Career Counseling: Five Processes of Career Planning
By Mimi Rothschild

The context in which career decisions are commonly made is dynamic: occupations are changing rapidly, society is becoming increasingly complex and multicultural, and individuals need to plan for diverging rather than converging career paths. Furthermore, in times of social change and economic uncertainty, clients often feel discouraged, despondent, and hopeless about their futures. The increasing complexity of client needs and career counseling interventions have rendered inadequate, and simplistic approaches to resolving career issues. Although traditional approaches still may play a role in career planning, additional emphasis must be placed on other issues: how self-concept is implemented (Super, 1990), personal adaptability (Super, 1985), and personal meaning-making (Miller-Tiedeman & Tiedeman, 1990). Career counseling should also help clients achieve independence rather than dependence. Such factors necessitate a different vision of the counseling process.

The Five Processes

The model in this paper describes five processes critical to effective career planning: initiation, exploration, decision-making, preparation, and implementation (Magnusson, 1991, 1992). The processes are cyclical, although a few clients may begin at initiation and proceed sequentially through to implementation.

Initiation

Initiation means to set in motion. Clients become discouraged or lose hope and strategies to secure meaningful engagement are necessary. The initiation process addresses three core issues:

1. Establishing an effective counseling relationship. Traditional approaches to career counseling often overlook the importance of the therapeutic relationship. However, the establishment of a strong therapeutic alliance can be invaluable in motivating clients to take action.

2. Determining current motivation for career planning. This involves a detailed examination of presenting issues, with a particular emphasis on identifying client motivation for change and the context in which that change must occur. With this information, counselors can determine if clients are ready for specific career planning activities or if other interventions are needed.

3. Building relevance for career planning. Many clients who enter career counseling are discouraged and see themselves with limited opportunities. Counselors must encourage these clients and foster hope. Typically this is done by identifying issues of meaning for the client and by promoting a sense of the future.

To illustrate, clients may be asked to complete a "significant experiences" exercise, in which they write a 2-3 page narrative describing some accomplishment or experience of which they are proud. Client and counselor work together to identify the skills and characteristics that were demonstrated and then clients are asked to select the 5-10 most meaningful of these. Posing a simple question such as "How would you like to experience that level of pride again?" invariably increases client motivation for career planning. Attending to the core initiation issues increases client awareness of the career planning process, builds trust in the counselor, and renews hope by helping clients build a vision of the future.

Exploration

Exploration helps clients discover ways to implement aspects of their vision while concomitantly attending to issues of meaning and personal context. This is most effectively done by capitalizing on the renewed sense of energy and hope that arises during initiation. While formal assessment and occupational information sources may be useful, informal strategies tend to produce more meaningful, more accurate, and more enduring results. These include information interviewing, relational networking, job shadowing, and work experience.

For example, clients who have completed the significant experiences exercise described above will have a ranked list of skills and characteristics that were associated with a meaningful experience. Clients can be taught basic networking techniques to identify other people who share a similar passion. An interesting outcome of informal networking is that the occupational titles of the contacts are often surprising to clients--they never associated the occupation or setting with their own attributes. In this way, new vistas may be opened to clients as intriguing options spawn further exploration. Opportunities to experience the passion, through job shadowing or work experience, serve to validate initial impressions. Thus, initiation determines what is meaningful to clients, while exploration determines how that meaning may be expressed.

Decision-Making

Decision-making has one dominant issue: How to select the most appropriate option from the range of alternatives discovered to date. Formal decision-making models and strategies may be useful; however, these strategies by themselves rarely leave clients with a good feeling for the decision. Most clients are more comfortable with decisions which "emerge" as a result of engagement in the career planning process. When initiation and exploration have been thorough, a "right choice" crystallizes for most clients. Formal strategies may then be used to confirm a choice, rather than determine a choice. Uncertainty is a major obstacle to career planning Most clients need to recognize that a certain amount of ambiguity is associated with any decision. At this stage in the planning process, clients need to rely on their intuition to guide them to tentative choices. This may be encouraged by exploring how clients feel about alternatives they have encountered during exploration, and by using "what if" scenarios to prevent perceived barriers from prematurely ruling out options (e.g., "What if it was possible to ...?). The emotional response to an option may then be used as the catalyst for cognitive appraisal (e.g., a consequences matrix) and specific preparation.

