On this Valentine’s Day, I just read a guest blog that is not for the light hearted. The Education Week Teacher blog, “Living in Dialogue,” recently ran a post by Kelly Flynn in which she claims educators do not talk about the biggest roadblock to teaching and learning—that of the kids who come to school high, apathetic, unprepared, disruptive, disrespectful, and unconcerned about their school progress. Such kids are not successful students and they do not care.
Flynn goes on to discuss how much discussion has been focused on kids in poverty or kids with difficult home lives, but she contends that “we take bad behavior and apathy out from behind the label of poverty and address it for what it is: the direct result of parental choices and societal influence.” She goes on to say: “But at some point this national education conversation has to acknowledge the growing number of students who don't learn because they don't want to.”
The comments that follow this post are worth reading as much as the article. Some pointed out that it is the institution itself that adds to the problem—that students do not see the relevance of what they are being forced to learn, that teachers are not, for whatever reason, creating lessons that engage students. Others commented that schools should be asking the students why school doesn’t interest them and seriously consider the answers and suggestions given. Others clearly point the finger at parents who do not value education enough to stress its importance to their children.
The blog and the comments leave a lot to consider. I tend to side with those who lay most of the blame on parents and the home environment. If parents are not involved in their child’s education; if they show little interest in reading, staying up on current events, or just expanding their knowledge; if they do not participate in parent-teacher meetings and similar outlets; and if they don’t see the value in education, well it seems the child will have to find his own motivation for learning. A child in that situation has a lot working against his chance of academic success.
I also think our secondary learning institutions definitely lack alternatives to the standard lineup of course work. There are many students who would excel if given options to purse trades, apprenticeships, work study scenarios, and other alternatives. It is important, though, that these same students can communicate clearly, that they know the basics of math, and that they have a broad understanding of history and science, and hopefully, a love of learning.
That love of learning seems to be the key—and that is usually taught at home. With the desire to know and understand instilled in our children, they have a much better chance of being successful in high school, in college, on the job, or wherever they land.
Read Kelly Flynn’s blog: http://blogs.edweek.org/teachers/living-in-dialogue/2012/02/kelly_flynn_tackles_the_learni.html?
Please remember that I am phasing out this blog site. Please follow me at www.towardcollegesuccess.com/blog
Tuesday, February 21, 2012
Wednesday, February 15, 2012
Choose the Right High School for College Success
In school districts across the country that are large enough to have multiple schools, including charter schools, families usually are given the option of school of choice. Early in the calendar year is the usual time that families are asked to make their options known. For parents with teenagers entering high school, searching for a school that best prepares their child for college is often a top priority.
What does a parent look for in a school that will well prepare their student for college success? The obvious first answer is to look for a school with rigorous academic opportunities. Most high schools today offer AP or Advanced Placement classes that offer students the opportunity to earn college credit while in high school, depending on that student’s scores on the AP exit exams. AP is a curriculum sponsored by the College Board that standardizes courses to be equivalent to a college course.
Another rigorous curriculum is the International Baccalaureate (IB) program. It usually takes schools two to three years to qualify to become an IB school, therefore this program is not available in every school district. The IB program is divided into three sections: the primary years (grades KG through 5), the middle years (grades 5 through 10), and the IB diploma program (grades 11 and 12). Depending on the particular school’s rules, a student can enter the IB program at any grade except during the diploma program—that program requires the full two years. Like AP classes, students who perform well on IB exit exams can earn college credit—in some cases, up to a year’s worth of credit.
Besides these two programs, parents can search for charter or magnet schools that specialize in certain subjects or adhere to certain curriculum philosophies. Examples are science, math, and technology schools; performing arts schools; and schools that offer a “classic” curriculum. The definition of classic curriculum can vary from school to school.
For the student that wants to pursue college and be successful there, taking challenging high school courses is the way to go. But it also is important that the student fulfill his or her other interests. When deciding on a high school, parents and students should consider the school’s opportunities for sports, academic clubs, social clubs, and community service. Most teenagers are not focused solely on academics, and their other interests can serve them well in getting into college and being successful once there.
