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Do you live in a low-performing district? Is your child's classwork uninspiring? There are many reasons a family may choose private education over public. The following suggestion can help your child attend the best private school in town.

Research Galore

All private schools are not created equally. When looking for the right fit for your child, consider all the aspects of learning. Does your child excel at the arts? Is she a karate wiz? Children needing more structure may thrive in military programs while others may need programs employing the Socratic method. Evaluate the program offerings, teaching styles, and career paths of alumni for help reaching a decision.

Once you have a short list of possible matches, build a schedule to set up visits, open houses, games, performances, etc. Attending these various events will give you first-hand information about the learning community. You will want to know as much as possible about each program before you complete applications and send in down payments.

Summer Fun?

In some highly competitive cities like New York, toddlers go to tutoring in order to prepare for pre-K entrance exams. While some may see this as extreme, it is never too early, or the wrong time, to boost your child's academic performance. Many families neglect summer learning, which is an opportune time to get your child to the next level. The Internet is filled with courses on all subjects that you can use to plan out summer lessons. If you have access to a public library, there are usually classes available to help your child study chess, learn computer programming, or practice literacy skills.

In addition to academic pursuits, make sure your child has outside learning opportunities. Visit the zoo, botanical gardens, and concerts in the park. All of these experiences will help your child grow and become the well-rounded individual that most elite private schools hope to attract.

Know Thy Neighbors

Sometimes gaining access is about who you know. Tell your friends and neighbors with children attending private schools that you are interested in admissions. Having a close connection to a family who is already attending may give you a leg up over a complete stranger. If you are going to name-drop, however, be sincere. Build meaningful relationships with families so that, when the time comes to ask for a recommendation, you will have an authentic voice supporting you.

Finance Check

Affordability is a barrier that stops many families from even considering applying. If you think that you could never afford this extravagant expenditure, think again. Depending on where you live and the quality of the programs in your neighborhood, your child may be eligible for a publicly-funded scholarship, voucher, or private tuition assistance for families in need.

If you will be taking out a loan or using savings to pay tuition, be sure to get regular credit reports. Like a health check, credit reports help you keep track of any red flags that could affect your loans. The last thing you want is your child withdrawing for financial reasons.

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Source by Aaliyah Arthur

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As a teacher for 11 years and middle-school math teaching consultant, I've seen a wide array of different math programs and classes. I'm sharing here the 10 best teaching tips I've compiled over the years.

1. Provide compelling content to study.

Years ago, a colleague I was working with said, "Maybe class can be fun, but I can not make class compelling. I have to teach math!" It's an assumption worth exploring.

Take Ron Berger's middle-school math project to study levels radon in their own homes. Studying radon is boring. But Berger's class project has got to be one of the most compelling projects in math class history. What if his students discovered dangerous levels of radon in the homes of one geographic area and published the results as they had intended? What would happen to real estate values ​​in that area? What he found is that students were highly engaged in mapping, taking averages, looking at standard deviations- students that heretofore did not care one bit about radon or the other concepts.

So what's the trick? The trick is that there is not one. You can not trick students into finding something compelling if it is not. Take a little bit of time to develop a few topics of study throughout the year that you find compelling- the Economy, the Presidential Campaigns, the Human Body, etc. Find an authentic way to present your result- the paper, the web, a magazine. Keep the project small, authentic and do-able.

Students of teachers that do take this kind of time have better outcomes on state tests than students of teachers who only stick to the text. Almost any social studies context provides a backdrop for learning that adds depth.

Even teachers who hold a math "topics" class only once a month see real benefits, so you do not have to abandon your regular class. And, you'll find that students are more engaged when regular class is held.

If you want to go really deep and have solid administrator support, look into the school reform movement of Expeditionary Learning Schools who have an excellent approach to thematic teaching.

2. Do not use extraneous rewards such as candy, purchase points, stickers, etc.

There is nothing more certain than seeing the culture of a math class decline over a period of years when a teacher bribes them. The intent of the teacher, of course, is good. A teacher cares about his or her students and wants the very best for them. "I do not care how they learn math," one teacher said to me. "I just want them to learn it so that they are prepared." The teacher cared enough to purchase candy out of her own pocket, but the real message to students is this: the "positive reinforcement" of candy means "math is not worth doing on its own." The research is clear on the matter too, and shows us that extrinsic, non-relevant rewards hurt learning.

Even if the effects are not immediate, over time so called "positive reinforcements" like these mentioned above erode an otherwise high-quality math program. As a teacher, you are much better off trying to create inherently compelling curriculum than buying candy.

3. Build a culture where students teach each other.

For many teachers, one student helping another is called cheating. But I actually found that the better middle-school math programs all encouraged students to team together at certain times throughout the week. The activities were usually graded as complete or not-complete, and when tied to meaningful tasks, such as building a survey together and collecting original data, student comprehension was greater than on individual tasks.

Building the kind of culture that works for student pairs or groups takes years and lots of practice. But before you give up and decide it does not work, determine if you are following tips # 1 and # 2 first.

4. Give less, but more meaningful work, including homework.

The Trends in International Mathematics and Science Study labels the curriculum in the United States as "a mile wide and an inch deep." Their review of math texts in middle-school found that some were almost 700 pages long. With heavy pressure to teach to the standards, as a teacher you might be tempted to skip and jump to many topics throughout the text. Do not. It achieves little learning.

Choose the most important pieces before the beginning of the year, and keep it simple. Teach the concepts you do teach with depth.

