The #1 predictor of success: Concentration

Guest blogger Susan Phariss, founder of Brain Fitness Strategies, believes that it’s possible to change the brain and profoundly improve the future at a level most people never imagine. She specializes in helping bright kids who struggle with sensory, reading, and anxiety issues. Using neurodevelopmental movements, she helps kids get rid of the blocks that prevent them from reaching their full, thriving, happy potential.
 

I was shocked when I read a study reporting that the ability to concentrate is the #1 predictor of success in life. The Duke University study was conducted in New Zealand with over 1,000 kids. They studied the kids for eight years and then did a follow-up when they were 32 years old. What they found is that the ability to concentrate is a stronger predictor of success than IQ or socio-economic status. It predicted health, career success, and financial success.

As a neurodevelopment specialist, I often work with kids who have really poor concentration. An example would be my past client, Micah. When we started working with him, his mom said it took four hours to do his schoolwork every night—and he was in elementary school! Mom or dad had to stay with him the whole four hours—and no one else in the house could have fun while Micah was doing homework, as it would distract him even further

After doing our brain exercises for three months, Micah’s mom reported he was down to just 40 minutes to get his homework done. Then, after eight months, she said he was a straight-A student and never brought homework home anymore—he always got his work done at school!

Here are a couple of favorite activities to boost concentration that you can do at home with your child:

Peacock Feather

The first activity is balancing a peacock feather. Place the tip of the feather on a finger or anywhere on the hand, stand the feather straight up, look at the top, and then let go of the feather with the other hand. As the feather starts leaning, follow the feather with your hand, keeping it underneath the feather.

Your job as a parent is to remind them, “Look at the top! Look at the top! Look at the top!” Once they grasp that they can balance it longer by staying focused on the top, you can stop reminding them—and start timing them.

I recommend keeping a success chart of how long the peacock feather was balanced in each hand. This keeps them motivated to beat their old record every time they practice, building their concentration through play!

When they can balance the peacock feather consistently for 60 seconds, challenge them with balancing a yardstick! The yardstick moves much faster and will be more challenging, building even more concentration.

You can pick up a peacock feather at Michael’s or most arts and crafts stores. Be sure it is approximately 36 inches long (like the yardstick). I buy mine in bulk online here.

Juggling

I love juggling as a neurodevelopmental exercise so much that Paul and I wrote an e-book about it! There are lots of studies (like this one and this one) reporting how juggling grows new brain cells (both gray matter and white matter), and that it grows it mostly in the visual processing center of your brain.

My favorite prop for teaching new jugglers is colorful juggling rings! They are easier than beanbags because you don’t have to control your wrist angle.

Have your child practice throwing it up and down with one hand, with a first goal of 10 throws in a row with no drops. Then try the other hand. Then throw from hand to hand 10 times without a drop. When they are comfortable with catching and throwing to themselves, then you can start having them pass with you! My e-book has the rest of the steps for learning how to juggle three objects successfully.

Passing juggling props between two or more people builds their ability to collaborate. It also builds creativity, eye-hand coordination, reading skills—the list of benefits is long!

I buy my juggling rings online here.

For more tips on teaching your child to juggle, Alt Ed Austin readers can download a free copy of the juggling instructions from my e-book, Have a Ball Learning, from my website. It’s a step-by-step guide on teaching your child to juggle—even if you can’t! It also includes activities for kids who don’t have the coordination to juggle yet, plus other games you can play with them that build focus and concentration.

But don’t take my word for it—let your child try it and let them tell you!
 

Susan Phariss
 

College admissions for alternative schooled, homeschooled, and unschooled applicants (Part 1)

Antonio Buehler is the founder of Abrome, a private K–12 school located in West Austin between West Lake Hills and Bee Cave. Antonio has over 13 years of college admissions experience as an admissions consultant where about 75 percent of his former clients gained admission into a Top 10 school, and about 50 percent of those who applied to Harvard and/or Stanford were accepted. Antonio previously volunteered for the West Point admissions office and currently serves as an alumni interviewer for Stanford University.