And by all means, go visit the schools, talk to the administrators, view the facilities, and ask questions. Be sure to include your teenager in the decision-making process. Remember she is the one that has to thrive in whatever high school environment she is placed, so considering her views and concerns should be as important as yours. Then stay interested and involved in her school career to help further her success in high school and beyond.
Please note that I am moving this blog to my other site: www.towardcollegesuccess.com/blog. Please follow me there!
What does a parent look for in a school that will well prepare their student for college success? The obvious first answer is to look for a school with rigorous academic opportunities. Most high schools today offer AP or Advanced Placement classes that offer students the opportunity to earn college credit while in high school, depending on that student’s scores on the AP exit exams. AP is a curriculum sponsored by the College Board that standardizes courses to be equivalent to a college course.
Another rigorous curriculum is the International Baccalaureate (IB) program. It usually takes schools two to three years to qualify to become an IB school, therefore this program is not available in every school district. The IB program is divided into three sections: the primary years (grades KG through 5), the middle years (grades 5 through 10), and the IB diploma program (grades 11 and 12). Depending on the particular school’s rules, a student can enter the IB program at any grade except during the diploma program—that program requires the full two years. Like AP classes, students who perform well on IB exit exams can earn college credit—in some cases, up to a year’s worth of credit.
Besides these two programs, parents can search for charter or magnet schools that specialize in certain subjects or adhere to certain curriculum philosophies. Examples are science, math, and technology schools; performing arts schools; and schools that offer a “classic” curriculum. The definition of classic curriculum can vary from school to school.
For the student that wants to pursue college and be successful there, taking challenging high school courses is the way to go. But it also is important that the student fulfill his or her other interests. When deciding on a high school, parents and students should consider the school’s opportunities for sports, academic clubs, social clubs, and community service. Most teenagers are not focused solely on academics, and their other interests can serve them well in getting into college and being successful once there.
And by all means, go visit the schools, talk to the administrators, view the facilities, and ask questions. Be sure to include your teenager in the decision-making process. Remember she is the one that has to thrive in whatever high school environment she is placed, so considering her views and concerns should be as important as yours. Then stay interested and involved in her school career to help further her success in high school and beyond.
Please note that I am moving this blog to my other site: www.towardcollegesuccess.com/blog. Please follow me there!
Tuesday, February 7, 2012
Study Skills Advance Academic Success
I’m going to be speaking this week about study skills with Neil Haley of the Total Education Hour radio program. I’m glad this subject came up because strong study skills are the key to academic success—whether in middle school, high school, or college. And, unfortunately, many students lack those skills.
Parents often ask their teenagers: “Have you studied yet?” “Have you done your homework?” But how often do they ask: “Do you know how to study?” The answer to that question is more difficult to ascertain and will definitely affect their ability to succeed in college.
Unfortunately, what usually happens in the classroom is that a teacher tells students that they need to take notes. Out comes the paper and pens; then the teacher tells them what to put in their notes. Some get it, some don’t. The students are given a reading assignment to go along with their notes, and sometime later there is a test. The teacher usually does some type of review before the test, but basically the student is on his own to study. Maybe he never read the assignment; maybe he only half listened during the note taking. Then he followed through by only half listening during the review. When he sits down to study, he doesn’t have what he needs, probably gets bored, and calls it a night. That does not bode well for how he will do on the test.
It doesn’t matter what the subject is, if the student does not understand, or even care, about the correlation between good study skills and good grades, he or she will probably end up a mediocre student at best. And if they want to go to college, keep in mind that a student without good study skills can sink very quickly. Parents should know that college professors must assume the student comes to class fully aware of the importance of good note taking, effective reading, and paying attention. Those that have those skills succeed in college; those that don’t struggle.
