NHEG-Magazine-September-October

1ISSUE 9-10 

SEPTEMBER-OCTOBER- 2018 

Don't wallow in failure. Instead, learn from it. 

Bill Gates 

Silver Winner in the 10th Annual 2018 Golden Bridge Awards 

School bag giveaway event was huge success! 

Healthy Brain, Healthy Life by Madhumitha Prabakaran 

Fetal Alcohol Syndrome in a Child's School Education by Daniela Silva 

Homeschoolers Defeat California's Push to Further Regulate 

Why Unschoolers Grow Up to Be Entrepreneurs 

Spring 2019 White House Internships. 

Important Things I Learned from my Learning Disability 

Pizza Hut Book-It

contents 

4 THOUGHT FOR THE MONTH 

5 MAGAZINE EDITORIAL TEAM 

6 - 7 2018 TOP-RATED NONPROFITS USING GREAT NON PROFITS 

8 - 9 Silver Winner in the 10th Annual 2018 Golden Bridge Awards 

10-15 THE INTERNET RADIO PROGRAM FROM NEW HEIGHTS EDUCATIONAL GROUP 

16-17 COLLEGE CREDIT PLUS PROCESS FOR 2018-2019 

18-19 PRESS RELEASES - UPCOMING NHEG EVENTS 

27 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS 

28-29 ACHIEVEMENTS 

30-33 OUR TEACHERS AND TUTORS 

36-37 MISSING CHILDREN 

38-41 NHEG BIRTHDAYS - ANNIVERSARIES 

42-43 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS 

46-49 REVIEWS ON MAGAZINE EDITORS 

50-55 SCHOOL BAG GIVEAWAY EVENT WAS HUGE SUCCESS & PHOTOS 

56-57 NHEG BOOK CORNER 

64-65 COMMUNITY COLLEGE BEFORE TRANSFERRING TO A UNIVERSITY 

66-67 ANIME EDUCATION 

70-71 HEALTH IS YOUR WEALTH 

73 IN THE NEWS AROUND THE WORLD 

74-77 FETAL ALCOHOL SYNDROME IN A CHILD'S SCHOOL EDUCATION 

80-83 THE NHEG LEARNING ANNEX - JAPANESE TUTOR 

(Danny Wethern created Radio Show and Annex logo) 

84-96 FEE ARTICLES 

103 WHITE HOUSE INTERNSHIP PROGRAM 

104-105 DREAM BUILDERS CONTEST 

106-107 NHEG SENIOR CORNER YEARBOOK 

108-109 NHEG ADULT ADVISORY GROUP 

110-111 KIND CARDS FOR SICK KIDS AND SOLDIERS 

112-113 FUN CORNER 

116-121 RECIPES 

122-123 NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

126-129 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org 

THOUGHT FOR THE MONTH 

As the school year starts once again, we are excited for all the new 

opportunities 

and !!!! continuing the passion of teaching in the way each student 

learns.!!!!!----- 

Education is meant to beenjoyable and exciting. 

Sincerely, 

Pamela S Clark 

NHEG CONGRATULATIONS ON ACHIEVING THE 2018 GOLD 

AND PLATINUM SEAL OF TRANSPARENCY ON GUIDESTAR! 

Pamela Clark 

Editor in Chief 

Marina Klimi 

Production ManagernaKlimi@NewHeightsEducation.org 

Noemi Vallone 

Proofreader/EditorditiChopra@NewHeightsEducation.org 

Frani Wyner 

Assistant Virtual Development Director of Photography 

Larissa Murray 

Khrista Cendana 

Anna smith jacomet 

fran wyner 

Tammy Barham 

Pamela Clark 

Maggie Spangler 

Greg Clark 

Photographers featured in this issue 

EDITORIAL TEAM 


04 NHEG Magazine | September - October 2018 

September - October 2018 | NHEG Magazine 05



2018 Top-Rated 

Nonprofits using GreatNonprofits 




Silver Winner in the 10th Annual 2018 

Golden Bridge Awards 






THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP



Internet Radio Show Spots now available 

The New Heights Educational Group is now offering the opportunity for the public or businesses that 

promote education to purchase sponsor advertisement on our internet radio show. 

All products, business and service advertisements will need to be reviewed by our research department 

and must be approved by NHEG home office. All advertisements must be family friendly. Those 

interested in purchasing packages can choose for our host to read the advertisement on their show or 

supply their own pre-recorded advertisement. 

If interested, please visit our website for more details. 

https://www.newheightseducation.org/nheg-radio-show/



The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio. 

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org 

If you are looking to listen to past shows, please check out this document 

(https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429) 

that lists all the shows that have been released.

Please support us... 

DONATE NOW! 

Donate to our Amplify Art! P roject! 

F ort Wayne C ivic T heatre will host a full-day workshop on S aturday, 

October 6 for anyone 14 and older who wants to learn more about 

theatre. B reak-out sessions include auditioning, dance, costuming, 

scenic building, and backstage work. T he day concludes with a panel 

discussion and Q&A with a NY C -based professional actor. 

G ifts to T heatre A rts Day will be matc hed $1 for $1 up to $1500 by: 

Your donation will be proc es s ed through A rts United of G reater F ort Wayne, Inc ., - a 501(c )3 non-profit organization. 

Donations are tax-deduc tible to the extent of the law. 

Your AMP LIFY ART! donatio n help s us train and develo p volu nteers as a 

resource for the entir e theatre communit y. 

All donors will be acknowledged in the Stagebill program for Newsies! Donors 

of $100 or more are acknowledged in Civic Stagebills for the entire 2018-2019 

season. 

DONATE NOW!



Press Releases 

Upcoming Events 

The New Heights Educational Group announces special 

recognition of some of our fantastic volunteers: 

Priscilena Shearon - Online Class Monitor of the Year. 

Savleen Grewal - Tutor of the Year. 

Sheila Wright - Exceptional Tutor Award. 

Peter Gordon and Vanh Vue - Outstanding Tutor Award. 

Frani Wyner - Photographer of the Year Award ( It's her second year in a row receiving this 

award!) 

Anna Shi - Internet Radio Host of the Year. 

Mollie Miller - Blackboard/Coursesites Assistant of the Year. 

Padmapriya (Priya) Kedharnath - Accountant of the Year. 

Riya Chopra - YouTube and Video Updater of the Year. 

We would also like to recognize all of our Assistant Virtual Development Directors who help run 

over 40 departments and are the glue of NHEG: 

Aditi Chopra, Kiyoko Green, Jeff Ermoian, Mike Anderson, Sapna Shukla, Sheila Wright, 

Padmapriya (Priya) Kedharnath, Marina Klimi, Frani Wyner and also our fantastic HR Team 

including Monika, Eniola Aderibigbe and Nikhita Dhawan. 

All of our volunteers are recognized for their hard work and dedication, but these volunteers 

have gone beyond the normal service to our organization. 

Director Pamela Clark stated, "I couldn't do my job and our organization wouldn't have its successes 

without our group of over 75 volunteers. 

Thank you all!" 

Welcome the fall season with Harvest Homeschool Day on Friday, October 12, 2018! Students can 

experience a variety of hands-on historical activities, such as pumpkin seed roasting, butter churning, 

blacksmithing, and more. Historical demonstrations around the town will help students learn 

about life in the nineteenth century. The event will run from 10:00-4:00. 

The cost for this event is $5 per student. One adult per group or family is free, and each additional 

adult is $7. Children under the age of 4 are free. 

Reservations are required by Friday, October 5, at 5:00 p.m. Detach the form and mail with 

payment to: ZCA, Attn: Harvest Homeschool Day, PO Box 621, Zoar, OH 44697. You may also register 

and pay over the phone by calling 330-874-3011 or 800-262-6195. 

We look forward to welcoming you to Zoar! 