Antonio no longer provides admissions consulting services, but as a guest contributor to the Alt Ed Austin blog, he is here to explain the college admissions process from an alternative school perspective. This is Part 1 of his two-part guide, and it’s packed with helpful information for aspiring college students who’ve educated themselves in unconventional ways. Visit the Abrome website to learn more about Antonio and Emancipated Learning, and come back here tomorrow for Part 2.

Today, the Common Application goes live, and with it the college admissions season is once again here. And today, hundreds of thousands of rising high school seniors begin transitioning from the thrill of imagining themselves in a variety of university settings as they flip through college websites and view books to the anxiety of filling out applications and wondering if they will get into a college that is prestigious enough for their parents to place a sticker of that college on the back of the family car(s). While students who were able to opt out of traditional (public and private) schools so that they could go to a progressive alternative school, be homeschooled, or unschool themselves were able to avoid much of the stress associated with the ever-present college admissions arms race that has fully permeated the high school experience, they are often less sure of the next steps forward because they do not have a clear understanding of the application process or how they measure up against other college applicants. This essay serves as a brief primer for these applicants moving forward.

Start Early

Harvard University

Ideally you (or your children) are not applying this year, and instead are planning to apply several years down the road. Those who begin earlier rather than later have significant advantages because they can be more thoughtful about building an interesting and relevant transcript, conduct meaningful research of their target schools, prepare for standardized tests, manage potential recommenders, and endlessly edit their essays until they near perfection. Additionally, those who understand that the college admissions process is a game can turn the game on its head by leading a remarkable life over a period of several years, as opposed to trying to package themselves in the 11th hour (see “It’s a Game” below). Some of this advice will be geared toward those who start earlier, but even those who wait until the summer before applications are due to dive in can benefit from a better understanding of the admissions process and what they can bring to it.

It’s a Game

College admissions is not a meritocracy; it is a game. Sadly, it is a game that weighs heavily on applicants and parents, and it is often seen as a decision that can make or break one’s future prospects. Even more sad is that college admissions decisions have little to do with merit, and much to do with class and privilege. It is essential for applicants to recognize that the college admissions process is not fair, and that the decisions that colleges make in favor or against an applicant have absolutely no bearing on the academic or personal worth of that applicant. Easier said than done. But when an applicant recognizes that college admissions is a game, and they know the rules of the game (and how to hack it), they are more likely to be successful at the game. And an applicant who opts out of traditional schooling has a huge leg up in the admissions game.

Building a Transcript

Stanford University

Hopefully, most young people who are alternatively schooled, homeschooled, or unschooled know that a high school degree is largely worthless. No reputable college or university in the United States requires a high school degree. However, all colleges will want to see a transcript, and this is one area of several where non-traditionally schooled applicants have a sizeable advantage. The time and effort that typical high school students put into their transcripts usually end with a verification that they are hitting all graduation requirements (e.g., 4 math credits, 4 science credits, 4 ELA credits) and a quick calculation to determine which honors and AP classes they should take to boost their GPA relative to their peers. But young people who are responsible for their educational pathways have the opportunity to walk admissions committees through a unique journey that was tailored to the applicant’s needs, goals, and interests. The best way to do this is to celebrate how the applicant spent their time engaged in deep, meaningful, and enduring learning experiences, without trying to conform it to a standard academic transcript (e.g., 4 math credits, 4 science credits, 4 ELA credits).

Additionally, letter grades or percentages are meaningless on a non-traditional transcript unless it shows anything less than a perfect GPA, which would hurt an applicant. Those who opt out of the traditional schooling system should never introduce the rank ordering aspects of grading that pull applicants down. [1]

Standardized Testing

Another benefit of opting out of traditional schooling is that young people get to avoid the relentless testing that is required in the classroom and for the state (e.g., Texas STAAR, New York Regents). Testing serves as a means for lazy politicians, bureaucrats, administrators, and teachers to assess and sort students, at the expense of students. Hopefully, the first time any young person takes a test is if they opt into it for their own benefit, such as taking the PSAT or an AP exam. However, one of the very few downsides to a non-traditional education is that many colleges will lean more heavily on standardized test scores during the admissions process. While the SAT or ACT most often serves as a disqualifier for top private colleges and universities (and as an automatic qualifier for many lower-ranked private or state schools), non-traditional applicants may have a more difficult time overcoming a poor SAT or ACT score than a traditionally schooled applicant who has a perfect GPA and ranks at the top of their class might.