The problem, of course, is getting your teenager motivated enough to learn good study techniques and then use them. That is not easy and parents will need to be creative in their efforts to get their teenagers to see the value. If that teenager plans to go to college, be ready to explain to her that reading, note taking, and studying are everyday chores in college—the better prepared she is now, the more likely she will do well in college.
One effective study technique that I mention in Toward College Success is known as SQ3R: Survey, Question, Read, Recite, Review. It uses a five-step approach to studying. Using this method, or some variation of it, would give any student an excellent set of study notes, plus confidence in his or her knowledge—and put that student on the path to academic success.
Read more about SQ3R at: http://www.studygs.net/texred2.htm
On another subject, please know that I am phasing out this blog site and moving to www.towardcollegesuccess.com/blog I appreciate your following me over there!
Parents often ask their teenagers: “Have you studied yet?” “Have you done your homework?” But how often do they ask: “Do you know how to study?” The answer to that question is more difficult to ascertain and will definitely affect their ability to succeed in college.
Unfortunately, what usually happens in the classroom is that a teacher tells students that they need to take notes. Out comes the paper and pens; then the teacher tells them what to put in their notes. Some get it, some don’t. The students are given a reading assignment to go along with their notes, and sometime later there is a test. The teacher usually does some type of review before the test, but basically the student is on his own to study. Maybe he never read the assignment; maybe he only half listened during the note taking. Then he followed through by only half listening during the review. When he sits down to study, he doesn’t have what he needs, probably gets bored, and calls it a night. That does not bode well for how he will do on the test.
It doesn’t matter what the subject is, if the student does not understand, or even care, about the correlation between good study skills and good grades, he or she will probably end up a mediocre student at best. And if they want to go to college, keep in mind that a student without good study skills can sink very quickly. Parents should know that college professors must assume the student comes to class fully aware of the importance of good note taking, effective reading, and paying attention. Those that have those skills succeed in college; those that don’t struggle.
The problem, of course, is getting your teenager motivated enough to learn good study techniques and then use them. That is not easy and parents will need to be creative in their efforts to get their teenagers to see the value. If that teenager plans to go to college, be ready to explain to her that reading, note taking, and studying are everyday chores in college—the better prepared she is now, the more likely she will do well in college.
One effective study technique that I mention in Toward College Success is known as SQ3R: Survey, Question, Read, Recite, Review. It uses a five-step approach to studying. Using this method, or some variation of it, would give any student an excellent set of study notes, plus confidence in his or her knowledge—and put that student on the path to academic success.
Read more about SQ3R at: http://www.studygs.net/texred2.htm
On another subject, please know that I am phasing out this blog site and moving to www.towardcollegesuccess.com/blog I appreciate your following me over there!
Tuesday, January 24, 2012
Different Paths to Post-High School Success
I’ve just read an article in The Atlantic from last September (I’m more behind than I thought), that of the 17.6 million undergraduates currently enrolled in higher education, 43 percent attend two-year colleges, 25 percent are over the age of 30, and only 15 percent live on campus while enrolled in four-year colleges. Although those percentages may be surprising, my first thought is that these statistics bode well that many students are holding off on higher education until they are better prepared for college success.
Of course, there are other reasons why they may be holding off. Those 43 percent attending two-year colleges may be there because they cannot afford to attend a four-year university for their entire college education, so they are getting some of the basics taken care of at a more economical community college. Some of the older, “non-traditional” students may be going back for a second degree in a field with more job opportunity. Students in both those categories tend to be more serious students—those most likely to succeed in their college pursuits.
But the article claims that “slightly over half of today's students are seeking a "subbacalaureate" credential (i.e., a certificate, credential, or associate's degree). In 2008-09, post-secondary institutions conferred 806,000 certificates and 787,000 associate's degrees, or a total of about 1.59 million, as compared to 1.6 million bachelor's degrees. In 2008, more than half a million students were enrolled in a health sciences certificate program, making it the largest certificate program area. Another 173,000 students sought a certificate in manufacturing, construction, repair, and transportation.” In other words, many of today’s students are seeking certification in fields that do not require a BA or BS, but does require serious training.