Sincerely, 

Historic Zoar Village Staff 

Historic Zoar Village 

198 Main Street 

PO Box 621 

Zoar, OH 44697 

https://historiczoarvillage.com/events/ 

SPRING 2019 INTERNSHIP TIMELINE 

https://www.whitehouse.gov/get-involved/internships/apply/ 

Application Posted – Monday, July 9, 2018 

Application Deadline – Friday, August 24, 2018 

Notifications Begin – Week of October 22, 2018 

Internship Start Date – Wednesday, January 9, 2019 

Internship End Date – Friday, April 12, 2019 




PARTNERSHIP ANNOUNCED! 


The New Heights Educational Group (NHEG) proudly announces 

a newly formed partnership with 

Kelly Bear and Leah Davies, M.Ed.!! 

Benefits of this partnership include: 

*105 complimentary TEACHER/COUNSELOR articles 

*PARENTING handouts, activity/worksheet 

*Thoughts on Parenting videos 

*CHILDREN’S activities: http://www.kellybear.com 

Pamela Clark (director of The New Heights Educational Group) 

stated, “NHEG is proud to partner 

with Leah Davies and share her talented works! Without a doubt, 

parents will appreciate and 

treasure these valuable resources!” 

Visit http://www.NewHeightsEducation.org 

Individuals can also walk in the OSU Extension Office 

at 503 Fairground Drive, Paulding 

or call 419-399-8225, ext. 8228. 





The New Heights Educational Group volunteer 

graphic designer Sherri Ann Ermoian recently 

created and gifted the organization a dream 

catcher that shedesigned just for us. 

"It really is the little things in life 

and thoughtful gifts from lovely people 

that are always a treasured addition 

to our collection,” 

Pamela Clark, Executive Director of NHEG, said.



Happy Anniversary to all those that have reached this 

milestone this year! 

Twelve Years 

Kathryne Spangler 

Cuyler Spangler 

8 Years 

Kathy Bergman 

A Special Happy 30th Wedding Anniversary to Pamela and her husband, Greg Clark.



ADVERTISE WITH NHEG 

Who izzit? 

izzit.org is dedicated to teaching the next generation about the ideas, institutions, and benefits of 

a free society. At the same time, we seek to foster the critical thinking skills necessary for young 

people to become independent-minded, fully engaged citizens. 

To prepare students for successful self-government, we help them understand the foundational 

ideas of our republic, such as individual liberty, personal responsibility, and equality before the law. 

We ask students to think about the role of government and the importance of voluntary associations 

in promoting human flourishing. Students gain a greater appreciation for how a free society 

with a strong rule of law enables a diverse people to coexist, cooperate, and prosper. 

We design our curriculum materials to promote thoughtful discussion and respectful debate about 

issues and events. We encourage a healthy skepticism about authoritative claims, so that students 

learn to seek out evidence rather than accept assertions. In this way, young people develop the ability 

to use reason and common sense to evaluate the information they will encounter throughout 

their lives. 

Knowledge will forever govern ignorance; and a people who mean to be their own governors must 

arm themselves with the power which knowledge gives. – James Madison 

izzit.org is an educational initiative of the Free To Choose Network, a 501(c)(3) not-for-profit producer 

of television documentaries. 

Urgent 

We are looking 

for New Volunteer 

Internet Radio Hosts 

Contact us for more details 

https://www.izzit.org/ 

The provide free annual dvd's to schools, organizations, and home school parents. They offer a 

wealth of free streaming videos, contests, teacher tools, student zone, current event lessons for 

your educational needs. 

Happy Hunting! 




A W A R D S 


NHEG OFFICE CURRICULUM LIBRARY 

We would like to offer educational events, computer labs, 

public events, tutoring and other educational activities in this 

location and plan to continue offering classes, tutoring, and 

some afterschool events in Defiance. 

Short term goals: Our vision includes reacquiring a building 

in Defiance, Ohio. This can be achieved either by obtaining 

funding or a donated building. This building will house our 

curricula library, public educational events and providing fillin-the-gaps, 

high-quality tutoring, place for families to come 

in and use technology including computers, obtain a GED, or 

educate their own children on site. 

Families will be able to walk in without an appointment to ask 

any educational question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers 

in high school (main target) and college and 

will provide affordable daycare in hopes of keeping 

them in school. 

HELP SPREAD THE WORD! 


View all of our awards here 

http://www.NewHeightsEducation.org/Who-We-Are/Awards-and-Achievements/ 

https://www.gofundme.com/newheightseducation 



www.NewHeightsEducation.org





THE NHEG BANNER 

originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff 

Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela 

Clark, Mike Anderson, Sherri Ermoian. 

STUDENT ADVISORY GROUP CREST 

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was 

recently updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback 

from Mike Anderson, Sherri Ermoian. 

THE STUDENT LEADERSHIP COUNCIL CREST 

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group, was recently updated by Jeff Ermoian, 

with feedback from Mike Anderson, Sherri Ermoian. 





MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

9/24/2018 Have you seen this child? DESTINY BATES 

9/24/2018 Have you seen this child? ANDRE AINA 

Missing Since: 

Missing From: 

DOB: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

DOB: 

Age Now: 

Sex: 

Race: 

Hair 

Color: 

Eye Color: 

Height: 

Weight: 


Missing From: 

DOB: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

Case handled by 


http://www.missingkids.org/poster/NCMC/1156948/1/screen 1/1 

9/24/2018 Have you seen this child? HARMONY ADAMS 



Missing From: 

DOB: 

Age Now: 

Sex: 

Race: 

Hair Color: 

Eye Color: 

Height: 

Weight: 

ANYONE HAVING INFORMATION SHOULD CONTACT 




Franklin County Sheriff’s Office (Ohio) 1-614-525-3333 

DON’T HESITATE! 


NHEG Birthdays 

September 2 

Janene Kling 

October 3 

Pamela Unruh 


Eniola Aderbigbe 


Noemi Vallone 


Marina Klimi 


Michael Anderson 


Priscilena Shearon 


William Atkinson 


Nikhita Dhawan 


Aditi Chopra 



NHEG Anniversary! 



Daniela Silva - Six years with NHEG 

Victoria Lowery - Three-Year Anniversary 



Priscilena Shearon - Three-Year Anniversary 

Savneet Singh - Five years with NHEG Anniversary 




New Volunteers 

Larissa Murray 7/31/18 Photographer 

Volunteers of the Month 

Mike Anderson 

Savleen Grewal 


Leah Sedy 

Enjoli Baker 

Antonn Park Bryant 

Katie Gerken Buchhop 

Khrista-Cheryl Cendana 

Kristen Congedo 

Nikhita Dhawan 

Monika Dikshit 

Jeff Ermoian 

Sherri Ann Ermoian 

Peter Gordon 

Padmapriya (Priya) Kedharnath 

Marina Klimi 

Janene Kling 

Tyler Maxey-Billings 

Nayana Mogre 

Monika 

Samuel Michael Oketcho 

Lakshmi Padmanabhan 

Bruno Moses Patrick 

Madhumitha Prabakaran 

Priscilena Shearon 

Sapna Shukla 

Daniela Silva 

Elizabeth Uruskys 

Noemi Vallone 

Sheila Wright 

Fran Wyner 

Eric Zhao 

NHEG CONTESTs 

We have several NHEG contests that students in elementary, high school and even college participate in and win cash prizes based on their entries. 

https://www.NewHeightsEducation.org/Students/NHEG-Contests/ 

All works must be mailed to: 

New Heights Educational Group, Inc. 

Resource and Literacy Center 

42 NHEG Magazine | September - October 2018 ATTN: Contest Department 

14735 Power Dam Road 

Check should be made payable to: 

The New Heights Educational Group, Inc. 

Attach a note with information on which contest 

you’re entering. 

Example: Note – Art or Note – Poetry 

Judging: 

All entries submitted by July 30, 2018. 

All works will be evaluated by a panel of 

judges appointed by NHEG. 





NEW REVIEW 

SAPNA SHUKLA- VOLUNTEER 03/10/2018 

RATING: 5 


I am working with NHEG from 1 year in various projects Research,Data Entry,HR coordination. 

It is great 

place to work & all Team members are very cooperative especially Pamela Clark .I am working 

as Virtual 

Volunteer. It is great place to work. 