The national advisory counsel formed from the study recommended "put first things first" and suggested that indeed, less is more. Take the time to cull the curriculum to a manageable size for your students, and present them with only that. If you have to "cover" standards, find out what standards and document when you indeed teach them in class. You'll find that teaching with depth often reaches to a broad array of standards.

It's helpful to know what's driving the breadth. As the national study panel concurs, publishers are trying to meet demands of hundreds of different districts by including everything that any school might want. And while publishers have been attempting custom publishing, it is just as difficult to create a math curriculum for a small district as a large one. Thus, the challenges of book publishing lead to a single, uniformly created overarching textbook. Often this is a very large text or an entire series.

In the classroom, teachers and students become overwhelmed and unable to handle the scope or breadth of learning in this form. As teachers, we have to recognize that predominantly negative emotions surround math in middle-school, and that anything we can reduce those emotions will go a long way toward gains in learning learning. Placing a 500 page text in front of a 7th grade student is unlikely to help, so use it sparingly and build little, home-made notebooks for daily use.

5. Model thinking, not solutions or answers.

Do not show a student how to solve something. Instead "think aloud". For example, you might have a whiteboard with a problem up, and start by saying, "ok, I notice that the 4 numbers I am to sum are all in the thousands category, and that the first is near 3,000, the second near 5,000 , and the third … I am confused about … "Model exactly what you thinking including confusion, emotions, skills, strategies and more.

When you do this, also let your students know how mathematicians think. One piece of research that is helpful to know is that mathematicians spend a long time thinking about how to set up a problem, a little bit of time doing the problem, and a long time "looking back" by asking the question, "Does this make sense? ' Model that for your students, by putting up a complex problem on the board and spending time not just jumping into a solution, but just talking about what strategies you might use to solve the problem.

6. Provide feedback that is immediate, relevant to the task, non-comparative, and leads the way to next steps.

Many teachers believe that grading is a form of feedback. It is not. Grading, when done well, can be a form of assessment of learning, but the distinction should be clear. Grades are not an effective tool as assessment for learning. Grades are the end of the road, when you assess what has been learned, but they should not be intended to inform a student where to go next.

Take, for example, three groups of students who received different kinds of "feedback" on math papers they had "turned in." The first group received only narrative feedback (no score) informing them where and how they made mistakes. The second group received a grade (or score) and narrative feedback. The third group received just a grade. Not surprisingly, the students who received narrative feedback improved when re-tested. Those who had received only a grade did not have the information to improve, and performed the same when re-tested. But here is the surprising part. There was no difference between "grade-only" group and the group that received the grade and narrative feedback. Post why? The students who received both a grade and narrative feedback completely ignored the written suggestions and only looked at the score. "I got a blah, blah, blah … what did you get?"

Because we live in a world where grades and formalized assessments are so important, work with the system by differentiating assessment for learning and assessment of learning.

When you are grading, one guide is to reference Rick Stiggins strategies of assessment for learning. That way, when you are conducting an assessment of learning (ie grading), you'll notice that you are momentarily stepping out of the role of improving a student's learning and will not have the conflict of trying to do two things at once.

7. Change mimeographed sheets to problems you and your students personally develop.

A pervasive aspect of our culture is to give out page after page of information. In faculty meetings, business meetings and conferences, hundreds of pages of documents are handed out. It makes us look organized and prepared. It's also a way to "cover" content. But for a middle-school math student, it also makes it hard to determine what is important. Was it the fractions part? Was it the decimals section? Was it the number line? Was it the triangle puzzle problem? Was it the cartoon?

Instead of another mimeographed page, have your student write their own story problems. Tell them to add artwork for comprehension. Give them the latitude to make them fun. Celebrate them by posting them in class. Give them 5 home-made story problems they create for homework instead of a mimeographed sheet with 30 problems, and really dive into improving them through revision.

8. Use story to teach math.

Write a story, a real story with characters and plot, and add the math problem set. Write about wizards that need to use angles for their sorcery. Write about spice trading ships on the deep seas. Write a story that lasts a whole page before even getting to the math portion. You've engaged the right-side, or less analytical, part of the brain and you'll see a powerful effect of enhanced engagement.

9. Get math tutor volunteers once a week for two-months before state testing.

As a teacher or administrator, spend time during the fall months by planning for and scheduling a single day each week during the months of February and March (right before testing) to have volunteers come in to teach math in small groups. But what's nice is that if developed correctly, these volunteers do not need to have any special training in math.

Start with a simple plan. Each student has 10 skills they have chosen to work on during the whole class tutoring session and have written down their practice problems in class. The phone calls are made, the specific planning with an administrator is done, and volunteers come in and help the students answer the 10 questions during class with support. Schedule tutoring once every week for two months before testing and see your scores greatly improve.

10. Work with the emotions your students have for math.

10a. Ask your students how they feel about math. Use a bit of class time periodically to gain a better sense of where they are. And, just let them feel how they feel. If they like math, they like it. If they are bored, empathize. If your students can not stand math, you will gain far more ground by seeing their perspective than trying to prove they are wrong. As a teacher this is hard because we are so accustomed to trying to "fix" the situation, and of course, our ego is tied to student emotion. If our students are bored, we feel like we are not doing the right thing. But the larger truth is that there is an ebb and flow in all of us for the topics we are learning. When the boredom, frustration and negativity does emerge, try understanding it. Perhaps class does feel a little boring. That's ok Sometimes it will. And then slowly, over a period of years, build those compelling pieces into your classes so that you punctuate boring times with excitement and joy.