I think this is great news for today’s students. Many do not want to seek four-year degrees, but do want meaningful work in a job that pays a good, living wage. The article states that “the Bureau of Labor Statistics (BLS) reports that two-thirds of the labor force has less than a four-year degree, including nearly half of those in professional occupations and one-third of those in management roles. It pays for workers to earn these (subbacalaureate) credentials; according to the BLS, workers with an associate's degree earned $141 more per week, on average, than those whose highest degree is a high school diploma.”
In Toward College Success: Is Your Teenager Ready, Willing, and Able?, I mention “Best Jobs for the 21st Century” by Michael Farr as a good resource for students seeking a different path than college after high school. His book lists several careers that do not necessarily require college degrees, but do require on-the-job training from between a few weeks to four years. He also lists many of the jobs that fall in this category.
Remember that the choices you and your student make need to reflect your student’s needs, qualities, and interests—not yours. Your student is the one who will need to do the work, and feel motivated to do so. His success in whatever follows high school—college or something else—is his to make happen. As his parent, your goal is to help him find the path to that success.
To read the full article: http://www.theatlantic.com/business/archive/2011/09/old-school-colleges-most-important-trend-is-the-rise-of-the-adult-student/245823/
Of course, there are other reasons why they may be holding off. Those 43 percent attending two-year colleges may be there because they cannot afford to attend a four-year university for their entire college education, so they are getting some of the basics taken care of at a more economical community college. Some of the older, “non-traditional” students may be going back for a second degree in a field with more job opportunity. Students in both those categories tend to be more serious students—those most likely to succeed in their college pursuits.
But the article claims that “slightly over half of today's students are seeking a "subbacalaureate" credential (i.e., a certificate, credential, or associate's degree). In 2008-09, post-secondary institutions conferred 806,000 certificates and 787,000 associate's degrees, or a total of about 1.59 million, as compared to 1.6 million bachelor's degrees. In 2008, more than half a million students were enrolled in a health sciences certificate program, making it the largest certificate program area. Another 173,000 students sought a certificate in manufacturing, construction, repair, and transportation.” In other words, many of today’s students are seeking certification in fields that do not require a BA or BS, but does require serious training.
I think this is great news for today’s students. Many do not want to seek four-year degrees, but do want meaningful work in a job that pays a good, living wage. The article states that “the Bureau of Labor Statistics (BLS) reports that two-thirds of the labor force has less than a four-year degree, including nearly half of those in professional occupations and one-third of those in management roles. It pays for workers to earn these (subbacalaureate) credentials; according to the BLS, workers with an associate's degree earned $141 more per week, on average, than those whose highest degree is a high school diploma.”
In Toward College Success: Is Your Teenager Ready, Willing, and Able?, I mention “Best Jobs for the 21st Century” by Michael Farr as a good resource for students seeking a different path than college after high school. His book lists several careers that do not necessarily require college degrees, but do require on-the-job training from between a few weeks to four years. He also lists many of the jobs that fall in this category.
Remember that the choices you and your student make need to reflect your student’s needs, qualities, and interests—not yours. Your student is the one who will need to do the work, and feel motivated to do so. His success in whatever follows high school—college or something else—is his to make happen. As his parent, your goal is to help him find the path to that success.
To read the full article: http://www.theatlantic.com/business/archive/2011/09/old-school-colleges-most-important-trend-is-the-rise-of-the-adult-student/245823/
Wednesday, January 18, 2012
College Readiness Determines the Value
Last week I delivered a keynote speech on evaluating and preparing teenagers for college at a parent meeting of a nearby high school. After my speech, the parents headed to break-out sessions, and I waited around to answer questions and sell my book. While I waited, a father and math teacher at the school, who had not attended the meeting, came over to talk.