Preparation

Preparation focuses on planning the specific steps required to implement the choices made earlier (including the choice to engage in further exploration). Preparation results in a detailed, concrete plan for goal attainment and involves two key issues:

1. Developing an action plan which may include: Contracts between client and counselor that specify the next set of steps that will be taken by the client, and how those steps will be evaluated and reported; and time lines, or graphic action plans. A horizontal line is drawn across a page, with the word "Now" at the extreme left and the client's goal statement at the extreme right. Each major step required to achieve the goal is listed on the time line, with spacing proportionate to the estimated time needed. An opportunity web transforms the time line into a branching career path. For each major step, at least one alternative step is identified and plotted on the page as an intersecting line that produces a different path. The alternatives are identified by asking "What if for some reason you were unable to complete Step X - then what would you do?" Clients learn to prepare for uncertainty by thinking ahead and having a back-up plan ready.

2. Developing prerequisite skills and resources for implementation. These may include: occupational (e.g., job searches); educational (e.g., study skills, applying for admission to educational institutions); personal (e.g., anger management, substance abuse). The means for developing prerequisite skills must be included in the overall action plan. Clients should also identify the resources available and the resources needed for implementation (e.g., obtaining funding for education).

Implementation

In implementation, the client carries out the action plan. Two strategies govern implementation:

1. Developing support. Many decisions reached in the safety of the counselor's office are never implemented because of lack of support in the client's environment. Clients must learn both how to identify allies (as well as enemies) and how to nurture facilitative relationships.

2. Developing systems for feedback and reward. Clients also need to develop ways to monitor and reward their progress. Merging the social support and feedback functions helps clients develop independence from counselors.

Summary and Conclusion

The five processes model has been used with a variety of groups (e.g., Native Canadians in northern communities, street kids in urban settings, inmates of correctional facilities, youth in schools, adults in transition). These groups often reported disenchantment and disillusionment with available career planning services. However, the initiation exercises excited them, increasing their hope and nurturing their dreams. This excitement led to vigorous and thorough exploration--even the most reticent clients were captivated by processes which allowed them to explore their passions in meaningful ways. Having found a focus for their passion, they were more committed to planning ways to realize their dreams and were more likely to follow through with their plans. Because they understood each process as it developed, they became less reliant on formal counseling. The seeds of self-sufficiency and adaptability were planted.

The dynamic nature of the occupational scene demands a dynamic system for career planning interventions; one that attends to issues of client uniqueness and personal meaning. By focusing on the critical career planning processes, counselors allow themselves the flexibility to attend to unique client needs.

References

Magnusson, K. C. (1991). "Career counseling techniques." Edmonton, AB: Life-Role Development Group.
Magnusson, K. C. (1992). "Five critical processes of career counseling." In M. Van Norman (Ed.), National Consultation on Vocational Counseling Papers: 1992 (pp. 217-227). Toronto, ON: University of Toronto Press.
Miller-Tiedeman, A., & Tiedeman, D. (1990). "Career decision-making: An individualistic perspective." In D. Brown, L. Brooks & Associates (Eds.), Career Choice and Development (2nd Ed.) (pp. 308-337). San Francisco, CA: Jossey-Bass.
Super, D. E. (1985). "New dimensions in adult vocational and career counseling." ERIC Document Reproduction Service No. ED 261 189.
Super, D. E. (1990). "A life-span, life-space approach to career development." In D. Brown, L. Brooks & Associates (Eds.), Career Choice and Development (2nd ed.) (pp. 197-261). San Francisco, CA: Jossey-Bass

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, author, children's rights advocate, and Founder and C.E.O. of Learning by Grace, Inc. She and her husband of almost 3 decades reside with their 8 children in suburban Philadelphia, Pennsylvania.