10b. Go slowly. Changing the direction of your math class is like trying to change the direction of a large ship, especially when dealing with emotions. Even once everything is place for the changes to occur, you will notice the "ship's" momentum going in the same old direction before you sense any real shifts. This is part of the process. It took me three years to develop a coherent math program at my middle-school and even then, we occasionally slipped in to old patterns. Good luck!

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Source by Scott Laidlaw

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When a teen is failing or doing poorly in school, parents may react with understandable frustration and try all sorts of strategies, from bribery to punishment, to get their teen to turn things around. When all things fail, tension rises and everyone becomes exasperated and at a loss to figure out the cause – and a cure – of the problems at school.

Depression, and not willfulness or laziness. Approximately 4% to 12% of school-aged children (depending upon their age) meet the criteria for being depressed, and since depression is not just experienced at home, it's likely to affect a teen's performance at school, too. Teenagers experiencing symptoms of depression usually have difficulty completing schoolwork and are at risk for academic underachievement and failure. Without early diagnosis and treatment, a teen is likely to have a negative cycle of depression> school failure> increased depression because of the failure.

School failure has a negative impact on a teen's self esteem. A depressed teen is apt to have difficulty working to his academic and intellectual capability. He seldom completes his homework, and his test grades are likely to go down because he is tired and has trouble concentrating. To complicate matters, his teachers nay not recognize the symptoms of depression.

School may also be s source of stress for your teen. For a depressed teen, school may be the primary situation in which substantial demands are placed on her. Significant social stress might result if your teen has difficulty fitting in with his peer group.

Depression is likely to affect your teen in the following areas in school:

Ability to focus and pay attention. The depressed teen is often preoccupied with negative thoughts and feelings and finds it hard to put his full attention on schoolwork. Problems with concentration at school are one of the major complaints for teens experiencing depression. A depressed teen can improve his ability to sustain attention if he gets a good night's sleep and feels rested.

Completing class work. When a teen is depressed, he has little energy to apply to activities that he perceives as being stressful or of low interest. A depressed teen may withdraw from typical activities and become resistant to teacher requests to participate in classroom activities. In this situation, it is good that the teachers can provide daily feedback to parents regarding a teen's completion of assignments. It works better if this is used in a positive instead of a negative way, so that it does not add undue pressure to the teen's stress level. if he has a bad day, you can ignore it and try to focus on the next day being a better one.

Completing homework. Teenagers who are depressed often have great difficulty finishing their homework because they lack focus, energy and motivation. Most teenagers, of course, prefer to have no homework, but they do it because they know they have to. They're also aware that if they do not get it done, they may pay a price in the future. The depressed teen is stuck in an unpleasant here and now. He's not thinking about the future, and when he does, it's without much hope or interest. You might create a behavior plan to set up rewards for good homework completion. If homework continues to be a problem, you can try to enroll your teen in an after school homework program or suggest finding a peer study buddy.

Getting to school. Many depressed teens have difficulty getting up in the morning and going to school. Because they are tired and have a hard time dealing with stressful events, they may try to avoid school. You can help by encouraging your teen to develop good routines for going to bed and waking up. The less your teen has to think about what he has to do in the morning or at night, the better. The process should become automatic, so that it goes smoothly.

Peer Relations. Depressed teens often have difficulties that lead to social isolation. It's another depression cycle. A teen may withdraw and isolate him from friends and classmates, leading to loneliness, which may perpetuate the depression. Having friends and social support system can be of great help to a teen dealing with depression. You should encourage your teen to attend after-school activities that teach a mix of social and academic skills, through activities such as non-competitive sports, special interest clubs or skills enhancement programs.

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Source by Sally Chia

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Caribbean medical schools have long been the butt of jokes but their graduates are the ones having the last laugh. There are thousands of licensed physicians from Caribbean schools practicing all across the country. Over 25% of all doctors in the US are from international schools. Do you know where your primary care physician went to medical school? This is the field where Caribbean graduates are expected to dominate with a large percentage of graduates training in Internal and Family Medicine. They are expected to fill a nationwide shortage that is currently occupied by Physicians Assistants and Nurse Practitioners.

Picture this. A 17 year old high school graduate enrolls in a pre-medical program at a Caribbean university. Schools will automatically accept students to their medical programs as long as they maintain a certain GPA in the pre-program. This means there is no need to take the MCAT so you can save yourself the headaches from preparing for that. The program is completed in 2 years and the student enrolls in the first year of the medical degree program at 19 years old.

Numerous Caribbean schools offer an accelerated curriculum that divide the year into trimesters. Students attend school year round and are able to complete their MD in less than 36 months. Not to mention you only spend 18 months studying on the island. The clinical years are spent training alongside American medical student at hospitals in the US. St. George's medical school has hospital affiliations that match any US school. Our fictional student graduates with his Doctorate in Medicine at the ripe age of 22 (going on 23).

Our new graduate is eligible to practice in any state in the country as long as he attended one of the "Big 4" Caribbean medical schools (St. George's University, Saba University, Ross University and American University of the Caribbean). Internal Medicine residencies last 3 years so we have a residency trained physician ready for board exams, licenses and employment at a mere 25 years old. Not quite Doogie Howser but it's impressive to say the least.

This accelerated path also benefits those seeking a new career or chasing their dream of being a doctor. Time is of the essence and wasting summers off in the traditional semester system is not time well spent. Caribbean medical schools are littered with nurses, pharmacists, dentists, chiropractors and many other health care practitioners. Many schools offer several different entrance times during the year giving flexibility for students who want to begin their medical education immediately.

