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Crafting Financial Wisdom: A Parent’s Guide to Raising Money-Savvy Kids

Tuesday, March 5th, 2024

Crafting Financial Wisdom: A Parent’s Guide to Raising Money-Savvy Kids by Emily Graham

In an era where financial landscapes are ever-evolving, the importance of instilling robust money management skills in the younger generation cannot be overstated. For parents, this task presents both a unique challenge and a profound opportunity. A structured approach to teaching financial literacy can empower children to navigate their financial futures with confidence and acumen. This guide aims to offer parents actionable strategies for embedding essential financial principles in their children, ensuring they are well-equipped to make wise financial decisions throughout their lives.

Visit Dr. Doug Green and dive into professional development resources and insights for administrators, teachers, and parents.

Understanding Basics

The journey to financial wisdom begins with a solid grasp of the basics. Introduce children to the principles of budgeting and saving from an early age. Teaching them to differentiate between needs and wants, how to save a portion of any money they receive, and the basics of creating a simple budget, lays the groundwork for responsible financial behavior. These initial steps are crucial in building a framework that supports more complex financial decisions in the future.

Entrepreneurial Spirit

Encouraging an entrepreneurial spirit in children not only nurtures creativity and problem-solving but also exposes them to the essentials of business management, such as cost control, profit analysis, and the significance of customer satisfaction. Supporting them in establishing small ventures, like a lemonade stand or an online store, serves as a hands-on method for applying these concepts. Introducing them to marketing basics, especially the creation of a text logo using an online logo maker, allows them to experiment with various designs by selecting icons, adding text, and adjusting fonts and colors, effectively merging artistic expression with fundamental business principles.

The Value of Patience

In a world accustomed to instant gratification, teaching patience and deferred gratification is paramount. Encourage your children to save for larger purchases rather than seeking immediate satisfaction through impulse buys. This can be facilitated through goal-setting and saving strategies, demonstrating how patience can lead to more significant rewards. This lesson is instrumental in curbing impulsive spending and fostering a mindset that values careful consideration and planning.

Earning Independence

Encouraging children to earn their money through chores, part-time jobs, or entrepreneurial ventures teaches them the value of hard work and money. This independence in earning and managing their own finances instills a sense of responsibility and pride in their achievements. It also provides practical experience with budgeting and prioritizing spending, essential skills for their future financial independence.

Navigating Debt

An understanding of debt and its potential pitfalls is a critical component of financial literacy. Educate your children about the concept of credit, the importance of living within one’s means, and the long-term impact of taking on debt. Discussions should cover how debt works, the significance of interest rates, and the difference between good debt (such as education loans) and bad debt (like credit card debt). This knowledge is vital in preventing financial missteps in adulthood.

Investing in the Future

Introducing the concept of investments and the power of compound interest can inspire a forward-thinking approach to money. Simple lessons on saving accounts, stocks, bonds, and the principle of risk versus reward can demystify the world of investing. Teaching children about the importance of saving for long-term goals, such as education or retirement, helps them understand the role of investments in achieving financial security.

Financial Ethics and Generosity

Beyond the mechanics of money management, it’s important to discuss the ethical aspects of finances with your children. This includes understanding the value of honesty in financial dealings, the importance of generosity, and how to be financially responsible in a way that aligns with one’s values. Encouraging children to donate to charity or volunteer their time teaches them the importance of giving back and helps them develop empathy and a sense of social responsibility.

Cultivating financial literacy in children is an investment in their future. By tackling these key areas, parents can lay a comprehensive foundation for their children’s financial education, preparing them for a lifetime of informed, ethical, and effective money management. The lessons instilled today will not only contribute to their personal success but also to their ability to contribute positively to society. Engaging children in ongoing conversations about finances, encouraging practical experiences, and leading by example are all strategies that can reinforce these vital life skills.

Looking forward to hearing your thoughts on the piece.

Best,
Emily Graham
Email: emilygraham@mightymoms.net
Website: mightymoms.net

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Student-Led Assessment

Tuesday, February 20th, 2024

Student-Led Assessment

Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences by Starr Sackstein

explains in detail how you can shift your teaching practice to one where students take control over their learning and assessment. It features periodic conferences where students give evidence of what they have learned and set goals for their next efforts. Her model also allows for self-paced learning and peer feedback. Leaders should try to get this book into the hands of as many teachers as possible.

Introduction

Student voice is vital to understanding what students know and can do. It’s our job to create authentic opportunities for students to express their challenges and successes. Such conversations can be the basis for determining students’ grades. In this book you will learn how to leverage student conferences and have students lead parent-teacher conferences. You will also learn how to use portfolios as part of this process. (Each chapter contains reflections on the subject from other teachers or professors.)

Part 1: Building Structures to Promote Learner Agency

Here we explore the building blocks of teaching students to talk about their learning in cohesive and detailed ways and to advocate for themselves. It’s your job then to adapt what you learn to your specific students and situation.