Rothschild co-founded Learning By Grace, Inc. because "our current system of education has broken its promise..." Learning By Grace, Inc. delivers Internet-based multimedia education to PreK-12 children in the United States and throughout the world.

Rothschild has authored a number of books about education published by McGraw Hill and others. Her Daily Education News Blog contains feature stories on alternatives in education

Learning By Grace

   

Teaching Preschoolers

How Infants and Young Children Learn

Helping develop your child's mind by encouraging independent thinking and problem solving skills is very important as you prepare him or her for school and life. Cognitive development is the term used by experts to describe learning and the expansion of thinking and problem solving skills. But as a parent, it is not necessary to formally teach your child at very young ages; instead, you can do educational activities that will naturally teach your child as you share experiences and explain interesting things around the child.

Remarkably, infants and young children seem to be designed to learn from their surroundings, and much of what we as adults think of as play actually teaches children a great deal. However, there are many simple things to keep in mind that make even these experiences more effective in promoting your child's cognitive growth.

Below are some common questions from parents and caretakers of young children.

What can I do to provide good learning conditions for my young child?

1. Talk with your child. There is no substitute for time spent talking with your child about experiences and ideas of interest. Remember that talking "with" your child is quite different from talking "at" your child. Even young infants, who cannot yet produce speech, benefit from adults' talking with them. Also, it is important to provide children with appropriate language and usage. Although imitating a child's attempts at language has a role, it is important to provide a child with the appropriate use of language as well to support his or her growth in using language.

2. Listen to your child. Be patient. Allow time for thoughts to be completed. What children want to say is important to them, and you will learn from what they have to say. This is particularly important with the youngest children, who have limited words to express complex thoughts. For example, shortly after children use their first words, a period occurs where they use groups of two words to convey the meaning adults put into entire sentences. By patiently allowing your child to "get the words out," you can then interpret what the child is trying to say.

3. Sing and chant nursery rhymes and childhood songs you remember. "Patty cake" and "This little piggy" still work well. Obviously, rhymes you remember from your childhood are important to you, so pass that love along to your baby. Not only does this build a shared history, but also the pattern inherent in most nursery rhymes encourages the development of language skills.

4. Turn ordinary, everyday trips into interesting excursions. A trip to the playground may be a time to notice the differences in the many houses along the way. Which ones are tall and which are small? Notice the new buds on the trees or how the leaves are beginning to turn color or fall to the ground. At the market, show your child the different foods, shapes, textures, and smells. This kind of noticing leads to questions and discussions that involve interesting language and concepts.

5. Play language games with your child. Make up silly rhymes and chants. Language play helps children become sensitive to the sounds in the language, something that is key to success in reading.
Expand your child's language. Use describing words whenever possible. The huge dog. The frightened baby duck. The exhausted old man. This will help your child develop a large and rich vocabulary, which is important for communicating and for all future learning. When children start to speak in two-word sentences, one of the most typical sets is a noun and a descriptor like "yellow bus."

6. Help your child solve problems. When something doesn't work right, show your child how to fix it. For example, if your child's tricycle wheel comes off, let him or her help you as you fix it, and explain what you are doing. Be sensitive to what your child can do, and what you need to do to help him or her. Parents who can do so help to support the child's development of new skills as well as concepts about how things work and how to solve problems.

How Infants and Young Children Learn: Part II

1. Answer your child's questions. Young children ask questions. Give short, simple answers whenever you can. Remember that young children think in terms of concrete information, so provide answers that mesh well with how children think. This can also provide an opportunity for you to demonstrate how things work and to add to the ideas and words your child learns every day. By the time a child is four or five years old, she or he is learning at an amazing rate.

2. Ask your child questions. Giving your child the opportunity to answer questions can let him or her demonstrate what he or she knows, which is always a good feeling. Try to ask questions you feel your child will be able to answer, because no one likes to fail, but you can also use this as an opportunity to teach your child that it's ok to ask for help in seeking answers or in figuring things out. Also, keep in mind that a child may give you an answer that you did not expect!

