a life based on principles and not aimlessly lived can produce a more fulfilling, productive life. More pictures could have been posted here of celebrities and other notable people in society that have not found the key of deciding their key habits which will make one the most productive !

Ask yourself three things:

What habits should I add to my life?

What habits should I eliminate from my life?

What habits should I keep in my life?