WRITER - VOLUNTEER 05/24/2018 

RATING: 5 

I have had a wonderful experience volunteering at New Heights Educational group as a 

proof-reader and social media expert. I love supporting educational causes and I commend 

what NHEG is doing for the community. NHEG's working environment helps everyone thrive 

and it is a pleasure to work with Pamela! 

WRITER - VOLUNTEER 05/24/2018 

RATING: 5 

NHEG is a truly wonderful organization that does so much for people of all ages who need 

some educational assistance. The people who work here are passionate and considerate 

towards others, and it’s been a blessing to be a part of this team. 

Pamela Clark is one of the most dedicated and hard working people I've ever met. She's very 

passionate about her work as the director of NHEG and it shows through the many awards 

her organization has received. Her kind and supportive nature made it a pleasure to work 

for her. 

MAGAZINE REVIEW 

Marina I didn’t really examine the newest issue of our magazine until tonight. When I finally 

did, I was filled with pride at the length and scope of this publication. Fran and the photography 

crew have provided you with stunning imagery that you have used well. 

Your team deserves not just praise but awards too. Thank you for the very professional image 

you provide to the passionate folks who care so deeply about what we represent. 





I hope everyone in this organization appreciates how hard you work and how much skill 

you bring to NHEG. Thank you for the fine way you represent us to Ohio, the United States 

and the topic of education. 

With admiration, Jeff 

CELTICMAGGIE - BOARD MEMBER 06/21/2018 

RATING: 5 

My name is Margaret Spangler, I am a Board Member and I have been with Pamela Clark 

since the beginning. I've understood her mission, her passion for education and children 

and her unwavering desire to help as many as possible; that's why I've supported her all 

these years. Also, as a parent, I've received help for two of my children in tutoring. NHEG 

tutors are extremely professional and knowledge. Because of this tutoring, over the last 

several years, my kids are able to graduate from high school. Thanks NHEG! 

CUYLER S. - CLIENT SERVED 06/22/2018 

RATING: 5 

Hello everyone, 

My name is Cuyler Spangler and I have been struggling with math for a few years and New 

Heights got me a tutor. Because of that not only am I grateful but I am also able to graduate 

this year. Thanks New Heights and keep up the awesome work! 

Regards 




8/6/18 

School bag giveaway event was huge success! 

For Immediate Release 

The New Heights Educational Group held their 2nd annual school-bag giveaway event on 

July 28th. Their efforts were shared with 20 needy families and 51 bags were handed out. 

NHEG Founder/Director Pamela Clark spoke at the event. She recognized all the volunteers 

and sponsors. Pamela and her husband Greg Clark worked tirelessly to organize, fill bags, 

transport items and run errands. Sponsors of the event included Captain D's (Jackie Aldrich) 

which donated sweet and unsweetened tea for the event, free kid meals, bookmarks, 

cups. 2 dinners were raffled off. Promedica Defiance Regional Hospital donated the rooms 

and snacks for the event. Chiefs aka Fresh Encounters and Krogers both donated $100 

each, Krogers (Laura James and her team) also collected and donated school supplies and 2 

book bags. First Federal Bank (Amanda Vogelsong) donated 40 book bags and took up collection 

of school supplies and book bags. DASH’s Megan Wright and Kristen Stanton Attorney 

at Law both worked on collecting school supplies. 

2nd and 7 Foundation, provided free story books that was read by Ashlee Scott, which were 

then distributed. Ashlee enjoys sports, plays softball, soccer and also participates in track. 

Ashlee, her mother Tammy Barham, siblings Leigha Scott and Ethan Long all volunteered at 

the event. 

Audreanna Kates worked tirelessly making phone calls, organized raffle prizes, making hats 

and scarves. Blankets of Love group made 2 blankets that were raffled off. The hats were 

given out with scarves given by National School Choice organization and other handmade 

scarves. Her husband Travis Kates and brother Clayton Riebesehl both volunteered at the 

special event. 

4imprint donated many other items, including key chain lights, earbuds, pens and pencils, 

and book bags that were shared and many other governmental organizations shared an array 

of items. 

Enjoli Baker, ordered the items that came from governmental and other organizations. 

Katie Gerken worked to obtain supplies. Sheila Wright donated Disneyland products that 

she sent from California. We also had a sticker and pin station at the event. 

Mrs. Clark, stated, 

"Our organization was happy to be part of this event. We’re thankful to all the sponsors and 

volunteers who stepped up to make the lives of families in need, a little better. I hope that 

next year will be even bigger. Thanks to all the attendees of the event." 










Ashlee and Leigha Scott Tammy and Kyle Barham, Audreanna and Travis Kates, 

Pamela and Greg Clark, Ethan Long, Clayton Riebesehl 




CONTRIBUTIONS OF NEUROLINGUISTIC PROGRAMMING 

IN SCHOOL EDUCATION 

Neurolinguistic Programming, had its origin in the 70s, with the studies of Richard Brandler, in mathematics and computer 

science, at the University of California in Santa Cruz. 

After some time, Richard decided to study psychology and 

observed that when a person thinks about a traumatic or difficult 

event, successive times in a positive way, the event stops 

being worrisome for the person. Therefore, Brandler found that 

the way you think about something, makes all the difference in 

how you are going to experience it. This discovery was named by 

Neurolinguistic Programming as Modeling of Human Excellence, 

and consists in the reproduction and transformation of behaviors 

and beliefs. 

Enthused by studies on human behavior, Richard Bandler 

started a Gestalt therapy group made up of students and 

members of the local community. John Grinder, professor of 

linguistics at the University of California, agreed to oversee 

Brandler's therapy group. Discovering the similarity of their 

interests, they decided to combine their knowledge in computer 

science and linguistics. 

Programming the minds of people through the use of language, is based on a set of models, strategies and changes in the 

beliefs that their practitioners use in order to achieve excellence in personal and professional development. 

Based on linguistic and behavioral patterns Richard Bandler and John Grinder built mental models that could be used by 

others in different areas of life such as work, school, health, emotions, business and interpessoal relationships. 

Programming: Our thoughts, feelings and actions can be programmed and modeled so that we can reach our objectives 

and goals. 

Neuro: Refers to the central nervous system, which processes the information we collect through our five senses: hearing, 

sight, smell, taste and touch. 

Linguistics: Suggests that language (verbal and non-verbal) and how we use it in our daily life, reflects what we think, feel 

and believe. 

NLP allows the individual to change their way of thinking and acting in order to achieve the desired and specific results, 

through the interaction between the brain, language and behavior. 

Neurolinguistic Programming is a learning model that allows the individual to understand how thought is processed 

(neurologically), and the impact of this in our behavior and in the decision making. This pedagogical tool allows a student 

to know and understand how the brain works and how to modify the way of thinking and acting in order to achieve the 

objectives that are expected from any field of human activity. 

WHAT ARE THE BENEFITS THAT NLP CAN BRING TO ACADEMIC AND PROFESSIONAL LIFE? 

• Self-awareness: NLP allows a person to search for different ways to achieve a goal in order to encourage them to reflect 

better on their options and preferences. Therefore, the individual awakens the desire to know and explore better and different 

ways of achieving the objective goal 


• Vocational Guidance: Professional choice occurs at a time when young people are immersed in doubt, either through 

imposition of parents, or for imperative reasons of their own institution of education. Vocational orientation with NLP will 

help young people to think better about their options, values, beliefs and internal motivations, since neuro-linguistic programming 

is a technique that develops self-knowledge and stimulates decision-making. 

• In the coaching process: Coaching with NLP allows individuals to be more productive, creative and confident about their 

objectives and values, through the use of attention and concentration techniques. The learning with coaching pnl, makes it 

possible to overcome the blockages and the most negative results in order to develop new skills and abilities. 

NEUROLINGUISTIC PROGRAMMING APPLIED IN THE CLASSROOM 

Communication is a mechanism that involves four essential elements: our physiology (body), our language (words), our 

thoughts (focus of our attention) and our perceptions (or set of beliefs). 