3. Encourage pretend play. Act out roles with your child, for example, by having a party with dolls or stuffed animals, and talk about the roles each one plays. Pretend play with farm animals, small car sets, and other toys can help your child understand concepts about interacting, sharing, and cooperative play. It can also help to increase your child's vocabulary. Also, encourage your child to use objects in pretend ways (for example, a small plate may be used as a steering wheel to drive a car).

Share books on a regular basis. When sharing books:

• Give your child opportunities to choose the book to be read. b. Find a comfortable, well-lit place to read.
• Cuddle or sit close. Sharing books should be fun and cozy.
• Make sure that you both can see the book.
• Read with expression.
• Have your child turn the pages.
• Now and then, move your fingers from word to word as you read.
• Talk about what is being read. You may need to explain something that is new to your child by relating it to something he or she knows about already.
• Encourage your child to ask questions and make comments about what is being read. It is important for your child to understand the words (vocabulary) and the ideas or concepts that are presented in stories.
• Make reading time enjoyable-a time when you both enjoy being together. Choose a quiet and calm location without distractions such as television or radio. Don't take your child away from another pleasurable activity if the child objects.
• Adjust the amount of time you spend reading to the child's attention span. Keep in mind that this may vary from day to day.
• Young children are pliable and rapid language learners. If you speak a certain language at home, it is fine to read to your child in that language. In many homes, children are read to in more than one language. Children who come to school having had experiences with language, storybooks, and printed materials at home will be better students no matter what language is spoken.

Today's libraries and bookstores carry a variety of books in various languages for young children. Young children will tend to develop "favorite books," those that they want to read often. Be patient with your child and continue to read the books the child wants, but introduce additional books as well.

1. Set a good example as a reader. It is important for your child to see you reading books, magazines, newspapers, and even the mail. Let them know that reading is important to you.

2. Let your child observe the many uses you make of reading and writing: Writing the grocery list, clipping coupons from a supermarket flyer, looking up someone's telephone number in the telephone book, reading the menu at a restaurant. If you use a calendar for planning family events, let your child see you making entries. When a child asks about events, bring him or her to the calendar and show the child when an event will happen.

Some Quiet Time:- after our physical activity, we'll all sit down on the sofa and I'll read to them.

Right now, we are reading two books. And, the one I'm pretty sure they'll want to hear today is some more of "Where the Red Fern Grows". I'm just dreading getting to the end!

Some Cooperative Working Together: it'll be getting close to dinner time by now. So, as a family, we'll set the table and get everything ready to enjoy our heart-warming stew!

So, whether you follow or plan or create your own, winter indoor activities can be fun and educational without emptying your wallet or leaving you exhausted. Plan your own "shut-in" day.

Special Education: Attention Deficit Disorder

Attention Deficit Disorder
By Mimi Rothschild

What is Attention Deficit Disorder? How is it treated? Can it be treated with medicine and, if so, is the medication safe? Why has it been so highly publicized lately? Why are so many people being diagnosed, and why is this disorder suddenly growing at such an overwhelming rate? Where was this disorder twenty or even ten years ago? Over the past decade, ADD., or rather its diagnosis, has become one of the most rapidly growing disorders among children and adults, not only in the United States but throughout the world. Three to six percent of school age children and half that number of adults in the United States have already been diagnosed with ADD. Although the majority have yet to be diagnosed, it is estimated that approximately 15 million people in the United States have Attention Deficit Disorder. Is ADD. a "fad disorder", a matter of over-diagnosis in the population, or is it a neurological disorder?

What is ADD?

Attention Deficit Disorder (ADD.) is a neurological syndrome rooted in the central nervous system, which affects approximately three to six percent of the child population in the United States (Merrow). Its most defining symptoms include distractibility, impulsivity, and restlessness (Hallowell). "ADD. is a breakdown of the filter systems of the brain," according to Dr. Edward Hallowell, a world-renowned expert on ADD. and author of several best-selling books on the subject. ADD. is not an indicator of low intelligence, nor is it a learning disability. The ADD. brain cannot filter the information coming in and cannot filter what is going out. It is constantly bombarded with stimuli which can't be fully processed--resulting in unpredictable responses.

When was ADD first recognized as a neurological disorder?