There is risk involved in attending a medical school overseas but there have been thousands who have blazed the trail before you and set the precedent. Caribbean medical schools produce capable physicians and fill an integral need in the health care system of the US.

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Source by Greg Andrew Park

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There are many important reasons why schools have a definite necessity in having security systems installed throughout school grounds. Security systems prevent issues such as: vandalism, bullying, criminal activity and sexual predators. Up until recently, many schools had CCTV security systems installed throughout outdoor play areas, cafeterias, and hallways to mainly prevent and monitor vandalism. It turns out that cameras can prevent and monitor many other problematic issues.

Vandalism on school properties have been an issue for many years and school budgets have been applied in order to purchase and install security systems to minimize damage. The installation and use of security cameras have been proven to minimize vandalism, either by catching the perpetrator or deterring such activities from occurring in the first place.

Surveillance cameras have become essential in monitoring and preventing bullying as well. Bullying has always been an important issue in schools, but only recently has it become recognized as part of the school's responsibility to monitor and discourage such activities. Sunrise news station The, Which is located in Sydney Australia, reported a decrease in school bullying after cameras were installed to Prevent vandalism (see: Http://www.youtube.com/watch?v=DSgqR49ijMs ).

Schools that have been investing their money on CCTV security camera systems are reassuring for many parents. A school willing to invest their money in security systems ensures that the general safety and security of their children are being addressed during schools hours, including after-school extracurricular activities and programs.

An important issue that has been overlooked many times are sexual predators. One of the biggest threats that school children face is the threat of sexual predators and pedophiles hanging around unobtrusively on school campuses or in parking lots. Camera system footages are very useful in tracking down predators or helping inform police about threatening situations in real time.

Criminal activity is also a problem occurring on school property and during school operating hours. Drugs being dealt on school grounds have been a highly problematic issue for many years. The presence of highly visible surveillance cameras at strategic locations, such as buildings and public areas / school property premises, can prevent the dealing and usage of drugs. It is foremost a deterrent and of course a tool in apprehending those involved in such criminal activity and removing them from school grounds.

School security personnel monitoring the screens and viewing security camera positions can take real-time action in notifying law enforcement and evacuating children, faculty, and staff in case of emergencies, such as fires or other dangerous situations. The horrific murders that occurred at Sandy Hook Elementary school in Newtown, Connecticut is an example of an emergency situation in which quick evacuation would be a necessity.

The most popular cameras used by schools are PTZ (Pan Tilt Zoom) Cameras. They are ideal for real time monitoring and can cover 360 degrees.

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Source by Leah Avital

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Over the years, Nigerian school administrators, especially, the lslamiyyah schools had paid Lip services to the proper keeping of records. All these schools do is simply teach and graduate students. However as observed by NTI, (2000: 12) in 1964, a headmaster of one primary school in our neighboring Bauchi State was faced with one serious experience. A form containing many questionnaires about one of the old pupils of the school who was nominated to be appointed as the chairman of the Federal Public Service Commissioner was given to him to complete. The pupil graduated many years before the headmaster even went to primary school. Therefore, the headmaster did not know the man personally and did not know what to write about him.

The only solution available to the headmaster was to turn to the school records. The school records showed the year the pupil was admitted, the year he passed out, the records of his good academic performance, records of annual prizes given to the pupil among others.

It was these records that helped the headmaster to correctly and accurately filled the form that assisted the person to be successfully appointed.

DEFINITION OF CONCEPTS

School records keeping: This concept according to NTI (2000: 12) is the history of the school kept systematically. This means that the systematic growth of the school at various points in time need to be thoroughly recorded and kept by school administrators. it is the authentic register of instruments of officials accounts of transaction or accurance which are preserved in the schools office (Olanrewaju 200S).

Aleiyideino SC et al (202) defined record as a written statement about a happening. School record keeping according to these scholars are records that give a lot of information about the school that will enable the authority to take decisions and asses the progress of the school. Head of School shall refer to both head teacher and principal.

Student: It shall be used to refer to both pupils and students. These records according to Dibu-Ojerinde, 00 and Tukur (ed) (2005: 21) classified school records into (a) Statutory Records (b) Academic Records (c) Finance Records (d) Staff Record (e) General Records.

Also linking Muslim schools to the category of voluntary agencies interested in educational development, Eke, et al (2000: 46) explained that the Izalatil bid'a Wa Iqamatis Sunnah group, the Jama'atu Nasrul Islam, is the Islamic Trust of Nigeria ( ITN) among others have contributed immensely not only to the development of education but also to proper school records keeping in Nigeria. Here cognitive and effective domains are highly exhibited unlike public schools that deal with only cognitive domain.

It is in light of the above that we are going to discuss the classification of school records as listed by Dibu-Ojerinde 0.0 and Tukur H.as follows:

A). STATUTORY RECORDS

1. ADMISSION REGISTER

This is a register of admission, progress and withdrawal of students, it should contain the following particulars about the admitted students.

(A) Admission number (b) Name in full (c) Sex (d) Name and address of parent / guardians (e) Day Month and year of birth (f) Previous school attended (g) Last class read (h) Day , month, class, of admission (i) Records of progress (j) date of leaving school (k) Reason for leaving etc (1) Transfer certificate number.

All the entries should be hand-written and corrections should be made in such a way that the original entry and the correction are both clearly distinguished. It should be kept for not less than fifteen (15) years from the date of last entry.

2. ATTENDANCE REGISTER.

This is register that is kept for each class containing the particulars in respect of every student until such student leaves the school. Students' regular attendance or otherwise can be traced here easily, it should contain (a) Admission number (b) Name in full, sure name first etc.