The good news for non-traditional applicants is they should have ample time to prepare for the tests without being burdened by the unnecessary time requirements associated with traditional schooling (e.g., compulsory attendance, mandatory classes, homework, studying, testing). And for those who do not perform well on standardized tests even with plenty of prep, there are now over 900 colleges and universities that do not rely on or require standardized tests in the application process.

It is worth noting that the most exclusive schools also require or “recommend” applicants submit SAT subject tests with their application. Non-traditional applicants should treat SAT subject tests as required if a school “recommends” them, and as recommended if a school “considers” them. Similar to the SAT and ACT, these tests can hurt an applicant’s prospects if the scores are low, but are unlikely to substantially help since so many applicants score in the high 700s or 800 on these tests.

Building a College List

Yale University

Traditionally schooled applicants typically have an easier time than non-traditional applicants in zeroing in on schools to apply to because (1) they are more likely to focus on college rankings as a guide for constructing their list, and (2) based on their class rank and GPA at their particular school, combined with their standardized test scores, they can lean on their guidance counselor or Naviance to help them identify the highest-ranked schools where they have a chance of admission. Unfortunately, this approach results in a high volume of applications to a wide range of schools, lower-quality applications, excessively high rates of anxiety, and very often a failure to identify best-fit colleges.

Non-traditional applicants can more easily overcome the aforementioned challenges because they are more likely to “understand thyself” thanks to years of self-directed learning (or less-coercive schooling) and reflection, and therefore are more likely to be drawn to colleges based on what opportunities and experiences the colleges can provide the applicant in accordance with their needs, as opposed to being drawn to colleges based on their rank. This process will still lead many of these non-traditional applicants to elite, private research universities such as Harvard and Stanford, but others may find that the flagship state school or even starting out at a local community college may be more advantageous for them, while many others may be drawn to liberal arts colleges that are less selective than the elite research universities but that arguably provide the best college education of all.

From a strategic perspective, fewer schools are better than many in the college applications game. By focusing on only the most selective schools as opposed to the best-fit schools, many applicants are driven to apply to upwards of two dozen colleges that may each have single- or low-double-digit acceptance rates. In doing so, they undermine their chances by stretching themselves thin on supplemental essays, applying to schools that their applications will not resonate with, and failing to help recommenders (especially optional recommenders) tailor their letters to a targeted group of schools. Applying to a bunch of schools also costs a lot of money.

Many counselors and consultants recommend applying to 6–10 schools, but we would recommend applying to no more than 5 schools. We have advised applicants to only apply to schools they would be thrilled to attend because of what they could make of the experience, whether it is Harvard, Stanford, State Flagship University, or Directional State U. We highly recommend against applying to “safety” schools as something to fall back to if best-fit schools do not work out. We also recommend against applying to any schools that do not require supplemental essays beyond what is required in the Common Application or Coalition Application, unless the applicant feels that the school is a great fit for their needs. Schools that do not have additional essay prompts often benefit from having large numbers of lazier applicants apply because of the marginal effort required (an application fee), making it more difficult for a non-traditional applicant to drive home their unique story to the admissions committee. [The author of this essay applied to only three universities: West Point for college, Stanford and Harvard for business school, and Harvard for education school. The author has never been rejected and attributes much of this success to being able to submit a near perfect application on the factors that he was able to control or have considerable influence over (e.g., essays, recommendations).]

[Join us back here on the blog tomorrow for more advice from Antonio in Part 2. —Ed.]

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     1. Grading also undermines the learning process. Any school that grades its students fails its students. There is never a reason for an alternative school to engage in this destructive practice.

Antonio Buehler

Why start a new private school in a good school district?

Eustace Isidore is a founder and director at 4Points Academy, a private elementary and middle school in Steiner Ranch, Austin. As a guest contributor to the Alt Ed Austin blog, he explains the rationale for starting a new private school in an area where the public schools have a generally positive reputation. Visit the 4Points website to learn more about this unique school—and check out its summer camps!
 