He expressed concern that our society, schools, and academia, are pushing way too many kids toward college. He believes that today’s undergraduate degree is yesterday’s high school degree and that having a BA or BS doesn’t offer much job security. He believes most young people go to college because it is expected and that our secondary schools do little to encourage or offer viable options and related skills. He said we all need to take a realistic look at what college students can expect once they graduate. In increasingly more cases, he believes the ever-rising cost of college is not a smart investment for many young people.
The debate over whether college is worth it has been argued in the last couple of years, primarily due to the high costs of attending, the dismal unemployment rate, and the sluggish economy. A recent report by Georgetown University’s Center on Education and the Workforce ascertains that while employment and earnings for college graduates is down from past years, “extensive research, ours (the Center) included, finds that a college degree is still worth it.” The report continues: “A Bachelor’s degree is one of the best weapons a job seeker can wield in the fight for employment and earnings…Unemployment for students with new Bachelor’s degrees is an unacceptable 8.9 percent, but it’s a catastrophic 22.9 percent for job seekers with a recent high school diploma—and an almost unthinkable 31.5 percent for recent high school dropouts.”
The report goes on to explain that the choice of major makes a big difference. Some of the major findings in the report: “1) Choice of major substantially affects employment prospects and earnings. 2) People who make technology are better off than people who use technology. 3) In general, majors that are linked to occupations have better employment prospects than majors focused on general skills. But, some occupation specific majors, such as Architecture, were hurt by the recession and fared worse than general skills majors.”
Regardless of this report or the opinion of the father/math teacher, I do believe college is worth it if the student is motivated, serious, and ready for college. And determining college readiness is, of course, the purpose of Toward College Success: Is Your Teenager Ready, Willing, and Able? If that student is not ready, she needs to pursue something else—gap time, job, military, apprenticeships, etc.—until she decides she is motivated, serious, and ready, willing, and able.
Read the Center on Education and the Workforce’s report at: http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/Unemployment.Final.pdf
He expressed concern that our society, schools, and academia, are pushing way too many kids toward college. He believes that today’s undergraduate degree is yesterday’s high school degree and that having a BA or BS doesn’t offer much job security. He believes most young people go to college because it is expected and that our secondary schools do little to encourage or offer viable options and related skills. He said we all need to take a realistic look at what college students can expect once they graduate. In increasingly more cases, he believes the ever-rising cost of college is not a smart investment for many young people.
The debate over whether college is worth it has been argued in the last couple of years, primarily due to the high costs of attending, the dismal unemployment rate, and the sluggish economy. A recent report by Georgetown University’s Center on Education and the Workforce ascertains that while employment and earnings for college graduates is down from past years, “extensive research, ours (the Center) included, finds that a college degree is still worth it.” The report continues: “A Bachelor’s degree is one of the best weapons a job seeker can wield in the fight for employment and earnings…Unemployment for students with new Bachelor’s degrees is an unacceptable 8.9 percent, but it’s a catastrophic 22.9 percent for job seekers with a recent high school diploma—and an almost unthinkable 31.5 percent for recent high school dropouts.”
The report goes on to explain that the choice of major makes a big difference. Some of the major findings in the report: “1) Choice of major substantially affects employment prospects and earnings. 2) People who make technology are better off than people who use technology. 3) In general, majors that are linked to occupations have better employment prospects than majors focused on general skills. But, some occupation specific majors, such as Architecture, were hurt by the recession and fared worse than general skills majors.”
Regardless of this report or the opinion of the father/math teacher, I do believe college is worth it if the student is motivated, serious, and ready for college. And determining college readiness is, of course, the purpose of Toward College Success: Is Your Teenager Ready, Willing, and Able? If that student is not ready, she needs to pursue something else—gap time, job, military, apprenticeships, etc.—until she decides she is motivated, serious, and ready, willing, and able.