Although Attention Deficit Disorder has gained world-wide recognition in the 1990's, its discovery actually occurred in 1937. Dr. Bradley of Providence, Rhode Island, discovered while treating severely destructive children that by using amphetamines, a stimulant, these children would become more tranquil and could concentrate better. Since his discovery, many others in his field have continued his work; however, Attention Deficit Disorder wasn't known by the vast public until the last decade. The fact remains that ADD. has always been around and was simply being over-looked until recently. It was present twenty years ago, it was present fifty years ago, two hundred years ago, a thousand years ago--essentially, it has been present throughout the ages (Hallowell).

Who is affected by ADD?

Attention Deficit Disorder has no biases. It affects people from all walks of life, wealthy or poor, black or white, male or female, high intelligence or low intelligence--virtually anyone could have ADD. While it is not proven to be a genetically predisposed disorder, as many as 75% of children diagnosed with ADD. have at least one relative who also has it, be it a parent, sibling, or uncle (Mascia).

How is Attention Deficit Disorder Diagnosed?

Doctors agree that making a diagnosis is not a simple task and that many questions regarding the patient's symptoms, behavior, and life situation must be raised to rule out other possible disorders which could produce symptoms similar those of ADD.

The most official means used to diagnose Attention Deficit Disorder was published by the American Psychiatric Association in a volume entitled "The Diagnostic and Statistical Manual of Mental Disorders" which was last published in 1994. For short, it is called "DSM-IV". Using this guide, doctors look for six or more of the following symptoms in their patient:

1. often fails to give close attention to details or makes careless mistakes in school work, work or other activities.
2. often has difficulty sustaining attention in tasks or play activities.
3. often does not seem to listen when spoken to directly.
   
4. often does not follow through on instructions and fails to finish school work, chores, or duties in the workplace. (not due to oppositional behavior or failure to understand instructions)
   
5. often has difficulty organizing tasks and activities.
   
6. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort. (such as schoolwork or homework)
   
7. often loses things necessary for tasks or activities.
   
8. is often easily distracted by extraneous stimuli. i) is often forgetful in daily activities.

In addition to six of the above, the following symptoms all should be apparent:

1. some hyperactive, impulsive symptoms that caused impairment were present before age seven years.
   
2. some impairment from the symptoms is present in two or more settings (e.g., at school or work, and at home).
3. there must be clear evidence of clinically significant impairment in social, academic or occupational functioning (Hallowell and Ratey, Answers).

Special Education: Attention Deficit Disorder: Part II
By Mimi Rothschild

In an interview with Dr. Robert Mascia of Brookfield Family Medicine, he commented "a lot of times people come in here thinking they have ADD. and in fact they don't have the true diagnosis." He believes that there are many factors to take into consideration. You must consider whether the behavior of the child at home coincides with the behavior of the child at school. "Sometimes," Mascia says, "parents are looking for simple answers and are hopeful that a simple pill is going to answer some of their other problems, but it just doesn't happen."

There is no way to be absolutely 100 percent sure that ADD. is correctly diagnosed--no blood test to give positive fool-proof results. There are several psychological tests that are administered by psychologists in attempts to detect Attention Deficit Disorder; however, these tests are given under conditions which are exactly suited to get the best results from the person with ADD. They are given in a structured setting, with one-on-one motivation and novelty of subject matter. The results of these "ideal" test situations will often indicate that a person who actually has the disorder does not, thus masking a true diagnosis of ADD. Some of these tests include the Wechsler Intelligence Scale for Children (WISC), the Continuous Performance Test (CPT), and the Test of Variability of Attention (TOVA) (Hallowell).

How is Attention Deficit Disorder Treated?

There are five steps to the treatment of ADD., as outlined below.