1. Building a Learner Agency Enhanced Environment

At the heart of student success lies the relationships you have with them and that they have with each other. You need to plan how to make this happen. You also need to reveal your interests, strengths, and challenges so they see you as another learner. Trust is earned, which is highly evident in the learning process. Above all be sure to let students know when you have made a mistake. Apologize if it is appropriate. This will help them to take risks that will inevitably lead to mistakes that promote learning.
In order to get to know students in a less than superficial manner, you need to take on the role of a detective or an archaeologist. Approach each student with a real interest and warmth. Meet them by name at the door. Assume positive intent when they take a misstep. Put important concepts on the wall, but don’t make it too cluttered. Ask them how they feel about the space. Remember that all kids can!

2. Promoting Clarity to Deepen Student Understanding

Large sets of standards such as the Common Core can be overwhelming. You need to prioritize by looking for knowledge and skills that can 1. have value beyond a single assignment 2. have value in multiple disciplines, and 3. allow for success in the next grade or level. You then need to work with your students to come up with an agreed upon idea of what proficiency looks like. Here we have a format for unpacking a standard
Now it’s time to create student-friendly learning targets. This requires looking at standards in smaller bites. Develop success criteria so that students know what success looks like. Students can also be partners in developing rubrics. Don’t expect your first tries to be great. Supply exemplars that are not easy to copy. They can be from former students or be teacher generated. Supply feedback to groups and individuals as much as possible.

3. Using Formative Assessment to Promote Learner Voice and Self-Advocacy

Formative assessment is ongoing and informs future instruction. Students should know what it is and be involved. It demonstrates achievement while reflection focusses more on the process. Both are important. Formative assessment provides feedback that students can use to revise their work. By it’s nature, formative assessment is differentiated.
At some point, peers should be involved in formative assessment. Students should write their reflections for teachers to read. In some cases teachers should just focus on the important things as opposed to everything. The process should involve students writing new goals to share with the teacher and at least one peer. Goals should be as specific as possible. A major goal is for students to become more self-sufficient learners.

4. Developing a Portfolio System That Supports Purposeful Goals

Portfolios allow students, teachers, parents, and peers to see the fruits of a student’s labor. (This can be facilitated if the portfolio is available online.) They also put students in charge of tracking their own growth. They can foster independence while fueling reflection, creativity, and authentic life-long learning. They can feature a capstone activity or multiple pieces that demonstrate a learner’s best efforts. They can even contain a series of works that show growth over time.
Each teacher should do their own portfolio first to share their students’ experiences. Once finished, students should write a standards-based reflection about what their work demonstrates. The students should also present their portfolio in order to defend their efforts. Here we have the story of how one district implemented portfolios for all of their students. Expect this process to take two to three years.

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Quit: The Power of Knowing When to Walk Away

Tuesday, February 6th, 2024

Quit

Quit: The Power of Knowing When to Walk Away by Annie Duke

goes beyond winners never quit to winners quit a lot. Everyone should read this to avoid sticking with goals that become no longer worthwhile. Grit can help you reach worthwhile goals, but it can also help you stick with goals that are no longer have positive expected value. Every school should have a copy in its professional development library.

Prologue: The Gifted Scale

Success lies in picking the right things to stick to and quitting the rest. Just because you stubbornly stick to something doesn’t mean you will succeed at it. Unfortunately, quitting almost uniformly has negative implications, while being gritty and staying with something is considered in a positive light. The science of quitting spans disciplines from economics to game theory to behavioral psychology.

Section I: The Case for Quitting

1. The Opposite of a Great Virtue is also a Great Virtue

On Mt. Everest, there is a quitting plan. It goes if you haven’t reached your goal, the summit or a camp higher up, by 1:00 pm, turn around. Over the years, people who have ignored this plan have been much more likely to die, as you are eight times more likely to die on the way down. In Silicon Valley, the motto is Fail Fast. Since most projects fail, knowing when to quit is key in terns of conserving resources.
Luck often plays a big part in success. When we make a decision, we usually don’t have all the information we need. As we move forward after making a decision, we need to be constantly on the lookout for new information. As new information arrives, be sure to analyze it as it may point toward quitting or changing course. Once you quit, you won’t know what would have happened if you didn’t. You need to be ok with that. In poker, this is like folding hands that would have won. This is why pros play about half as many hands (15-25%) as amateurs (50%).