Read the Center on Education and the Workforce’s report at: http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/Unemployment.Final.pdf
Wednesday, January 11, 2012
Don't Helicopter Your Teenagers--Model Instead
I ran into a friend I haven’t seen in awhile, and as often happens, we asked what was going on with each other’s kids. This particular friend has four young adult children; they being young adults meant the conversation included how successfully they were managing college.
Her youngest is a college freshman. My friend told me that her daughter’s roommate very quickly added to the statistic that one in four college freshmen drop out, flunk out, or disappear from their college campuses each year. In this case, my friend explained that the roommate was the daughter of a strict religious family who had sent their daughter through private Christian schools and who had kept a tight rein on her activities, friends, and behavior.
Once at college, this young woman suddenly found freedom from her family’s tight grip, and went overboard with partying. My friend’s daughter said her roommate often came back to the dorm room inebriated and missed most of her classes due to late nights. After only one month, the young woman dropped out of school to most likely be re-programmed by her family.
I relate a couple of similar stories in Toward College Success: Is Your Teenager Ready, Willing, and Able? One involved a “preacher’s daughter” who was raised in a very strict parent-controlled environment. When the young woman got to college, the student relating the story said “she couldn’t handle the freedom.” She began drinking regularly and became sexually active with more than one partner. Her family discovered her risky behavior and yanked her out of the large university she attended and enrolled her in a small school.
The point in both these stories is not that children of strict religious families will all end up going crazy when they get to college, but that parents need to carefully think through the rules and restrictions they impose on their high school-age teenagers. Once our kids are “released” into the world of college or whatever they choose after high school, they need the skills to successfully maneuver all that they encounter. If certain subjects are not up for discussion, they often become intriguing to teenagers. It is far better to hold open discussions with your teenagers about any subject—no matter how uncomfortable it is for you—so that you can explain your opinion without judgment, and listen to their questions and opinions.
You can agree to disagree, but if you try to explain where your position is coming from and if your teenager sees you living it, it will have a far greater impact than you simply forbidding an activity with no discussion. And in the end—well, your fledged teenager will be making his or her own decisions. Keep the discussions going, model the behavior you hope to instill, and give your teenager graduated responsibilities with clear expectations.
Her youngest is a college freshman. My friend told me that her daughter’s roommate very quickly added to the statistic that one in four college freshmen drop out, flunk out, or disappear from their college campuses each year. In this case, my friend explained that the roommate was the daughter of a strict religious family who had sent their daughter through private Christian schools and who had kept a tight rein on her activities, friends, and behavior.
Once at college, this young woman suddenly found freedom from her family’s tight grip, and went overboard with partying. My friend’s daughter said her roommate often came back to the dorm room inebriated and missed most of her classes due to late nights. After only one month, the young woman dropped out of school to most likely be re-programmed by her family.
I relate a couple of similar stories in Toward College Success: Is Your Teenager Ready, Willing, and Able? One involved a “preacher’s daughter” who was raised in a very strict parent-controlled environment. When the young woman got to college, the student relating the story said “she couldn’t handle the freedom.” She began drinking regularly and became sexually active with more than one partner. Her family discovered her risky behavior and yanked her out of the large university she attended and enrolled her in a small school.
The point in both these stories is not that children of strict religious families will all end up going crazy when they get to college, but that parents need to carefully think through the rules and restrictions they impose on their high school-age teenagers. Once our kids are “released” into the world of college or whatever they choose after high school, they need the skills to successfully maneuver all that they encounter. If certain subjects are not up for discussion, they often become intriguing to teenagers. It is far better to hold open discussions with your teenagers about any subject—no matter how uncomfortable it is for you—so that you can explain your opinion without judgment, and listen to their questions and opinions.
You can agree to disagree, but if you try to explain where your position is coming from and if your teenager sees you living it, it will have a far greater impact than you simply forbidding an activity with no discussion. And in the end—well, your fledged teenager will be making his or her own decisions. Keep the discussions going, model the behavior you hope to instill, and give your teenager graduated responsibilities with clear expectations.