1. Diagnosis. This is the primary starting point. Once the diagnosis has been made, the individual can begin to deal with the problem.
2. Education. The more information an individual can learn about ADD., the more they will be able see how it affects them personally in their daily life. Once they understand what effects ADD. has, they will be able to see options and opportunities to deal with the problems.
3. Structuring. Structuring is a vital part of the ADD. treatment. People with Attention Deficit Disorder need controls and reminders, such as lists, appointment books, daily planners, goals and most importantly "yellow sticky notes." All of these help to keep the mental chaos to a minimum.
4. Coaching. People with ADD. greatly benefit from having a coach to help keep them on task. The coach can be anyone except a close family member. It should not be a close family member because then it becomes nagging and it simply does not work out to well. It could be the school janitor, a neighbor, a friend. Someone who keeps them focused on tasks at hand on a daily basis (i.e., "What are the goals for today?" they might ask each morning).
5. Medication. Many different medications are available to help correct Attention Deficit Disorder symptoms. The medications help the individual to focus. The medication also reduces the anxiety and inner turmoil common to people with ADD. It works to correct a chemical imbalance of the neurotransmitters in parts of the brain which regulate attention, impulse control and mood (Hallowell and Ratey, Answers). Medication is not the only answer, but when used properly it is effective and safe. As Jan Menzie, a 46 year-old Toledo, Ohio, schoolteacher, who herself has ADD., says, "Medication doesn't solve one's problems, but it does create a sane starting point (Lane)."

There are two main classes of medication used in treating Attention Deficit Disorder: stimulants and antidepressants. Medication is effective in approximately 80% of ADD. cases (Hallowell and Ratey, Driven). Finding the right medication and correct dosage for each individual may take several months as it is a trial and error process. Each person responds to the medications differently. According to Dr. Mascia, a rule of thumb is to start children with 1 milligram of medication for each kilogram of weight and adjust according to the results.

Some of the most common stimulants used to treat ADD. are: Ritalin, Cylert, and Dexedrine. As their name implies, the stimulants act on neurotransmitters to activate or stimulate the central nervous system. In ADD. this helps the individual to focus more fully. They also have a mood-leveling effect. These drugs do not cloud the sensory system, and they are not addictive in the prescribed amounts (CVS Monogram). Among the anti-depressants used to treat ADD. are: Norpramin, Pamelor and Toranil. These drugs have a similar effect on ADD. symptoms as the stimulants, although they are completely different chemically. When stimulants are not effective, doctors will turn to the antidepressants as an alternative.

As with any medication, some people do experience some side effects with both the stimulants and antidepressants used to treat Attention Deficit Disorder, including: loss of appetite, weight loss, blurred vision, dizziness, nausea, headache, rapid heart beat and sleeplessness. For the great majority of people the side effects are slight and the medication is very safe (CVS Monograph).

Special Education: Attention Deficit Disorder: Part III
By Mimi Rothchild

Why is Attention Deficit Disorder So Highly Publicized? Is It A Fad Disorder?

Attention Deficit Disorder is so highly publicized because there is such a large percentage of the population is affected by the disorder. As estimated, as much as five percent of the population has ADD. With the advancements in information technology and the limitless access to the Internet, the awareness and interest continue to grow at an unprecedented pace. There are currently more than 875,000 web sites relating to Attention Deficit Disorder. There are also many non-profit organizations, such as CHADD. (Children and Adults with Attention Deficit Disorder), which are being set up across the country. Virtually everyone comes into contact with people affected by ADD.

ADD. may have the appearance of being a fad disorder; however, this can be attributed to the snowball effect of the awareness of the symptoms and the disorder says Joyce Moscaritola, MD, Vice-President of Medical Affairs for Ciba-Geigy, the producer of Ritalin, the leading medication for ADD. for more than 40 years (Merrow).

Is Attention Deficit Disorder Over Diagnosed or Misdiagnosed?

There are circumstances when doctors misinterpret the symptoms displayed by a patient and incorrectly diagnose them as ADD. An explanation for this is given by Dr. Hallowell as "pseudo-ADD.," which is environmentally or culturally induced. We live in a fast-paced, frenetic society of instant gratification. A society in which we must be on the fast-track, take the short-cut, use the remote control to flip quickly through 99 channels on the television--the do whatever works, "go for the gusto" way of life. All of these attitudes and actions are consistent with those of people with ADD. This is a major reason why ADD. can be overly-diagnosed. The main symptoms of the disorder can be induced by the society in which we live and therefore can sometimes be mistaken for the true neurological disorder. For this reason, it is most important for the diagnostician to talk with more than one person in obtaining information regarding the historical experience and symptoms of the patient (Hallowell).