2. Quitting on Time Usually Feels Like Quitting Too Early

We start with an owner of a computer game that appears to be successful as he’s adding players at 7% a week. When he sees that new players are much less likely to stick, he can see it will be a money pit and quits. The key concept here is to calculate expected future value be it a function of money, happiness, or anything else. This requires some mental time travel. This involves educated guesses and thinking like a poker player.
You also need to look for clues from the past, be it your past or someone else’s. When a decision to quit is near 50-50, quitting is more likely the best choice. This includes big life decisions. If you are unhappy in a situation, you are likely to be unhappy in the future. This should make quitting an easy decision. Many athletes and TV shows have lingered too long. Those that went out on top are usually thought to have quit too soon. They didn’t.

3. Should I Stay or Should I Go

Studies of cab drivers show that they generally use the wrong heuristic for deciding how long to drive. Most drive until they have reached an income goal. That means that they often stop when conditions are good and keep driving longer shifts when conditions are poor. Experienced cab drivers tend to do better. They seem to understand the concept of expected gain.
The same is not true for professional stock traders. While they tend to make good buying decisions as they have studied the assets they are buying, their sell decisions are not as good. These people usually sell something to free up money for things they want to buy. What they sell tends to be either stocks that have gained the most or lost the most. They are not doing expected gain analysis. What they should also do is follow the sold stocks closely to get feedback on their decisions. Most don’t.
For most decisions we make, feedback is hard to come by. If you change majors, colleges, or jobs, all you have is what if questions. We also tend to have a greater negative emotional impact for losses than positive emotions for gains. This loss aversion creates a preference for options associated with a lower chance of loss.

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Your Chosen Future: Identify the Ideal School Environment After Relocating

Friday, January 19th, 2024

Children
Your Chosen Future: Identify the Ideal School Environment After Relocating by Emily Graham gives you the insights to make the best choices for your child’s future.

Your Chosen Future: How to Identify the Ideal School Environment After Relocating by Emily Graham

Relocating can be a whirlwind of emotions and tasks, and among the most crucial is ensuring your child’s continued educational and developmental success. Speaking directly to you, this guide from Dr. Doug Green aims to simplify this often-overwhelming process. Embrace this journey confidently, knowing you have the insights to make the best choices for your child’s future.

Prioritizing Individual Attention

Regarding early education, your child’s level of individual care is paramount. Schools and daycares where educators can devote more time to each child often provide a more nurturing and effective learning environment. This focused attention enhances educational outcomes and fosters a stronger emotional and social connection between teacher and student.

Tailoring to Your Child’s Unique Blueprint

Your child is wonderfully unique, with specific needs, interests, and a learning style all their own. Finding an educational setting that recognizes, celebrates, and caters to these individual traits is essential. Institutions that offer a variety of programs or specialized approaches can be especially beneficial in nurturing your child’s specific talents and interests.

Aligning with Educational Values

Understanding the curriculum and educational philosophy of a potential school or daycare is critical. This alignment ensures that your chosen institution meets and exceeds your expectations for your child’s education. Whether focusing on STEM, arts, language immersion, or a specific educational philosophy like Montessori or Waldorf, the right fit will resonate with your family’s educational values.

The Intersection of Home and School

Your living location significantly impacts your school or daycare options. Investing time in researching neighborhoods with reputable schools can pay dividends in your child’s educational journey. Utilize online resources to understand the local real estate market, school districts, and the associated home prices. This dual approach of house hunting and school searching ensures a harmonious balance between your living situation and your child’s educational environment.

The Power of Personal Visits

There’s no substitute for experiencing a school or daycare environment firsthand. Personal visits offer invaluable insights into the daily operations, the demeanor of staff and students, and the overall atmosphere. Observing interactions, asking questions, and witnessing the school culture in action provides a clear and tangible sense of whether it’s the right place for your child.

Early Bird Advantage

Starting your search well in advance of your move is a strategic advantage. This early initiation allows for thorough research, contemplation, and decision-making without the pressure of looming deadlines.

Early planning also allows you to be on waiting lists if necessary, ensuring that you don’t miss out on preferred institutions due to time constraints. Additionally, this proactive approach enables you to align your family’s schedule and logistics with the school’s calendar, helping smooth the transition for your child and the rest of your family.

The Hallmark of Excellence: Accreditation

Accreditation is a benchmark for quality in education. Schools and daycares that have earned this recognition have met rigorous standards, which offers reassurance of their commitment to excellence. Reading reviews from other parents can also provide honest and invaluable insights into these institutions’ reputations and real-world performance.
Moreover, engaging with local community forums or social media groups where current parents discuss their experiences can give you a deeper, more nuanced understanding of each school’s culture and community. Needless today, this can help you make a well-informed decision.

Final Thoughts

As you embark on this crucial chapter of finding a new home and the perfect educational setting for your child, remember that this journey is about creating a harmonious balance between where you live and where your child learns and grows. With careful planning, research, and a clear understanding of your child’s needs, you can make informed decisions that will positively shape their future. And that’s all you can ask of yourself!

Would you like to read more helpful content or learn about my consulting services? Visit DrDougGreen.com today!