Our communication (verbal and non-verbal), reflects our thoughts and feelings. We act in accordance with our values and 

belief systems. Thus, the teacher in class, manifests their behaviors and attitudes in accordance with principles and rules 

of conduct that she believes are appropriate. The way we communicate, determines how we are perceived by the people 

we address. 

A factor that impacts a lot in the learning process is the emotions. Learning based on fear and tension, only brings to the 

students' academic life, stress and panic, thus blocking the quality of the understanding of the knowledge taught in the 

school. In the classroom, it is essential that teachers acquire the ability to handle student´s emotions, so that they can 

learn in a joyful, dynamic and relaxed way. Another important factor is to develop the best in each child, teaching them 

according to their needs, and being aware of their predominant learning style. 

Each child collects the information and interprets it in a different way. This means that each person has their own way of 

learning. The teacher, realizing the learning style of each child, will be able to plan and implement the educational content 

in an assertive and effective way. 

When the teacher teaches a student taking into account his learning style, the child can process the content better, and 

thus absorb the information more easily. In practice, the teacher can apply activities that address the three learning styles, 

so that each child is able to understand, learn and participate: 

Photo credit: Photopin, US Department of Education 

• Students with the visual system: visual learners learn more and better when the 

content is visualized through books, posters, slides, examples written on the board, 

or by reading texts, images and graphics. It is essential that teachers use written 

instructions for use, rather than orally. In addition, it is a good strategy to send to 

the visual student the summary of the lesson that will be taught in the classroom. 

• Auditory students: students who prefer the auditory system better understand the 

information when it is exposed orally by the teacher. These students develop their 

learning effectively when they are reading a text aloud, listen to a recorded audio 

story, or participate in a discussion. The auditory learner also benefits by repeating 

the instructions received or by conducting oral evaluations. As a didactic strategy 

the teacher can use audio resources, such as audio-books, storytelling, or reading 

aloud. 

• Brain plasticity: NLP allows the individual to think of different strategies for each new situation or learning. This makes 

the human brain reorganize itself, and new connections are formed, resulting in new skills. 

• Motivation: In the work approach of NLP, a professional has the opportunity to improve their knowledge and skills in 

order to enhance the performance at work and in the academic area, which provides greater motivation and encouragement 

to develop new projects and activities. 

• Social intelligence: Social intelligence is the ability to know how to interact with different groups and people in society. 

Through neuro-linguistic programming, an individual learns to develop better communication and empathy skills, through 

the transformation of thoughts and attitudes, thus providing more balanced and healthy interpersonal relationships. 

• Education and Training: In the classroom, NLP helps the teacher to better understand how a student learns, as the student's 

brain captures the knowledge and processes the information. NLP recognizes that different learning styles exist, 

and understands that each student is a unique human being, and for this reason has his/her particular way of learning. 


Photo credit: Photopin, COD Newsroom 

• Students with kinesthetic learning style: 

these students learn best through movement and practice. Kinesthetic students need 

free learning spaces to move, as in the outdoor activities or practical classes in the 

lab, for example. Games, group dynamics, parodies, songs, and rhymes are examples 

of didactic resources that can be used with these apprentices. 



NEUROLINGUISTIC PROGRAMMING TECHNIQUES IN THE LEARNING PROCESS 


Photo credit: Photopin, US Department of EducationPhoto credit: Photopin, US 

NLP offers some tools that can make learning Department process of and Education the relationship teacher-student more enjoyable and productive: 

- Rapport: It means being in tune with what the other person is saying, even if you do not understand or disagree with 

the topic that is being talked about. In a classroom, for example, it is said that rapport exists when the teacher is able to 

create empathy for the students. 

Empathy (rapport) in NLP can be developed in order to bring teachers and students closer, allowing more effective communication 

between them, and thus have a more pleasant and productive learning environment. In this way we can facilitate 

the process of empathy through the reflex technique. 

- Reflection: the reflex technique aims to imitate the behavior of another person, in a discreet and gentle way, through 

small gestures and body movements, such as body posture, hand gestures, facial expressions, movements of the eyes and 

the head. 

In the classroom environment, for example, the teacher can always try to make eye contact with the students by gently 

shaking her head in affirmation, which indicates that she is paying attention to the student's explanation. It´s very important 

that the teacher can consider the student's point of view in the classroom and, through this, add to his reflection. 

- The Anchoring Technique: Anchors, for neuro-linguistic programming, are external stimuli that trigger internal states. 

They are visual, auditory or kinesthetic triggers that cause an internal response for the student, becaming in this way, the 

learning process more motivating and enjoyable. For this to happen, it is necessary that the teacher can take into account 

the three learning channels (Kinesthetic, visual and auditory) present in the students, and develop lessons considering this 

teaching strategy. 

For example: visual students can capture better knowledge through images; Kinesthetic students have a greater facility of 

attention and concentration in activities that explore movement, while auditory students, better develop learning through 

auditory characteristics, such as lectures, reading texts aloud, among other strategies using the sound like a teaching tool. 

- Reframing: This technique aims to transform any type of negative behavior into a positive one. In the school environment, 

this practice occurs when the teacher observe in more detail the behavior and attitudes of each student at the time 

of the class, especially the reactions linked to the emotions and motivations of the students. 

A very positive exercise is to stimulate the student to reflect on their own learning process. For example, even if a student 

does not like math, the teacher can suggest that he talk about the difficulties that he has in the subject, and what could be 

done to learn math in a more enjoyable way. Thus, through the renunciation technique, it is possible to take any experience 

that in principle seems unpleasant, and transform that into a motivating and positive situation. 

FINAL CONSIDERATION 

Each student captures and understands the educational content differently than his classmates, and this is so because 

each sensory channel of our brain is stimulated differently, taking into account the need and motivation of each person. 

However, this does not mean that a visual person can not become kinesthetic. What will make the difference in a child's 

development and learning is the type and intensity of the stimulation that he will receive throughout his life. 

In the classroom, Neurolinguistic Programming asks to adopt according to the learning style of each student. In this 

way, the teacher will not judge the student for not understanding the content, but will try to analyze their own teaching 

method, in order to adapt the material to the learning styles presents in the class. 

Through NLP a teacher can help students identify their own motivations in the learning process, applying the best teaching 

strategies according to the learning style of each student. Pedagogical contents based on Neurolinguistic Programming 

techniques guide a teacher towards better understanding of how students learn more efficiently in the classroom. 

NLP in the educational environment values different learning styles of knowledge, and understands that each student is 

unique in interest and motivation, and therefore has a particular way of processing new information and learning. 




CLT Test times 

The upcoming test dates and associated registration deadlines are: 

• September 29, 2018 (Deadline - September 25) 

• Dec 01, 2018 (Deadline - Nov 27) 

The upcoming CLT10 test dates and associated registration deadlines are: 

Sep 18, 2018 (Deadline - Sep 14) 

The upcoming CLT8 test dates and associated registration deadlines are: 

• Sep 12, 2018 (Deadline - Sep 05) 

see: 

https://www.cltexam.com/locations 

FOR CLT TEST LOCATIONS 

High Point University Adopts CLT! 

High Point University, a private liberal arts university in High Point, North Carolina, 

is affiliated with the United Methodist Church. HPU offers 47 undergraduate majors, 

51 undergraduate minors and 12 graduate-degree majors. High Point University was 

ranked No. 1 among all regional colleges in the south and No. 1 for the most innovative 

regional colleges in the south in the "America's Best Colleges" 2016 Edition, published 

by U.S News & World Report 


We're happy to announce that Belhaven University, a Christian liberal arts university 

located in Jackson, Mississippi, has adopted the CLT. Students may login to their 

CLT account and send scores directly to the Belhaven admissions team. Stay tuned 

for scholarship information in the coming weeks! 

Belhaven offers traditional majors, programs of general studies, and pre-professional 

programs in Christian Ministry, Medicine, Dentistry, Law, and Nursing. 