There are some illnesses which can also be mistaken for ADD. since the symptoms are closely related, such as: anxiety disorder, bi-polar disorder or mania, chronic fatigue, fetal alcohol syndrome, lead poisoning, learning disabilities, substance abuse, seizure disorders and personality disorder (Hallowell and Ratey, Driven).

Positive Aspects of Attention Deficit Disorders

Despite all of the problems inherent to ADD. and the negative publicity it has received, having Attention Deficit Disorder has as many positive aspects as it does negative. People with ADD. typically are able to hyper-focus meaning they can focus better then almost anyone at any given time, occasionally showing signs of a photo memory. They are born entrepreneurs or mavericks; they have more spontaneous ideas and have a unique creativity since the brain is always moving from one idea to the next. They have a better tolerance for chaos and can adapt to volatile situations (Hallowell and Ratey, Driven). Among famous people believed to have ADD. are: Beethoven, Carl Lewis, Michael Jordan, Nolan Ryan, Babe Ruth, Robin Williams, Walt Disney, Isaac Newton, Alexander Graham Bell, Thomas Edison, Albert Einstein, Ben Franklin and Whoopie Goldberg (C.A.R.D.).

________________________________________________________________
ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, children's rights activist, author, and Founder and C.E.O. of online education company Learning by Grace, Inc. Rothschild and her husband of twenty-eight years reside in suburban Philadelphia with their eight children.

Feeling that “our current system of education has broken its promise,” Rothschild co-founded Learning By Grace, Inc. to provide families with Internet-based multimedia education to PreK-12 children all over the world.

In addition to her twenty years of experience as a homeschool mother, Rothschild has written a number of books dealing with education published by McGraw Hill and others. Her Home Education Websites Blog consists of helpful online content and activities for Christian homeschooling families.

Alternative Education

Homeschool Your Way - The Varied Approaches to Homeschooling
By Mimi Rothschild

One of the best things about homeschooling is the fact that there are different approaches available. No two children are exactly the same. Each child has a different learning style and each family has different routines and needs. Many educational methods lack the ability to adapt to the unique needs of the individual, but homeschooling is different. A homeschool approach can be whatever best fits for the particular student and family.

One approach to homeschooling is referred to as school at home. This homeschool approach is very similar to education in a traditional school setting. Homeschool parents who choose this method typically use standardized textbooks and curricula to teach their children. Homeschool parents who use this method often create traditional lesson plans and adhere to homeschooling schedules. Other homeschool parents choose to purchase lesson plans. Some who use this homeschool approach set up separate schoolrooms, complete with desks for both the homeschool children and the parent teacher. However, this is not always the case as homeschooling lends itself to just about any location.

Some homeschool parents choose to use a variation of the school at home method by purchasing or creating unit studies. Unit studies are thematic units geared towards studying several subjects in relation to one particular theme. Homeschool parents who choose this approach essentially decide on a theme and base all learning activities around it. For example, a study of the planets would likely include science, math, spelling, writing, and even history in one thematic unit. Hands on activities and homeschool field trips would be planned around this topic as well. This method allows homeschool students to not only learn the subjects at hand, but also to enjoy learning it. When students enjoy learning, they are more likely to fully absorb and retain the information presented to them.

Another popular approach to homeschooling is refereed to as unschooling. This method is known by many names including, but not limited to, child-led, eclectic, open, and interest-driven learning. Unschooling typically involves allowing the homeschool child to learn from living and the world in general. It relies on the fundamental idea that children learn through everything they do and see. Since they are always learning, they do not necessarily need textbooks. Some homeschool parents, who choose to unschool, do use textbooks and other curriculum materials. However, they let the child dictate what will be learned according to his or her interests. They also seek to provide learning experiences through everyday activities. For example, a trip to the grocery store might actually include a math lesson. Likewise, visiting an ailing relative might develop into a study of related health subjects.