4Points Academy’s Microsoft field trip

Why start a new private school in Steiner Ranch? It’s a question we at 4Points Academy often get asked when we meet with parents. After all, our school is located in a district with high achieving schools. Yet even with the success of these public schools, there are still certain gaps that parents acknowledge:

• the need to have fewer students in a classroom so that the teachers are better able to understand and address the needs of every child in their care
• the need to shift the focus back to teaching rather than focusing on getting students ready to pass the STAAR tests, which bring anxiety to so many students and their parents each year
• that “X” factor, where many parents articulate that their child is not being challenged or that their child’s specific needs are just not being addressed, and how difficult it is for the child or the parent to really be heard in a large school environment

We created 4Points Academy to provide our students with a safe and nurturing environment that allows them to flourish and grow, and we provide our parents with a view into their child’s learning and a voice in navigating it. At 4Points, we emphasize core subject mastery and provide small classes to enable individual student attention. Our specialist teachers help deepen our students’ learning, and we offer 1-1 technology, foreign languages, art, music, sports mechanics, and more, to give our students a well-rounded academic experience.

We also take the additional steps to understand each individual as a learner with unique needs and to foster an environment that that will allow all of our students to grow into confident, compassionate, courageous, and committed young men and women. We go beyond the academics to emphasize cultural diversity, global awareness, information technology skills, business and financial literacy, public speaking, and presentation skills, as well as proper handwriting, posture, manners, use of eye contact, and yes, even a firm handshake!  

Another important way we distinguish our program from public schools is that we do not waste valuable classroom time teaching to a standardized test. There is no STAAR exam to focus on. Instead, there is a continuous focus on individual students and meeting their academic and social needs.

Why all of this? Because we want our students to be confident and articulate, to be “book smart” as well as “world smart.” We want our students to be 21st-century students, academically and socially ready for high school, college, and beyond.


Eustace Isidore
 

Tools and tips for parents of teens with anxiety

Guest contributor Courtney Harris is a child-centered and teen life coach. She supports teens and tweens in moving from anxiety and overwhelm to self-love and intentional self-expression. She also partners with parents to integrate new skills and improve communication and connection within the family. Courtney Harris Coaching offers 1:1 coaching sessions and Austin-area workshops and events; follow Courtney on Facebook to learn more.

 
In my nine years in the classroom and one year working with young people and families privately, I have come to hear the terms anxiety, social anxiety, and overwhelm more than I can count. Starting at very young ages, our children are internalizing patterns of overwork, perfectionism, and constant public performance. According to Psychology Today, 7 percent of the population in the United States is estimated to have some form of social anxiety within any given 12-month period.

Many of our children, especially those who identify as introverts, are highly sensitive, or have learning or developmental disabilities, do not feel supported by society. They feel that their way of being is not acceptable according to many social norms. The pressures to perform both inside and outside of the classroom are often too much to handle, particularly when the young people are not affirmed for the patterns and behaviors that are most natural and comfortable to them.

During this past year, I have been working with a 13-year-old who prefers face-to-face communication over social media, which feels isolating to him, given his friends’ heavy technology use. Yet he found it difficult to identify shared interests to relate over in person when he had those opportunities. All the while, he was managing and worrying about his honors courses, feeling exhausted by the workload, managing demands and expectations from his parents, and struggling to ask for help. Under the weight of these pressures from home, school, and social life, this teen was exhausted! He felt robotic, disempowered, and stuck in his life. Every Sunday was a source of anxiety for him, knowing the the cycle of overwhelm was starting anew. After months of watching him living this way, his parents saw that he needed to slow down; they recognized his need to feel secure and grounded and to develop new patterns for being his most authentic self.

If your child is already beginning to fear the pressures of the upcoming school year or is refusing attendance at a summer camp, rest assured that there are pathways to greater ease and peace for your child and your family. I’d love to share some of the big tips and tools that worked for this 13-year-old on his journey, especially when starting a new activity or semester.

Most of these are simply opportunities to think about your own thinking and share your process with your child. By telling them about how you think and problem solve, you can invite them to develop their own (not necessarily the same) processes.