3. LOG BOOK.

This book contains records of important events happening in the school. The history of the school can be compiled from this record. It should be kept under lock and key.

4. VISITORS BOOK

This is a record showing names, address of all important visitors to the school as well as the purpose of such visit.

5. PUNISHMENT BOOK

The education law permits only the head of school or his representative to inflict corporal punishment on erring students. A proper reoord is kept containing (a) The name of the offender (b) The date of such punishment (c) The nature of offence (d) the person who administered the punishment etc.

This record helps to protect the teachers against aggrieved parents. It can serve as witness for the school to trace the trend of such students.

6. EDUCATION LAW

The school should keep Education Law with its regulations to assist the school in operating in line with such regulations.

7 NATIONAL POLICY ON EDUCATION

Each school must have a copy of the National policy on Education.

8, INSPECTION REPORT FILE

This is a record containing the reports of visits to the school by inspectors as it helps during follow-up inspections.

9. STAFF DUTY BOOK.

This is a record that shows a brief report of happenings in the school on daily basis. In secondary schools, the perfects also write daily report in prefect duty book.

10. MINUTES OF MEETING BOOK

There should be a hard cover book to be used for recording of minutes of meeting for easy reference to the decisions taken in meetings.

B). ACADEMIC RECORD

i) Approved copy of syllabus

ii) Academic Syllabus files

1. APPROVED SYLLABUS:

Academic programme of institutions are based on approved syllabus of the course to be run, it could be primary school syllabus, NTI syllabus for teachers colleges, WAEC / NECO syllabus etc. the school need a syllabus to follow.

2. SCHEME OF WORK

This is the aspect that breakdown the syllabus into teaching units. It is broken down into topics, performance objectives, etc. lit has to be kept by every teacher to be marked and endorsed by the headmaster.

3. RECORD OF WORK BOOK

This aspect further break down the scheme of work into weekly records of what the teacher has taught. It should be kept by teachers and cheeked and endorsed by the headmaster.

4. LESSON NOTE BOOK

One may call it lesson plan, it is like the site plan for the architect. It is prepared so that you follow it without forgetting a process. it reduces your energy of remembering the next step to do while teaching. It should contain topic, date, time of the day, duration of the lesson, age, sex, and class. Others includes: aims and objective, previous knowledge introduction, presentation evaluation and conclusion.

5. MARKS BOOKS

This is used in compiling continues assessment (CA) record. It is used to build up CA as it is either on weekly, fortnightly or monthly as the case may be.

6. CONTINUOUS ASSESSMENT DOSSIER / REPORT SHEET

Schools used CA dossier for examination records for every student. Two copies are needed for a student, one for the school and another one for the student. It should contain cognitive, affective and psychomotor domains of the student.

7. SCHOOL TIME TABLE

This shows the daily activities of the school, class by class, period by period and the names of teachers handling them. It sums up the number of period allocated to a subject and the number of subjects arid periods taught by a teacher in a week.

8. LESSON ATTENDANCE REGISTER

It is kept by the class captain of each subject to be signed at the end of the period by teachers. It can cheek teachers who do not go to classes as and when due

9. TRANSFER CERTIFICATE

This is in a booklet form issued to students who leave the school before getting to the terminal class. It helps both the school releasing the students and the schools receiving students.

10. LEAVING CERTIFICATE

Unclaimed certificates testimonials etc should be kept under key and luck

11. FILES FOR ACADEMIC RECORDS OF DIFFERENT SUBJECT MATTERS NEED TO BE KEPT

C). FINANCE RECORD

The school needs account records such as:

i. Salary and payment voucher: – these are kept in labeled files to show salary payment and other payments made in the school.

it School fees register: – It is kept to give the financial transactions in the school. It gives information about income and expenditure items. It promotes accountability and prevents corrupt and sharp practices.

iii. Fees receipts: – It is issued to students as they pay fees while the duplicates is kept for auditor and inspectors.

iv. Cash Book: – It shows the receipts and payments of the school.

v. Ledger Book: – It is used to record all the debit and credit transacts of the school.

vi. Bank Reconciliation to Reconcile the School Transaction with the bank (to come into agreement)

vii. Stock Book: – It is used to keep the inventory of the landed property and other assets of the school with liabilities shown.

viii. IOU Book: – This is used to service short term financial assistance to staff, payable on payment of salary.

D). STAFF RECORDS:

i. Staff Time Book: – This is for staff attendance, it shows the tune each staff come to school (late corners cab be easily detected)

ii. Staff movement Book: – This is the record that indicate when staff move out of the school during school hours and when they returned.

iii. Staff Confidential Report: (ANNUAL EVALUATION REPORT FORM-APER FORM) This is used for staff promotion and reward.

iv. Staff Files: Each member of staff should have a personal file, which contain the record of service with proper references.

v. Staff List: – List of staff suppose to be kept including the school organization.

vi. Files on Subject matter in the accounts need to be kept

E). EJGENERAL RECORDS:

A school also need the following records:

i. Parents Teachers Association Minutes book

ii. Parents Teachers Association Account Book

iii. Board of Directors minutes Books

iv. Suggestion files and Box

v. Instruction Book or Internal Circular File

vi. Correspondence Files on various Subjects

IMPORTANCE OF RECORD KEEPING IN THE SCHOOLS

The importance of record keeping in schools according to Olgboye Cited in Olararenwaji IT (2009: 1) and Dibu Ojermde and Tukur (ed) (2005: 27), include;

1. It tells the history of the school

2. It facilitates continuity in the school administration

3. It facilitates and enhance the provision of effective guidance and counseling service for students in the social career domains

4. Provides information needed on ex-students by higher and other related institution and employers of labour for admission or placement.