Emily Graham
Emily is the creator of MightyMoms.net. She believes being a mom is one of the hardest jobs around and wanted to create a support system for moms from all walks of life. On her site, she offers a wide range of info tailored for busy moms — from how to reduce stress to creative ways to spend time together as a family. You can email her at emilygraham@mightymoms.net. She lives in Arizona.

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Building Thinking Classrooms in Mathematics

Monday, January 15th, 2024

$Thinking Classrooms$
Building Thinking Classrooms in Mathematics Grades K-12: 14 Teaching Practices for Enhancing Learning by Peter Liljedahl offers a whole new way to teach math that gets students thinking rather than mimicking the teacher’s sample problems. The vast research Peter did to discover his new methods is impressive as are student results. Consider having all of your math teachers read this summary and discuss it at a department meeting. Then give each a copy of this trailblazing book.

Introduction

After observing 40 math teachers in 40 schools, Peter discovered that their practices were pretty much the same and that students spent little or no time doing the right kind of thinking. Unfortunately, the resources and textbooks available facilitated this non-thinking practice, which means that the problem is systemic. He also found that institutional norms were enabling this behavior.
Over the course of 15 years, Peter and his crew of 400 teachers in teams of 8 to 18 worked on the 14 factors that impact thinking. The factors are represented by the titles of chapters 1 though 14 if you want to know what they are now. In each case they looked at the common norm and tried to do just the opposite. After a lot of trial and error they found the optimal approaches described here. If you want to try their practices, implement chapters 1-3 at the same time. Then you can implement the remaining practices one at a time.

1. What Types of Tasks We Use In a Thinking Classroom

Problem solving is when we do what we don’t know how to do. It is not the implementation of a well taught algorithm. Students will get stuck, do some thinking, and get unstuck. Routine tasks involve mimicking, which is not thinking. There are examples of tasks here that require thinking. They can be considered non-curricular tasks that do not map nicely to a list of outcomes or standards. Before you can get kids to think about the curriculum, you need to get them to think.
There are three kinds of lessons. 1 Non-Curricular tasks 2 Scripted Curricular Tasks and 3 Circular tasks. The later just involve mimicking what the teacher does. Scripted curricular tasks asks the students to solve a problem before showing them how to do it. Start by reviewing prior knowledge and then ask a question that will extend prior knowledge. While you can just give non-curricular tasks and let the curriculum take care of itself, using them to prime thinking before switching to scripted curricular tasks is way better than type 3 teaching.

2. How We Form Collaborative Groups In a Thinking Classroom

Student collaboration is important and can have a powerful impact on Thinking. Peter’s extensive research indicates that random groups perform much better than self-selected groups. The groups must be visibly random. That means the students can see that the teacher hasn’t rigged the grouping. Peter uses playing cards to do this as students seem to like picking cards.
In grades K-2 use two students per group. From grades three on up use three in each group. Randomness will lead to more diversity in groups and shy students will profit the most socially. Don’t worry if your groups are porous, which means that they collaborate with each other. In secondary schools form new groups at the beginning of each class. In elementary schools form new groups after lunch and recess.

3. Where Students Work In a Thinking Classroom

Peter’s research shows that for best results, student groups should be standing and writing on erasable surfaces. He prefers white boards, but blackboards, windows, or surfaces found in home improvement stores should work fine. You may have to retrofit your classroom, but it can be done inexpensively. The erasable surface encourages students to take more risks and standing features better posture.
Only give one marker to each group and make sure the teacher has a different color so anything the teacher does write stands out. You want each member to do some writing and Peter suggests ways to encourage this. Groups should be able to see what neighboring groups are doing.

4. How We Arrange the Furniture In a Thinking Classroom

Too much order or symmetry does not make for a relaxed atmosphere. The best results happen in classrooms where desks or tables face in different directions and there is no obvious front of the room. Move the teacher’s desk somewhere near the back and eliminate any furniture you don’t need. This will give groups standing around the perimeter more room.
The teacher should move around to reinforce the idea that the room has no front. This will promote more student collaboration and less teacher talk. Turn off projectors or interactive white boards when not it use and don’t stand next to them when they are on. Get three inexpensive clocks so there is one on each wall.

5. How We Answer Questions In a Thinking Classroom

There are three types of questions. 1. Proximity Questions are asked when the teacher is next to the student. They are usually 2. Stop-Thinking Questions. These questions ask if this is right or do we have to learn this? If you answer them they can stop thinking. The third type are 3. Keep-Thinking Questions. They are asked so that students can keep thinking. They might be clarification questions or questions about going farther with a task.
The only questions you should answer are keep-thinking questions. When students ask the other types you can smile and walk away or tell them that you have confidence that they can answer the question themselves. You can also respond with questions like isn’t that interesting or show me how you did that? You can explain what you are doing to students after a week or two. You should let the parents know at the beginning.

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