• Show your tween/teen the planners, calendars, and time management techniques you use. Talk about how your system works, how you prioritize tasks, when you say “no” to things you can’t commit to (or don’t want to). Allow your child to choose the type of system they prefer.
• Create family routines around planning the week ahead. On a designated day, at a set time, stop to talk about the upcoming week. Discuss which activities bring a sense of joy and ease, and which activities bring up stress.
• When talking about upcoming activities or plans, you can share your inner dialogue about how you are preparing for the week. Describe what kind of things you need to do in order to be prepared for your meeting, or in order to have all of the meals cooked for the family, or in order to get the bills paid on time.
• Encourage your child to mentally prepare as well. Ask questions like, “What do you need to do in order to feel prepared for the test?” or “What do you need in order to feel safe on the first day of school?” Letting your child name their own needs will give them a source of power and control, which will motivate them to take action.

Outside of scheduling and planning, there is a great deal of metacognition you can share with your child to help them develop self-awareness.

• Talk about how anxiety feels in YOUR own experience. How does it show up in your body? Give qualities and descriptors to it. For example, do you get tense shoulders, a racing heart, shortness of breath, scattered thoughts, etc.? You also might consider giving your anxiety a number, using a 1–10 scale. In naming our anxiety, we can begin to understand that while it is something we experience, it does not define us. Over time, if you notice anxiety or tension in your child’s body, words, or behaviors, you can begin to ask them to notice what they observe or to rate their sensations. They will have the language for this through your modeling!
• Make time to talk about support systems and resources. Tell your child about those you go to for help. Whom do you seek advice from? Where do you get your information? Whom do you open up with? Tell them what this experience feels like. Ask your child whom they feel comfortable asking for help. Help them identify the people they can socialize with comfortably. Role-play situations in which they ask for help. The more your child practices this with you, the more prepared they will be to advocate for themselves as needed.
• Help your child generate a list of the top five topics they like to talk about with peers. Share the types of questions you like to be asked when meeting new people. Help them develop some go-to questions to ask new acquaintances and friends.
• Share with your child about the ways you incorporate peace and quiet into your life. Do you read for 20 minutes before bed? Do you do a crossword over coffee? Encourage your child to commit to time in their day for quiet and calm. Help them pick places they can go during the day to recharge or get away from the chaos of school life. Having routines that offer safety and security will enable your teen to feel more equipped and energized for the other activities that may be more draining.

The more often you and your child engage in conversation about the ways we perceive and process the world, the more self-aware they will be, and the more connected you will feel. While transitions may still be challenging in your family, the more intentional practice we have with approaching new opportunities with authenticity, the more confident and grounded our young people will feel.

Courtney Harris

Lifelong outcomes and micro schools

There’s an exciting new middle school starting up in Austin, and our friends at Tiny Schools are here to explain the rationale behind the micro school model. You can follow Tiny Schools on Twitter and learn more on their website.
 

The World Economic Forum recently published its list of the skills every 21st century student needs.  A few years ago, Tony Wagner published his Seven Survival Skills for the 21st century.  I could go on . . .

Plenty of people have thrown in their submission to the “what do kids need to know?” sweepstakes. Or, calling it what it is, “what do we teach kids when the nature of jobs and the value of knowledge seem to change every few days?” And we aren’t wrong to wonder—the turmoil in both higher ed and the job market has a lot of people scratching their heads. But I’d like to consider that the list of what we should teach kids has never changed.

Let’s compare Wagner’s list with that of the World Economic Forum:

Wagner

• Critical Thinking and problem solving
• Collaboration
• Agility and adaptability
• Initiative and entrepreneurship
• Accessing and analyzing Information
• Effective oral and written communication
• Curiosity and imagination

World Economic Forum

• Complex problem solving
• Critical thinking
• Creativity
• Communication
• Collaboration
• Curiosity
• Initiative
• Persistence/Grit
• Leadership
• Adaptability
• Social and cultural awareness

Roughly 17 of these 18 skills listed overlap. The only non-overlapping skill is “social and cultural awareness.” However, I have a hard time believing that Wagner wouldn’t accept that skill as important. And it isn’t just these two lists that emphasize these skills or some variation on them. All the traits in the lists above basically capture the ethos of liberal arts education, not to mention that they show up in the story of just about every individual who has done something remarkable.

And we’ve always known the essential worth of these skills, usually through the lives of exceptional people. I bet we could cross-examine each skill, weigh it against monumental changes in technology and labor markets, and we’d arrive at what we already know: all these skills transcend time and place. People with some combination of these skills often rise above circumstances to lead extraordinary lives. The right question to ask may be: have people acquired these skills in spite of school?