5. Facilitate the supply of information to parents or guardians for effective monitoring of the progress of their children in school or performance.

6. Provides data needed for planning and decision making by school authority

7. Provide 'a basis for the objective assessment of the state of teaching and learning in the school, including staff and students performance by supervisors and inspectors.

8. Provide information for the school community, the general public, employers, researchers for the advancement of knowledge.

9. It ensures that the headmaster keeps strictly to the education regulations.

10. School records can be used as reference materials for both the teachers and the administrators.

ABUSES OF SCHOOL RECORDS

Some time according to Aleiyideino, Sc et a! (2000: 79) some school abuse records keeping by:

1. Non availability of records: – They do not keep such records and can not produce same when the need arise.

2. Problem of storage: – Some school have these records but are not properly stored according to subject matter.

3. Ignorance on the part of head teachers: – Some head teachers are not even aware of the importance of records keeping in school or how to even keep these records.

4. Poor Supervision by Head teacher or supervisor: – Some Head teachers do not keep records because no body request for such records.

5. If the information given are false or incomplete, it can not give us accurate information needed.

CONCLUSION:

This means that we must know the importance of keeping records and with truthful and complete information This will enable our schools to be up to date and respond to any question or fill any form about our school without difficulties.

REFERENCE:

Olanrewaju, IT (2008) Importance of Record keeping In School "being Paper Presented to the Department of PHE University of Ilorin PP 1-10.

2. Aleiyideini, SC et al (2002) "Record Keeping" in NTI (2002) School Management Course Book On Education pp 69-78

3. Eke E (2000) "School Administration and Management" In NTI (2000) education Cycle 4. PP 12-13

4. Dibu Ojerinde, 0.0 and Tukur, H (2005) "Record Keeping" Inspection manual in NTI PGDE by DLS. PP2 1-27.

BY
MAL. ABDULKARIM N. BELLO
COLLEGE OF EDUCATION, JALINGO
TARABA STATE, NIGERIA.

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Source by Abdulkarim Norde Bello

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Medical transcriptionists, also referred to as medical terminology stenographers, transcribe verbal records created by doctors and other health care professionals. Once transcribed, these records are used for administrative purposes and to create medical reports. To secure employment as a medical transcriptionist, a person must enroll in the appropriate courses and obtain a two-year associate's degree or a one-year diploma. The Association of Healthcare Documentation Integrity-AHDI-evaluates and rates the curriculum of medical transcription schools. The standard set by the AHDI requires that such schools offer courses in medical ethics and law, medical transcription technology, laboratory medicine, pharmacology, disease concepts, and medical grammar. The following are some of the top medical transcription schools from which one can choose:

Central Texas College

Central Texas College provides a distance learning program in medical terminology stenography. The college is an accredited community college and offers open admission to qualified students. Courses at Central Texas College include physiology, transcription, medical terminology, keyboarding, and proofreading.

Medical Transcription Education Center

The Medical Transcription Education Center-M-Tec-was the first transcription school to receive ADHI approval. M-Tec is considered by many educators as one of the best options for students who have no previous experience in the healthcare field and those who are entering the medical field from an unrelated profession. M-Tec offers on-campus or online courses and the school's instructors work closely with each student during his or her studies. In addition, faculty members help graduates find suitable employment after their degree is earned. Many medical practices will only consider job candidates with prior experience, and for this reason will not hire recent graduates. However, many employers waive this requirement for M-Tec students due to the school's excellent reputation.

Andrews School

Founded in 1989, the Andrews School is an AHDI approved learning institution that offers students from all walks of life a high quality education in the field of medical terminology stenography. A very high percentage of Andrews School graduates have successfully obtained gainful employment in the healthcare field. Students and can train via distance learning or attend one of the school's traditional college campuses.

Medline School of Medical Transcription

The Medline School of Medical Transcription-MSMT-is an accredited school that offers one-year or two-year online programs. The school's instructors are certified transcriptionists who are still actively working in the field. Therefore, students learn from instructors with a high level of practical experience. In addition, students can qualify for paid internship programs which gives them a way to offset tuition costs.

Career Step

Career Step is an accredited medical transcription school that has been given AHDI approval. Students can take courses online or on-site through Career Step's affiliation with community colleges across the country. Online courses are available to students in the United States, the Philippines, South Africa, Australia, and Canada.

Employment Outlook

According to the United States Bureau of Labor Statistics, a fourteen percent job increase is expected by 2016 in the medical transcription field. It is for this reason medical transcription schools will most likely see an increase in enrollment over the next ten years. The demand for suitable training programs will most likely increase as well, and those pursuing this career can look forward to good job security and competitive wages.

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Source by James E Wright

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It does not seem like that long ago I graduated from my School Psychology graduate program but it has actually been going on 16 years now. Time flies and much has changed in the field of School Psychology. However, it seems like my reasons for becoming a School Psychologist have relatively remained intact. Here they are:

1) The pay is not that bad. Even though we are required to complete 3 years of graduate school which includes a one year internship that is commonly unpaid, School Psychologists get compensated relatively well. The average salary seems to be in the $ 60-80K range after about 5 – 10 years of experience.

2) The vacation time is not bad either. School Psychologists are commonly on a 210 day contract or around there and do not work through the summer unless they want to pick-up some extra money. This allows time to spend with family or to go on long vacations in the summer.