ETHICAL LITERACY IN THE CLASSROOM 

In June of 2016, The Atlantic published a brief article, "Students' Broken Moral Compass", that 

stirred up some lively internet debate. The article, written by a teacher from Kentucky, made the case 

that character education is vanishing from American classrooms—and Common Core and 

standardized testing are in part responsible for the decline. The premise is simple: since 

standardized testing ignores ethical literacy, the discussion of ethics is neglected in the classroom. 

The Classic Learning Test, however, introduces a new paradigm: it is the only standardized test that 

encourages ethical literacy discussion. 

The CLT draws from the great minds of the past and their commentary on ethical questions that are 

still of profound relevance today. Consider the excerpted CLT passage below, from the great 

seventeenth-century philosopher and scientist Francis Bacon. 

A man that has no virtue in himself ever envies virtue in others. For men's minds will either feed 

upon their own good, or upon others' evil. And who wants the one, will prey upon the other, and 

whoever is out of hope to attain to another's virtue, will seek to come at even hand by depressing 

another's fortune.... 

There is no other cure of envy but to remove it entirely. In a state, it is a disease like to infection. For 

as infection spreads upon that which is sound, and taints it, so when envy is gotten once into a state, 

it traduces even the best actions thereof, and turns them into an ill odor. 

This passage is adapted from Francis Bacon's "Of Envy," first published in 1625 as part of his 

collection The Essays or Counsels, Civil and Moral, of Francis Ld. Verulam Viscount St. Albans. 

If high-stakes testing more frequently encouraged ethical literacy, curriculum would dramatically 

change. Contact a CLT representative today to learn more! 

PRAISE FOR THE CLT 

SAT/ACT/ CLT NEWS 

The past five days have been historic for American education. Last Thursday, the University of 

Chicago became the first top-ten college to drop the SAT/ACT requirement on their application. CLT 

commends them for this change and applauds the test-optional movement. Every student should be 

able to put their best foot forward when applying to college. For some students, this means 

submitting an SAT, ACT, or CLT score. For others, it means not submitting a test score at all. Testoptional colleges 

can expand on their commitment to giving students more options by considering 

CLT scores as well. 

In addition to Chicago's change, just yesterday eight elite secondary schools in Washington, D.C. 

announced that they will be dropping all AP courses. College Board's AP program was originally 

designed to let students complete college coursework early and distinguish themselves from their 

peers in the college admissions process. Students and educators are realizing, however, that the 

SAT/ACT and AP courses are becoming increasingly ineffective in showcasing academic formation 

and college readiness. The CLT is a great option for students that desire to showcase their academic 

formation on a more rigorous assessment. The CLT also recognizes the many ways students can 

showcase their unique virtues beyond a test score. We encourage innovation in curricula and the 

expansion of college application options to ensure a better future for students. 

American education is undergoing monumental changes. Widespread dissatisfaction with the status 

quo is opening opportunities for innovation and renewal in all forms of education. For students and 

schools looking to stand out, CLT is proud to offer a new standard of excellence by drawing from the 

works and wisdom of previous generations. Since the beginning of June, seven new colleges and 

more than a dozen new secondary schools have joined the CLT family, including Messiah College, 

Gordon College, and George Fox University. 

Homeschooling Students With Different Learning Styles 

By Daniela Silva 

Texas Home School Coalition 

Is your homeschool student an auditory, visual, read/write or kinesthetic learner? 

Here’s how to tell the differ... 

https://www.thsc.org/learning-styles/ 





COMMUNITY COLLEGE BEFORE TRANSFERRING TO A UNIVERSITY 

By: Khrista Cendana 

Many students think that it is cheaper and easier to go to a university straight away 

after high school. Do you think that’s right? No! If you look at the tuition for both 

community colleges and universities, you clearly see that community college is less 

expensive. So why go to community college? In this article, some facts for students 

about which college to attend first. 


Ohio State University 

$12,000 – $22,000 / year 

Columbus State Community College 

$4,000 – $9,000 / year 

http://www.collegesimply.com/colleges/ohio/columbus-state-community-college/price/ 

https://www.ohio.edu/admissions/tuition/index.cfm 

Reasons to attend community college first: 

Finish basic education first, like General Education courses 

Transfer basic core classes to a university Counseling 

Good time for deciding what to do with your career 

Community college is generally faster, taking about two years to complete. However, there are cases in 

which a student may not be able to finish within the two years, for reasons such as: 

Failed classes 

Change of major 

Taking a break from attending classes 

Helpful links to websites: 


Columbus State Tuition & Cost 

http://www.collegesimply.com/colleges/ohio/columbus-state-community-college/price/ 

Ohio UniversityTuition & Financial Aid 

https://www.ohio.edu/admissions/tuition/index.cfm 

Riverside City College Courses Transferable to California State University 

https://www.rcc.edu/services/counseling/Documents/2017%20Fall/CSUtrn2017-2018.pdf 

Should I Attend a Public or Private University? 

https://studentloanhero.com/featured/public-vs-private-college-attend-which/ 

Understanding College and Post-Secondary Education Options 

http://education.ohio.gov/Topics/Other-Resources/Family-and-Community-Engagement/Getting-Involved-with-your-Child-s- 

Learning/Ohio-Resources-for-College-and-Career-Planning/Understanding-College-and-Post-Secondary-Education 

Six Reasons to Attend a Community College 

https://secure-media.collegeboard.org/digitalServices/pdf/highered/six-reasons-05.pdf 

The importance of directly asking students their reasons for attending higher education 

http://www.iier.org.au/iier21/kennett.pdf 

College and Post-Secondary Options New Heights Educational Group 

https://school.NewHeightsEducation.org/students/NHEG-student-resources/college-and-post-secondary-options/ 

I took longer at my community college because I wasn’t used to taking so many classes and I was still deciding 

what to do. I was able to finish community college, and it was cheaper, but not within the two years’ 

time. 

At first, I didn’t want to go to community college; I wanted to go straight to a university. I really hadn’t 

thought of all the pros and cons of the two choices. 

Reasons for going to a university: 

To prove that I could do it 

To meet people 

To go somewhere new rather than a closer college 

Opportunities 

I wanted to go to the University of Phoenix because I had found an awesome program there, but it also had 

very expensive tuition compared to a community college. Instead I went to Riverside Community College 

and transferred to Cal State University San Bernardino (CSUSB). 

My community college awarded me an associate degree; you can either get an associate of arts or associate 

of science. The classes I took, like math, English and reading, were transferable to the university I attended, 

where I didn’t need to take the core classes. The major that I wanted to do had transfer classes to go to a 

California State University (CSU): 

https://www.rcc.edu/services/counseling/Documents/2017%20Fall/CSUtrn2017-2018.pdf 

The community college should be able to tell the student if his/her classes are transferable to the university 

they want to attend. 

It only took me two years to finish a major at CSUSB, and it was for a Bachelor of Science degree. Granted, 

the CSU colleges are public universities and have somewhat cheaper tuition than private universities: 

https://studentloanhero.com/featured/public-vs-private-college-attend-which/


Anime Education 

By: Khrista Cendana 

What is anime? An anime is a cartoon made in Japan in which the graphics and the art are completely different 

from American cartoons. Just like how the Harry Potter movies are based on books, there are some 

anime based on manga, Japanese comic books. Manga is its own topic, so for now let’s just focus on anime 

education. 

There are some sports anime that kids could watch if they have an interest in that sport in real life, such as: 

• Prince of Tennis - focuses on tennis 

• Slam Dunk - focuses on basketball 

• Major - focuses on baseball 

• Yowamushi Pedal - focuses on bicycle 

I was already a fan of tennis, and when I discovered that there was an anime called Prince of Tennis, I decided 

to watch the show. When I was a student in my community college, I played tennis for two semesters, and I 

was able to learn some of the techniques shown in the anime. 

Another aspect of anime is music education. I was in the band during Elementary school, and if I had known 

about these anime shows, I might not have quit. 

• Tari Tari - focuses on band 

• Full Moon Wo Sagashite - focuses on a child who wants to sing 

• Piano no Mori - focuses on piano 

Just like sports anime, there’s always a lesson at the end of the series. You just don’t know it until you 

get near the end of the show. 