In education we know the hard part isn’t the what, it’s the how.

The issue is that the educational system necessary to properly teach these skills doesn’t exist. The shortsighted, large-scale, factory-like system we use today won’t start manufacturing the answer out of nowhere. We need disruption. And to that end, methods like personalized learning, mixed-age classrooms, and Socratic dialogue all show promise. But if we want to make the right changes in education, we must encourage driven educators to launch new education programs quickly, and with as few administrative snags as possible. This idea is our lodestar at Tiny Schools.

The micro school concept offers a solution in which the focus is on great programs and great teachers. And this concept has taught us two important lessons about school change in today’s world:

First, you must start in the right place: good classrooms. If you have a great teacher who engages students, you have a working model. Great teaching occurs when teachers are unencumbered with the layers of management and minutiae that seems to permeate all schools. So hire great teachers and facilitate their ability to work independently in the classroom.

Second, throw out the bathwater. We’ve learned that it is quite hard to re-engineer an existing school from the inside (there are numerous examples of school leaders providing vision and funds to experiment; none “worked”). Toss out the legacy facets of schools and literally start with a basic premise: we’re going to build an environment that permits students to take risks with their learning. That means that young people will feel comfortable failing because they know it is part of the learning process and failure won’t mean the student is no longer favored. To borrow a phrase: fail fast and often.

If the challenge is to place great teachers in a position to be successful, then we believe the tiny or micro is the solution. Like a great cup of coffee, there isn’t a lot of mystery in education. Professionals that love what they do—and a milieu that nurtures that passion—will produce a successful setting for learning. Simple ingredients, a professional, and some “space” for them to work. Start there.

 
Tiny Schools
 

Creating your own high school

Kristin Kim, founder of Sansori School, is on a mission to transform the world collaboratively through compassion, community, and commerce. Along the way she has served in multiple roles: educator, Harvard program director, attorney, nonprofit developer, parent, and many more. She joins us on the blog today to announce a new program for teenage independent learners and to explain why she decided to create it.

Is your high-school-aged child charting his or her own path? Does your son or daughter already know what s/he wants to do (e.g., writing, dancing, firefighting, farming), pursuing in-depth training in that chosen field supplemented by community college courses in math and science? A dear friend recently shared her observation of this trend, and as someone who started an alternative high school in Austin last year, it made me pause and reflect. Of course, my initial response resembled fear—I wished for more students to come to our full-time high school program. But the more I thought about it, I couldn’t help but smile.

I have to admit that I like that these families are bucking even the alternative school model. They are going on their own and integrating a hands-on learning apprenticeship model. This path is not for everyone. Some need slightly more structure and/or more time to discover their passion or select among a few. But for those who are clear about what they want to do, at least for their first career, and are disciplined, creating their own high school allows for ultimate customization, freedom, and cost savings.

So I applaud these families, and would like to see teenagers who are inclined to follow this path do well. One way to encourage their growth is to bring these independent thinkers and doers together, to meet other trailblazers from our vibrant local sustainable business community, and to share and forge their ideas for living that are, as much as possible, free from the collective thinking that is so prevalent in our times.

I am proposing a once-a-week program for these independent teenagers to come together at Sansori to share what they are learning, reflect about life and being active citizens, meet local sustainable business leaders, and share music and art. This gathering of like-minded souls will strengthen, embolden, and liberate each person further than they could do on their own.

I invite teenagers who are already pursuing their own independent projects and taking one or more community college courses to find others on the same path and co-create a gathering space at Sansori. If your son or daughter is already on this path and this invitation resonates with you, please write to me (open@sansori.org).

The plan is to start with a Saturday gathering in early September 2017.

I am still learning about this amazing place called Austin, and I especially look forward to co-creating these Saturday gatherings with local mavericks.

At the core of the alternative education movement, we find our aspiration to liberate our children from the traditional model that is geared toward standardization. The more choice we can offer our children, and the more independent thinkers and doers we have, the better we all are.

Sansori is located in South Austin, at 8601 South 1st Street (near Slaughter). It is an independent alternative school and is not affiliated with any religious, ethnic, or political organization.

Kristin Kim