3) School Psychologists are relatively well respected in the school setting. Despite the fact that most individuals think we are guidance counselors and very few school officials even know exactly what we do, School Psychologists seem to be held in high regard and are commonly looked for when it comes to finding solutions to a wide range of issues.

4) School Psychologists have a great deal of autonomy in the work place. Quite often you will be assigned more than one school. This can be stressful in terms of work load but it can also be a blessing in disguise since you will be able to move from school to school depending on each school's needs. You usually are not stuck in an office being watched by your boss. If you are, you probably need to re-consider where you are working.

5) Number 4 brings up another good point. The job outlook for School Psychologists is pretty good. I do not have the statistics but it seems that there are plenty of jobs available to those that are willing to move about the country. With the economy taking a turn for the worse lately I have definitely seen a decrease but even in tough economic times it seems that there are opportunities still out there for school psychologists. I have found Schoolspring.com a great place to go to get a feel for actually how many schools are looking for new School Psychologists.

6) You feel like you are helping those that need help. Sure, weeks and months pass by where you slog through the paperwork and complete the evaluations. However, every so often you are confronted with a situation in which you are able to provide some real assistance to someone in need of it. That always feels good. I actually recommend finding a position in those areas that are the most economically depressed and full of problems. After all, this is where we are needed the most and is also where our efforts are appreciated the most by parents, children and administrators. I work on the Mexican border and would not change that for anything. Despite the news reports, the people and the community here are very grateful and value their children's education quite a lot. I very rarely get the over aggressive soccer mom yelling at me because her child is not in the gifted program.

7) Opportunity to branch out into other fields. With a Masters in Psychology one can teach at the community college level, work weekends for the local counseling agency, perform outside evaluations for other local area school districts, and / or branch out into educational consulting. Not too many fields where you are qualified to do so many different things.

8) If you do not want to supplement your income in the various methods in # 7 the field of School Psychology offers a great many areas you can choose from to be an "expert" in and apply in your everyday professional life while being a School Psychologist. There are post graduate certificate programs in School Neuropsychology as well as behavior specialist and / or life coaching, all of which can be applied with your students in the school setting.

9) We are called "Psychologists" but do not have a license. This was actually up for review by the APA but thankfully we can still call ourselves School "Psychologists". Funny thing how many Clinical "Psychologists" attempted to become School "Psychologists" due to the poor job prospects for clinical psych degrees but that is another story and issue.

10) Helping is something you are driven to do. If you like helping kids who are basically just in need of a bit of support to get them through to a successful life then the field of School Psychology might be fore you. I wish I were able to read the ups and downs of being a school psychologist back in the early 90's before I ventured out into this profession. However, this article is there for those who want to consider this profession. No profession is perfect and jobs vary a great deal depending on locations, bosses, school boards and so on. In my experience it seems that School Psychology positions are more similar than they are different and the job is what you make of it. You have the freedom to start programs or specialize in your area of ​​choice. Not too many professions out there where you can do that.

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Source by Pete Simon

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I have come to realize the older you get, the more you are aware of what happens around you. When I started my freshman year in high school, I wanted to know what highly successful high school girls did to achieve great success. After high school, paths to success are drawn and a select few are granted a golden path, while some are given a rocky path. I read "The Millionaire Mind", by Thomas J. Stanley, and thought I would take a similar approach to search for commonalities between highly successful girls who are currently attending elite colleges in the United States.

This is, by its nature, a scientific study, but more a quest of curiosity. Are there, in fact, commonalities that are tied to successful high school girls, in particular? I devised a questionnaire and ended up interviewing 460 elite college students to find out what decisions, activities and academic prowess they had during high school. My initial approach was to only talk to about 20 students, but once I conversed with one student, she quickly put her suite-mates on the phone with me. They, consequently, referred me to other friends in the highest ranked colleges in the United States; hence the 460 interviews. I received and narrowed responses from students in the following notable colleges: Harvard Law School, Washington University in St. Louis, Princeton, Yale, Harvard College, Columbia, Penn, NYU, Duke, Dartmouth, Stanford, MIT, Cal Tech and the University of Chicago. The results are fascinating, yet somewhat predictable. After six months of interviewing and compilation, I have found the following commonalities:

1. A Strong Support System while Growing Up – 98% of respondents told me that they had a very supportive family or parent that was involved in their education and their school. An effective learning environment was integral and the support network was always there to pick up the slack when schoolwork became overwhelming, allowing them to achieve.

2. Expectations Were Clearly Defined – Most respondents told me they knew what was acceptable and what was not in their homes. Education was stressed in their households but crazy behavior, heavy partying, drinking, being suspended and the like, were not tolerated. They knew they had to have self-sacrifice and the bigger picture was well worth it.

3. Felt the Need to Achieve More than their Classmates – Every single respondent mentioned this in the interview. When they achieved success, it drove them to greater achievements. They also mentioned a feeling of "superiority"; not that they were better than their classmates, but indoctrinated by their families to achieve more and achieve successes greater than their counter-parts. The fact that they all felt that they still had many more hoops to jump through to realize their goals, was mentioned by the majority of respondents.

4. None were Tutored to Compete with their Classmates – They all conveyed to me that the cream quickly rises to the top in these colleges. They all noticed their friends in high school that were tutored just to compete with them, were able to get into great colleges by doctoring their resumes, but ended up in the middle-bottom or bottom of their classes. The respondents were self-driven and told me stories of sitting in their rooms working out a problem for hours, but eventually figuring it out themselves. They all got grades higher than their classmates. The successful student can look at a problem and figure out a solution, the tutored child needs to be told the first step before she can solve it. Independent critical thinking skills as the key to high achievement, was greatly stressed. Many of their classmates continued to use their tutors throughout college, as well, and elite graduate schools were not an option for them. The respondents were grateful that the educational system filtered out the students who were independent learners from those that were using tutoring as a crutch to succeed.