What about math? Is there any anime for math? Of course! You might not know it at first, but there are 

some anime that add and subtract numbers but keep the show still enjoyable. 

• Yu-gi-oh Duel Monsters 

• Cardfight!! Vanguard 

• Duel Masters: Fighting Edge 

Why these anime? Because these anime are based on trading card games, and the most popular one still 

is Yu-gi-oh. In the storyline, there are life points, and you battle them out with opponents against cards 

that have attack and defense points. 

You have to build up a strategy to win.Are there life lessons within the anime? 


There are always life lessons within an episode or a series. Some of those life lessons are: 

• Never giving up 

• Dreams - what you want to do 

• Friends 

• Changes 

An example of an anime that has all four of these life lessons would be Pokemon. Why Pokemon? Because 

Pokemon is about a young 10-year-old boy who dreams to become the world’s greatest Pokemon master, and 

he tries to do it in every episode. He makes friends and life changes around him as friends leaves and new 

ones joins him on his quest. 

Many anime are for children but there are some that are targeted to a more mature audience. Parents should 

be careful on what their children watch online. Some anime could have inappropriate content for children 

like too much violence. Some of those anime are: 

• Blood+ 

• Blood-C 

• Tokyo Ghoul vA 

These are inappropriate for children because they are based on violence and horror. Anime like these should 

be watched by 18+, but you can always check the ratings or even the themes beforehand. I watched Blood+, 

but I think I was out of high school when I discovered it. Blood+ can be gruesome, and it is not for the younger 

audience. 

Here is a list of the most popular anime that are airing now in Japan and are appropriate for both children 

and adult: 

• Boruto 

• Yu-gi-oh Vrain 

• Fairy Tale 

• Digimon Adventure Tri 

You can even learn the Japanese language if you’ve been watching anime as long as I have! You’ll be able 

to pick a word or two by just watching a couple of episodes. I’m into Japanese music as well, so I’m able to 

understand a few sentences here and there every time I listen to Japanese music, thus if kids are intrigued 

with anime, they’ll be able to somewhat understand Japanese and then learn it or even learn Japanese 

culture while in school. 

In conclusion, kids could indeed watch anime. Parents just have to find out what anime are appropriate for 

the child to watch. Anime aren’t just for children, but also for adults to enjoy. Pokemon has been going on 

since the 90’s. A few of my friends still watch the show, and I still play the games. I watch anime because I’m 

into Japanese, and I like the graphics and animation better than cartoons’. Whatever you’re into, there is an 

anime for everything and for both young and old. 

Website used for the article: 

https://www.animenewsnetwork.com/ 




Healthy Brain, Healthy Life by Madhumitha Prabakaran 


By: Tyler Madhu 

Every day of our lives, we expend a large amount of energy and time in maintaining 

our home, 

automobiles, electronic gadgets such as smartphone, Xbox and smart TV, even decking 

out our 

wardrobes with gorgeous gowns and sharp suits, and the list goes on. In this hustle 

and bustle 

lifestyle, we often forget to think about our mind, which is paradoxical. However, the 

perspective of 

working on our mind by eating healthy food and exercising regularly improves mood 

and increases 

oxygen to the brain, thus boosting our energy. 

Looking back in history, achievements made by humans have been immense and mind-blowing. The 

only way we keep it all going is to maintain a fit and strong brain along with an empathetic heart. Akin 

to managing our daily business, the tasks of eating healthy food, exercising, meditating, socializing, 

visualizing positivity and learning new skills also come with practice and focus towards personal 

betterment. 

The biological structure of the brain is extremely complex, built with lots and lots of neurons 

connected via synapses. Neuroscientists estimate our brain can store between 10 terabytes and 100 

terabytes of information. According to recent research, the human brain is fully developed at the age 

of 25. The brains of adults and teens work in different manners. Thought in adults originates in the 

rational part i.e. prefrontal cortex of the brain, whereas the teenager relies more on the amygdala. 

This amygdala is better than the prefrontal cortex in decision-making and problem-solving. However, 

it depends on emotions, aggressions and instincts. 

The effort of training the brain is highly effective throughout our lifetime. Studies suggest that healthy 

foods make a healthy brain. “Healthy” consumption of food refers to the intake of a wide variety of 

fruits and veggies. Vegetables contain phytonutrients with antioxidants to increase energy. Some 

foods that fuel your brain are blueberries, broccoli, dark chocolate, turmeric and green tea. The gut 

requires probiotic foods to keep the body strong, which is linked to cognitive health. Probiotic foods 

include kimchi (Korean fermented cabbage) and fermented yogurt. The omega-3 fatty acids found in 

fish impact cognition and synaptic plasticity. Healthy polyunsaturated fats increase brain-derived 

neurotrophic factor (BDNF), which improves mood, and are found in flax seeds, chia seeds, walnuts 

and wild salmon. The most important thing is to avoid all types of foods that may diminish the 

cognitive capability of brain, include sugar, preservatives, high-fructose corn syrup, industrial transfats, alcohol, 

diet sodas and gluten. 

Any form of sports or aerobic activity improves mood. Regular exercise improves short-term memory, 

cognitive skills, sharpness and long-term memory. Recent studies shows the seahorse-shaped 

hippocampus of the brain, which is involved in learning and memory-formation, is activated while 

doing exercise. 

Brain cells need a high amount of oxygen. The increase in heart rate when we exercise enhances 

the flow of blood in the brain, and this blood contains oxygen, which is consumed by the brain. Any 

physical activity increases the BDNF, which repairs damaged neurons and helps in growing new 

brain cells. Physical activities include swimming, yoga, hiking, biking, mountain climbing, highintensity interval 

training, Zumba, aerobics and running. Meditation is another form of exercise in 

which focusing on inhalation and exhalation helps in reducing anxiety and stress, and improves 

concentration and attention. It can also keep negative thoughts at bay. 

Aging is an inevitable process of life. Along with aging, the brain changes physically and 

psychologically, sometimes developing neurodegenerative diseases including mild cognitive impairment and 

dementia. Parkinson’s disease and Alzheimer’s disease are common types of 

dementia. There is no cure for dementia; as the saying goes, “Prevention is better than cure.” 

Research shows that changes in lifestyle and habits can reduce the chance of developing these 

diseases in the future. In addition, learning new skills, solving puzzles, playing musical instruments 

and regular socializing may help the brain to age gracefully. 


Integrating these practices into your lifestyle cannot be achieved in a day; after all, Rome was not 

built in a day. It takes lifetime commitment and persistence to cultivate these habits. The effect of all 

these habits may be a happy and positive life for years to come.

Issue Contents 

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In the news around the world 


The amount of home-schooled students in Ohio has gone up 52% 

in past five years 

Cleveland CBS-19 

Dan DeRoos | August 10, 2018 

Since 2012 the amount of home-schooled students in the state of Ohio has gone from 20,091 in 

2012, to 30,491 in 2017 which represents an increase of 52 percent. 

http://www.cleveland19.com/story/38859947/the-amount-of-home-schooled-students-in-ohio-hasgone-up-52-in-past-five-years/ 

Only 20% of US kids study a language in school—compared to 

92% in Europe 

Quartz 

Ephrat Livni | August 7, 2018 

Kids in the US take classes in English, which works out pretty well for them. The dominant global 

language right now happens to be their default. Perhaps that’s one reason why only 20% of US 

students in kindergarten through 12th grade learn a foreign language, according to new Pew 

Research Center data 

https://qz.com/1350601/foreign-languages-are-studied-by-just-20-of-kids-in-the-us/ 

How to get free dental care for your kids at school 

Hamilton Journal-News 

Clark Howard Staff, Clark.com | August 07, 2018 

With back-to-school season here, now is the time when qualifying families in almost half of the 

United States can sign their children up for free dental care at their local school. Smile Programs is 

the nation’s largest in-school dental program, offering free preventive and restorative care to some 

500,000 underserved children across the country each year. 

https://www.journal-news.com/business/personal-finance/how-get-free-dental-care-for-your-kidsschool/JSyFbqQLsqiTMjUVxK6pSK/ 



Fetal Alcohol Syndrome in a Child's School Education 

By Daniela Silva 

Learning is a process that occurs continuously in people's life in which the acquisition of new behaviors, skills and 

attitudes has the aim of adapting the human being to the environment. This process occurs in the nervous system 

and therefore takes into consideration the neurological integrity of the brain to occur in the best possible way. For 

this reason, the brain is the "organ of learning." 