The approach you choose to homeschooling will depend on your needs and desires as a family. You should also carefully consider your child's learning style when deciding. Remember, you don't have to choose just one homeschool approach. You can combine methods to obtain the mix that is just right for your homeschool.

Story-Telling in Education
By Mimi Rothschild

In English teaching, story-telling plays as an important role. Stories can provide rich materials of language teaching, and stimulate children's study motives. They also help children to understand their world and share the attainments with others. Children always look forward to hear more marvelous plots from the teacher and are always curious with stories. When children concentrate their attention to listen to stories, it will be the best encouragement and feedback for story teachers.

I. Strength of story-telling

1. Establish good listening and speaking ablity For getting good listening ability, children need to practice constantly. We should encourage children to understand by themselves when they listen to stories. It is helpful if they have active attitude.
2. Be familiar with English When listening to stories, children would be familiar with the pronunciation, intonation and usage of English. They would contact with vocabularies, phrases and grammar structure then could speak English better.
3. Arouse speaking and writing output After finishing the story, teacher may bring up some related questions, ask children to write down their feelings, and encourage children to express their opinions. Teacher could also stimulate higher-degree children to say the story, even arrange the story. In the study process, the class could be divided into groups then they would learn how to cooperate and communicate with others. It would be meaningful on language learning.

II. How to use story-telling well

1. Choose appropriate stories The story should suit to children's degree and be able to attract children's interests and attention. There should be correct values in the story and children would get the enlightenment If it is easy to extend related activities like painting, writing a letter, or performing about the story. That would be nice.
2. Preparation before story-telling Children need to have the groundwork about vocabularies ,especially verbs like walk, run, go to school，stay at home，sit down，pull out，turn on the light，get up，wash my face，I'm thirsty，drink water，brush my teeth，get dressed，comb my hair，open the door ,and so on. Some adjectives are common like happy, little, big, strong, brave, sad. If teacher would like to tell the story about animals, their names should be taught first (unless using Big Book).
3. The beginning of the show Music familiar to children could be played to match up the contents before the story or with the story. So that It can attract children's curiosity and attention. In addition, teacher could prepare the stage property like cardboardas TV screen, treasure boxput textbook and small properties in, fanpictures, characters，or the whole story on the covering.
4. The main points of the process First, teacher may tell about the subject of the story briefly to give children simple concept (may use the native language).Except previous stage properties we mentioned, flashcards and mime(performance) are easier ways of telling the story effectively. Flashcards could be put on the blackboard or pasted on the apron then children could memorize the vocabularies and the sentences they have already learned. Second, the story could be told once or twice for being understood indeed. Then teacher asks children to put the flashcards in order and explain the picture in English. Next, the whole class divide into groups and group leader should tell the story again after group discussion(each group must have one set of teaching aids). Finally, teacher may ask several questions, or children ask teacher questions in the process..
5. Display the vocabularies and sentence patterns Teacher could put the vocabularies and sentence patterns which are not learned yet so that children can repeat after teacher.
6. Assignment After the class, each group would bring back properties or photographs teacher prepared in advance and make a new story for the next class.

III. Conclusion Each teacher in the teaching is an artist, and the ingenuity is about basing on children's degree, increasing the teaching experiences, and having a heart willing to learn. Now no matter the official or the folk manage many lectures of English story-telling. We could learn the skills through experienced teachers, and make progress in the process.

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ABOUT THE AUTHOR

Mimi Rothschild is a homeschooling parent, children's rights activist, author, and Founder and C.E.O. of online education company Learning by Grace, Inc. Rothschild and her husband of twenty-eight years reside in suburban Philadelphia with their eight children.

Feeling that “our current system of education has broken its promise,” Rothschild co-founded Learning By Grace, Inc. to provide families with Internet-based multimedia education to PreK-12 children all over the world.

In addition to her twenty years of experience as a homeschool mother, Rothschild has written a number of books dealing with education published by McGraw Hill and others. Her Home Education Websites Blog consists of helpful online content and activities for Christian homeschooling