5. Actually Do their own Work – This touches upon the previous section. Those students that were continuously tutored in high school, tended to use their tutors in college to review and even write their mid-term and final essays. Those students that actually took the time to research essay topics and did all the required reading did better than their counterparts, according to the students. They also related they were also able to gain research positions with greater ease because they believed the interview cinched their actual knowledge and hard work over the students that did not put in the time. When it came to competitions for awards, honors and scholarships, the independent workers fared much better, according to the students. One respondent mentioned that independent thinking and debating are mainstays and you quickly notice those who are in the game and those who sit on the sidelines.

6. No Such Thing as Luck – Luck equates to hard work. These students did not get to where they were by "luck" or by "being lucky". That perception may be there for the casual observer, but they all knew it was their hard work. These are the students that stayed up until midnight or later to finish their homework, sacrificed television and Saturday mall shopping escapades with their friends. These students worked harder than their peers and they know that's why they are successful. They do not take this for granted and their families also attribute their success to their hard work paying off.

7. They Do not have Helicopter Parents who Micromanage their Lives – They are independent young women whose parents have put their faith in their daughters. They micromanage themselves and admitted they stayed up well past midnight in high school finishing all their homework. The students related their families helped pick up the slack in terms of household chores, as they realized the academic burden that was placed on them.

8. Extra-Curricular Activities were Selectively Chosen – These students told me they did not waste their time with activities that took up a lot of time without district, state, national or international recognition- unless they were the focus of their studies. A journalist major related she took theater and additional writing classes in high school because she wanted to show her interest in writing scripts early in the process. She also entered many writing competitions and won national awards. Sports activities were not revered by this group. The fact that elite colleges do recruit for athletes was accepted, but they saw those classmates suffer with their grades in comparison to those students that were not required to practice for five hours a day. Surprisingly, 100% of the respondents scoffed at cheerleading activities, including the few that did participate. A few mentioned the time it took away from the school day and the fact that they missed the day altogether for away games. Five of the respondents told me those classmates involved in cheerleading did not get into their top picks and those that continued it in college had to change their majors to something much less competitive. They all believed it was important to graduate in top 10% of their class, for admittance to top graduate programs, and the athletic recruits rarely did.

9. They Networked in High School – These students made ​​personal contacts with their teachers and let them know what they were doing outside of the school day. They raised their hands in class and were active participants in class discussions. When it came time to writing letters of recommendation, the teachers were glad to accommodate these students.

10. They Were ALL GENUINELY Involved in Their Communities in Some Way – Whether it was something simple like organizing a park cleanup or volunteering at a local hospital, 100% of these students volunteered in some way. The range of involvement varied greatly and some even related stories of over-enthusiastic parents that created fake 501.c non-profit foundations to show their children were altruistic. Some colleges were fooled and the students were accepted, but those students quickly fell to the bottom of the pack when put along-side students who actually were altruistic. The majority of colleges were able to decipher the real from the fake and the students felt this was a result of the increased competitiveness in admissions to these elite colleges.

This is a quick synopsis of a larger undertaking where I will describe, in great detail, the findings and my observations. There are, however, some insightful conclusions from this study. The students are all highly competitive and hard-working young women who realize those qualities have gotten them into the most elite colleges in the country. They all looked beyond getting in the door and to greater life success. It is, in no way, the only path to success, but an interesting study in commonalities between high-achieving high school girls who have dared to go where others can only dream of going. Maybe this study will let some actually make their dreams a reality.

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Source by Madison P Singh

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If there are no proper storage facilities for the students, it can be extremely difficult for them to manage their belongings in the best possible way. They may frequently need to carry all of their belongings from one classroom to another, making things very tedious and tiresome for them. However, having well designed locker components makes it a lot easier for the students to manage their belongings and focus on their task at hand.

Apart from making it more convenient for the students to carry their books and other items, the storage compartments also help to keep the school environment neat and clean. Had there been no proper storage solution, the school area would have been messed up by the students who would have needed enough place to keep their goods. Hence the storage devices keep the school environment clean and help in effective management of the available space.

School storage compartments are mainly used in two areas; in the corridors as well as in the gym areas. The storage compartments that are used in the corridors are mainly used for keeping books, art equipments, electronic goods like mobiles and laptops and certain other items. The ones that are kept near the gym area are meant for keeping wet clothes, towels, etc. It is for this reason that the gym storage compartments should be rust and corrosion proof. They should be bacteria and odor proof as well for making sure that no foul smell is emitted from them for keeping wet or used clothes.

When it comes to buying storage units for your own school, you should not always look for the cheaper models as this can make you end up with below standard products. Instead, have a flexible approach when it comes to your budget. While there are numerous different types of storage devices available in the market, the plastic lockers are the ones that are best suited for school usage. It is best not to go for the wooden ones as because wooden ones are prone to decay when exposed to water or moisture.

If you are trying to buy school lockers for your own school environment then online shops are a great place to look for them. While these storage compartments are also available from conventional stores, the online stores are a great place to shop for them if you are on a tight budget. This is so because these online shops frequently offer lucrative discounts and special offers for attracting potential buyers. The rates can get even lower if you are looking to buy the storage compartments on bulk amounts. These shops can also provide you with customized solutions for your specific requirements.

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Source by Parker Richard