During learning, the neuron undergoes modifications in its brain structure (neuroplasticity), thus generating new 

adaptive behaviors in the child's life. In addition, the brain still considers in the development of learning factors 

such as 

• Family history: presence or absence of mental disorders, learning disorders or genetic syndromes. 

• Emotional factors: the child's experience in stressful environments or presence of physical or emotional abuse. 

• Social-family factors: malnutrition, families at risk, extreme poverty and social vulnerability. 

• Gestational influences: use of licit drugs (alcohol and tobacco) and illicit drugs (crack, cocaine, marijuana, solvents, 

etc.) during pregnancy. 

• Familiar environment: absence of stimulation between parents and children, such as moments of playful activities 

and new experiences of learning. 

Under this bias, it can be observed that learning is a process that involves both intrinsic and extrinsic factors in 

which genetics and environment act as modulating structures of learning. 

The development of learning begins during the gestational period, as the development of the baby depends on the 

mother's nutrition during pregnancy. Thus, healthy eating habits, such as a balanced diet rich in fruits, proteins, 

vegetables and the ingestion of liquids (water and natural juices), are essential for the strengthening of mother and 

baby. The nutrition pregnancy is crucial to the proper functioning of the nervous system of the fetus. Nutritional 

deficiencies, on the other hand, can compromise significantly child's brain development and consequently their 

learning. 

AUTHOR BIO 

Daniela Silva is a Brazilian educator and independent writer. 

She holds a BA in Pedagogy from Santa Cecilia University, Brazil, 

with concentrations in School Management and Business Education, 

an MBA in Personnel Management from Monte Serrat University 

Center, Brazil, and a postgraduate certificate in Neuroeducation 

from Estácio de Sá University, Brazil. Working with social 

projects in the area of e-learning and people development since 

2009, Ms. Silva is a regular contributor to several educational 

websites. 

She writes about teaching practices in the classroom, emotions 

and learning, evaluation and school planning, learning disorders, 

homeschooling, brain child development, parenting, Montessori education, andragogy and 

people training. Additionally, she develops courses and training manuals for teachers and 

students and contributes as a mentor in an online platform by answering questions about 

career plans, college decision, personal development and professional skills. 

Working in collaboration with The New Heights Educational Group, Inc., she has just published 

Unraveling Reading, a book on literacy education and learning disabilities in reading 

and writing. 


When a pregnant woman ingests alcohol, for example, the substance reaches the fetus through the bloodstream and 

placenta. This is because the baby's organs are in continuous development and therefore cannot process the alcohol 

circulating in the body. The consumption of alcoholic beverage in the first trimester of pregnancy is already capable 

of causing significant changes in the development of the baby's central nervous system, thus causing fetal alcohol 

syndrome (FAS). 

Fetal alcohol syndrome is a condition that causes physical and mental damage in the fetus due to alcohol consumption 

during pregnancy. The effects of the substance include problems in the migration of the development of neurons 

in the baby's brain, which leads to anomalies in the central nervous system and damages the child's cognitive 

development and behavior. It is important to emphasize that any type of alcoholic beverage (beer, wine, distilled 

beverages, etc.) during pregnancy can be detrimental to the baby's development. 

Depending on the amount of alcohol consumed by the mother during pregnancy, as well as the stage of development 

of the fetus when the alcohol was consumed, the child may present from high to low levels of impairment 

in cognitive development, resulting in deficits in language functioning, planning, spatial organization, selective 

attention and memory. 

Among the characteristics presented in children with the syndrome are small eyes, fine upper lip, short and upturned 

nose, deformities of joints, slow physical growth, low birth weight, vision difficulties or hearing problems, 

difficulty with reasoning and problem-solving, poor judgment skills, learning difficulties, impulsiveness and difficulties 

memorizing. 

Fetal Alcohol Syndrome in the Classroom 

Fetal alcohol syndrome (FAS) can compromise the cognitive development of children from mild to severe forms. 

However, no child is equal to another, because each one is unique in characteristics and educational needs. 

Even children with the same syndrome may present different characteristics and educational needs. For this reason, 

the careful observation of the teacher is crucial to identify punctually the learning necessities of each student, and 

from this, elaborate a pedagogic planning based on multi sensorial activities. 

In order to develop child's potential, it is necessary that the teacher organize learning environments rich in multisensory 

stimuli, containing pedagogical activities that instigate the five senses of the child, such as colors, tastes, 

textures, sounds and body movements. In addition, the teacher can propose enrichment activities for memory, communication, 

executive functions and adaptive behavior. 

The variety of stimuli captured by the child's brain is crucial for the development of new brain synapses, thus 

building new learning experiences. It is worth emphasizing that each child is unique in potentialities and difficulties. 

Some children with fetal alcohol syndrome may present difficulties in interpreting sensory information, such as 

touch, sound, movement and smell. The routine of a classroom can be a very challenging environment for a child 

with FAS due to a range of sounds that a classroom may has, such as mixed voices, different smells, movements of 

students, very loud noises and agitation during class breaks. The child may feel irritated and distressed due to the 

diversity of stimuli occurring at the same time. What happens is that the nervous system of a child with FAS has 

difficulty in processing sensory information. For this reason, it is important to organize an environment in which 

“less is more” regarding visual stimuli. 

Fine and gross coordination may be a difficult for some children with fetal alcohol syndrome. For this reason the 

practice of sports, such as swimming, soccer, running, riding a bike, skating, dancing, among others, can greatly 

help the student in developing and enriching these physical motor capacities. In addition, physical exercise helps 

the child in maintaining an upright posture.


Because they present a neurological impairment in sensory processing of muscles and joints, on some occasions 

these children may break toys and bump into objects and classmates in class. This behavior can be interpreted by 

some people (who do not know the characteristics of the syndrome) as awkward, rude or purposeful. But what actually 

happens is that due to the presence of impaired motor skills, students with FAS have a decrease in muscle 

control capacity, which makes difficult in grasp and hold activities, such as picking up a pencil to write or draw. 

Golden Tips: 

• It is important to have a space in the classroom where the student can settle (or rest) whenever he or she feels 

irritated, harassed or stressed. The space needs to be warm and welcoming, like one made of a linen tent, a 

camping tent, a playhouse or just a more quiet space in the classroom, composed of beanbags, cushions or mats. 

• Students with fetal alcohol syndrome are often visual and tactile (however can have children with FAS 

under-sensitivity to the touch). Attach a visual schedule to the wall containing the routine of the day, as well as 

visual timers, in order to prepare the student for the day. 

• The manipulation of objects, such as modeling clay, key chains (made of rubber or plastic), stress balls and 

sandpaper sheets, can assist both in sensory-motor capacities and in executive attention function, as it helps to 

maintain focus and concentration during activity, causing the child to ignore other irrelevant stimuli. 

• Decrease the number of visual stimuli so the child does not feel irritated or overactive with lots of visual information. 

Give preference to natural lighting in the classroom by adjusting the level of clarity with the aid of 

curtains in the windows. 

• Shelves (of the size of the students) develop autonomy and organization, as they encourage the child to store 

personal belongings (such as backpacks, shoes and coats) in the individual COMPARTMENTS. 

Parents and teachers need to establish a partnership to better include the child with FAS at school. Parents must 

provide to the school all the necessary information about the child’s characteristics and needs so that the teacher can 

prepare a multi-sensorial environment rich in learning experiences for this student. Parent-teacher partnerships is 

the key to an education reduced in stress and disruptive behaviors (because parents usually know the factors that 

trigger impulsive behaviors in the child and therefore can inform the teacher on how to avoid them). The active participation 

of the parents in the development of the child (through constructive ties and daily experiences) is of great 

value to foster the growth and involvement of the student in his own learning process. 

