IT Education Tips

Probably the most important criteria for quality of writing is organization. Poor organization equals a poor paper. In fact, a professional can write a well-organized article and pay others to correct mechanics and spice up the writing style. But if the ideas are disorganized, no amount of money can fix it.

This is equally true for student’s writing. When a teacher is presented with a disorganized paper, it is extremely difficult to even get a handle on how to help the student improve the writing. It is equally difficult to grade other aspects of the paper if the ideas are not presented in an organized, structured way.

“Outline first” should become a motto. Some classroom teachers require students to submit outlines before writing the first draft. This gets a little tiresome, because it requires everyone to wait to work on their paper until the teacher gets all the approved outlines back to the students. And not all students require constant supervision of this first step. Here the homeschool instructor has an advantage. With only one outline to approve, you can easily require an outline to be submitted until the student appropriately organizes his or her content.

One activity that may also help students develop outlines it to write out the outline from a textbook or article they read. This demonstrates how ideas are grouped. After they have outlined a section, they might be able to use that as a model for a topic they plan to write about. No need to overdo this activity; once or twice a year may be sufficient to aid your student in developing this needed skill.

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If you’ve ever wanted to become a music producer or audio engineer and join the likes of Timbaland and Brian Eno, then there’s no better start than the single biggest radio and music market in the United States.

By going to New York music schools, you’re not only being put under the tutelage of industry professionals, but you are also treading in an easier path at jumping into a job at a top label.

Choosing the Right School:

There are 3 various ways so that you can train to become a professional producer or audio engineer.

The first one being taking a major in music production from a 4-year college program; but should you still need to deal with those math and science classes when all you want to do is make music?

Another alternative is to go a professional music recording school where you’ll be given training that’s focused on the career that you want to pursue; the New York School of Audio Engineering is a great example of this.

The third alternative is attending New York music schools, those that aren’t traditional. Rather than hold classes, they set you up with a working industry professional who personally trains you for 6 months in a real recording studio.

Comparing the Schools:

First things first, the 4-year college plan has several drawbacks, with money, time and useless classes topping that list. Let us throw that one out.

The second alternative, traditional recording schools such as the School of Audio Engineering, is still in a college atmosphere – classes are held in a classroom set-up and studio time is limited. Advantages of this alternative include having the connections to major companies and job placement programs – so you’ll have some help come job-hunting time. Year-plus long diploma programs are also offered by these schools. For instance, the School of Audio Engineering has a 9-month full time studies program and an 18-month part time studies program.

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As our nation continues to combat the remnants of tough economic times, we must not forget to forge ahead without taking a closer look at the state of our educational systems. With over 1.2 million students dropping out of school each year, this in itself is playing a major factor in the downturn of our economy. Reports, such as the America’s Promise Alliance has estimated that $302 billion dollars in wages are lost each year due in part to the drop out crisis. The impact is substantial but the real issue however, is the drastic predicament that it places our country’s most valuable asset in…OUR YOUTH!

Serving on the frontline of this dilemma are educators, who are directly responsible for dealing with these issues. Now, more than ever, educators are faced with teaching despite serving in under-funded, underperforming schools with little to no support from top administrators and parents. More importantly, they are expected to recognize these detrimental characteristics and provide some level of intervention in an effort to reduce the number of casualties. The job is tough and the stress can be read across the faces of millions of teachers within our American schools, particularly within urban communities.

If we are to ever rectify this haunting situation, we must engage in greater conversation regarding this profound issue. More importantly, we must place greater emphasis on teacher preparation, particularly first year educators serving students within distressed communities. Educational leaders must pay attention to the vast research suggesting “many students who drop out of high school send strong distress signals for years” (Neild, Balfanz, & Herzog, pg. 28). This information is invaluable in our efforts to combat this pressing issue by providing districts with insight in determining how best to use dollars for intervention programs.

To begin, researchers determined that a “high percentage of dropouts send distress signals in the middle grades. The research signified that 6th graders with one of the following signals had at least a three in four chance of dropping out of school: a.) A final grade of F in mathematics b.) a final grade of F in English c.) attendance below 80 percent for the year and d.) a final “unsatisfactory” behavior mark in at least one class.

As educators, we generally identify our professional responsibility only as being required to teach a specific curriculum. For many reasons, both personally and professionally we negate the opportunity to serve as a scout for students who may fall into the drop out category.

Once we begin to open ourselves up to the power of motivation we will remain mindful of our importance despite the millions of other barriers that we face as educators. From my professional experience and research I encourage educators to recognize that warning signals are typically signs of other more pressing issues such as:

1. struggling academic skills and motivation
2. little support for schooling at home
3. social and emotional challenges requiring significant attention

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