Wednesday, January 4, 2012
Time for Your Teenager to Think About Summer Jobs
While high school seniors are working on last minute college entrance and financial aid applications, parents of younger students should keep in mind that it is never too early to teach skills that will better prepare their teenagers for a successful college experience. One of the best skill-building activities for a teenager is to get a job.
Okay, easier said than done in the current economy. But parents should be planning a “try to find a job” discussion to have with their teenagers before or by spring break. Waiting until after spring break to start applying for a job is often too late to secure summer employment. Applying for, interviewing for, and holding a job teaches a wide range of skills that will greatly benefit any teenager. If your son or daughter has not composed a resume, help them to do so, even if they have never held a job. If you are not sure what should be included on his or her resume, consider asking a friend or family member that often reviews resumes at their workplace. Ask a friend with older offspring how their teenagers composed a resume. Check online for resources. And, know that I offer that resource as part of my writing coach services.
Writing a resume and filling out an application will force your teenager to think about what valuable and marketable skills they possess. They also will need to write an error-free resume and possibly a cover letter. If your teenager scores an interview, they will need to be coached in how to dress and how to conduct themselves in front of a potential employer. And holding a job will, of course, give them real and important responsibilities. Such skills will be beneficial in college or wherever he or she ends up after high school. Your student needs to understand that error-free, well-organized writing is important in school and in the workplace. Dressing appropriately for the occasion and having experience talking with adults professionally and respectfully will pay off in college. And learning to be responsible for showing up, taking a job seriously, and doing a job well is a huge part of succeeding in college.
Jobs are scarce though. Teenagers are competing with out-of-work adults, making it even more difficult for them to secure summer jobs. While your student is checking out possibilities in your area, consider Youth Conservation Corps (YCC) if you live near a national park. Youth between 15 and 18 years of age are eligible to apply for minimum wage jobs working in national parks. Mid-April is the deadline for applying to most YCC programs, but check online for programs in your area. The National YCC Web site is: http://www.nps.gov/gettinginvolved/youthprograms/ycc.htm
Talk with friends and family, and start a list of job possibilities for your teenager now. Help them get that head start.
Okay, easier said than done in the current economy. But parents should be planning a “try to find a job” discussion to have with their teenagers before or by spring break. Waiting until after spring break to start applying for a job is often too late to secure summer employment. Applying for, interviewing for, and holding a job teaches a wide range of skills that will greatly benefit any teenager. If your son or daughter has not composed a resume, help them to do so, even if they have never held a job. If you are not sure what should be included on his or her resume, consider asking a friend or family member that often reviews resumes at their workplace. Ask a friend with older offspring how their teenagers composed a resume. Check online for resources. And, know that I offer that resource as part of my writing coach services.
Writing a resume and filling out an application will force your teenager to think about what valuable and marketable skills they possess. They also will need to write an error-free resume and possibly a cover letter. If your teenager scores an interview, they will need to be coached in how to dress and how to conduct themselves in front of a potential employer. And holding a job will, of course, give them real and important responsibilities. Such skills will be beneficial in college or wherever he or she ends up after high school. Your student needs to understand that error-free, well-organized writing is important in school and in the workplace. Dressing appropriately for the occasion and having experience talking with adults professionally and respectfully will pay off in college. And learning to be responsible for showing up, taking a job seriously, and doing a job well is a huge part of succeeding in college.
Jobs are scarce though. Teenagers are competing with out-of-work adults, making it even more difficult for them to secure summer jobs. While your student is checking out possibilities in your area, consider Youth Conservation Corps (YCC) if you live near a national park. Youth between 15 and 18 years of age are eligible to apply for minimum wage jobs working in national parks. Mid-April is the deadline for applying to most YCC programs, but check online for programs in your area. The National YCC Web site is: http://www.nps.gov/gettinginvolved/youthprograms/ycc.htm
Talk with friends and family, and start a list of job possibilities for your teenager now. Help them get that head start.
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