In order to develop healthy interpersonal relationships in the classroom, it is important for the teacher to teach other 

students values, such as empathy, kindness, solidarity, equality, love and respect, as well as the value of socializing 

with children with disabilities. In addition, the joint work of the school with a team of specialized professionals, 

such as special education teacher, speech therapist, occupational therapist, educational psychologist, pediatrician 

and child neurologist, are of paramount importance for the overall development of a child with FAS. 

Child cognitive development involves not only brain processes but also aggregates experiences of the child's learning. 

These learnings are developed from the child's contact with the environment through play and body activities, 

activities to stimulate social interaction and communication, games of rules or symbolic games, etc. Through these 

practices, it is possible to improve the capacities and potentialities of the child. Proposing pedagogical activities 

taking into account the sensory, motor, emotional and cognitive aspects of the child provides a meaningful learning 

environment in a welcoming and healthy atmosphere, rich in stimuli and possibilities of development. 

Sources: 

https://www.nofas.org/factsheets/ 

http://www.cisa.org.br/artigo/4763/sindrome-alcoolica-fetal.php 

https://www.nofas.org/wp-content/uploads/2014/05/Facts-prevention.pdf 

http://www.nofasd.org.au/resources/what-is-fasd-1 

http://www.rffada.org/images/stories/documents/What_educators_need_to_know_about_FASD.pdf

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Children do not need to sit in a classroom, or at the kitchen table, following a regimented curriculum of knowledge 

deemed by others to be important. They learn as all people naturally learn when free from institutionalized education: 

by following the human instinct to explore, discover, and synthesize our world. 

The Myth of 

Institutionalized 

Learning 

By Kerry McDonald 

Tuesday, May 01, 2018 

Saturday was spring clean-up day at our city community garden, where we just received a plot after a long time on the 

waiting list. 

One of the gardeners announced that she was looking for volunteers who could help identify maple tree saplings. They 

needed to be spotted and removed before casting shadows on the growing crops. Two people spoke up, saying that they 

could identify maple seedlings: my 11-year-old daughter Molly and a veteran gardener who has been planting in that soil 

for decades. 

When Molly said she knew how to identify the plants, the other gardeners were delightedly surprised. "Did you learn 

that in school?" one asked. "No, I homeschool," Molly replied. "So, did you learn it in homeschool?" the gardener continued. 

"No, I just know it," she answered cheerfully. 

The Myth That Children Must Be Taught 

This weekend conversation exposes the deep, underlying myth in our culture that children cannot learn unless they are 

systematically taught. Whether in school or school-at-home, children can only learn when they are directed by an adult, 

when they follow an established curriculum, when they are prodded and assessed. How could a child possibly know how 

to identify plants if it wasn't part of a school-like lesson? 

Yet, this assumption was not placed on the older gardener who also knew how to identify the maples. No one asked her 

if she learned about tree identification in school, or if she had a recent refresher course on the topic. It was assumed 

that she knew this information from experience, from immersion. She had been gardening a long time and likely enjoyed 

the process, becoming increasingly interested in plant and soil life. 

Maybe she spent time with other, more experienced gardeners who, over time, shared their wisdom with her. Maybe 

she read some books and referenced some field guides. No one questioned that the veteran gardener learned about 

maple-spotting through time, experience, and real-life immersion; yet, they had a hard time imagining that a child could 

do the same. 

Molly became interested in gardening when she was quite young, prompted in part by her great-aunt's passion and 

talent for gardening. A master gardener, her aunt happily included Molly and her siblings in gardening efforts over the 

years. Molly became particularly interested in plant identification. She asked a lot of questions and absorbed all of the 

answers, through active involvement in the real-life process of gardening and exploring nature. She also referred to 

books and field guides periodically, when it mattered to her. 

We Learn In Spite of Classrooms, Not Because of Them 

Most of what I know today was not what I learned in school. It is what I have learned since school while following my own 

interests and pursuing meaningful work. This is how most of us adults learn and do—particularly if we have been fortunate 

enough to retain, or rekindle, that innate spark of human curiosity so often dimmed by conventional schooling. 

As the renowned social reformer, Paul Goodman, wrote in Compulsory Mis-education: 

Children are astoundingly eager and capable learners when they are granted freedom, respect, and authentic opportunities 

to interact as vital members of their larger community. We must remove them from the box and welcome them to 

the world. 

Source: The Foundation for Economic Education (FEE) 

Homeschoolers 

Defeat 

California's 

Push to Further 

Regulate 

https://fee.org/ 

By Tony Perkins 

Tuesday, May 01, 2018 

They came by the hundreds, one newspaper said—“perhaps thousands.” Some traveled hours, others waited hours, all 

for the opportunity to protest one of the most outrageous homeschooling bills ever introduced: California’s AB 2756. 

Spilling out into crammed hallways and overflow rooms, families poured into the Statehouse just for the opportunity to 

spend a few minutes speaking out on a measure that would give the government more power over parents who educate 

at home. 

Initially, the bill tried to mandate fire inspections of all homeschooling families (which, not surprisingly, firefighters 

rejected). Then the proposal was amended—this time to force homeschooling families to give out private information 

about the names and address of homeschooling families. 

Liberals used a nightmarish story to prop up their argument, insisting that the case of the Turpins, parents who used 

homeschooling as an excuse to torture and starve their kids, meant that greater oversight was necessary. 

Conservatives fired back. Committee member Kevin Kiley said that using the Turpin family to create law was not good 

policy. “That is an extreme outlier case. Any data set will have extreme outlier cases.” 

Nearly 1,000 people spoke out in opposition, reporters said, including Republican Assemblyman Travis Allen. “AB 2756 

is absolutely wrong. It must fail. It must fail today,” he said. “California’s parents and children have the right to the very 

best education this state can possibly provide.” 

The line of opponents waiting to testify snaked around the building—many, one outlet pointed out, “with small children 

in tow.” By afternoon’s end, only two people from the surrounding area spoke in support of the controversial bill. 

Hours later, families got the news they’d been waiting for—“no member of the committee was willing to make a motion 

for a vote.” The bill was dead. Brad Dacus, president of Pacific Justice Institute, cheered the outpouring of parents from 

around the state. “All is not lost in California,” he said. “When we stand together, we can still make a difference.” 

Family Research Council’s good friend and fellow Watchman on the Wall, Calvary Chapel Chino Hills pastor Jack Hibbs, 

who helped flag this issue for thousands of Christian families, celebrated on Facebook. “This is a great lesson to everybody—stand 

for what’s right and do the right thing. This is a great victory for homeschoolers everywhere! We live to 

fight another day!” 

"The hard task of education is to liberate and strengthen a youth's initiative, and at the same time to see to it that he 

knows what is necessary to cope with the on-going activities and culture of society, so that his initiative can be relevant. It 

is absurd to think that this task can be accomplished by so much sitting in a box facing front, manipulating symbols at the 

direction of distant administrators. This is rather a way to regiment and brainwash." (p. 140) 







Most Young 

People Today 

Lack the 

Psychological 

Resilience 

to Thrive 

Professionally. 

In the Wake of 

Mass Shootings, 

Parents 

Reconsider Mass 

Schooling 

By Ryan Ferguson 

Saturday, May 19, 2018 

In December, I wrote a post about how hard it is to learn how to work. In that post, I talked about how one of the biggest 

challenges for someone starting their career is getting used to the undefined nature of work. 

It feels very uncomfortable to go from a protective and easy school environment, where you live without responsibilities, 

to the professional world, where you are expected to think, prioritize, and deliver. 

The only way to get better at it is to stick with it, but many people who have done well in school don’t know how to stick 

with it. They quit when they reach the point of responsibility in their work and start a new job where they can feel comfortable 

with lower expectations. After a while, if they don’t figure out how to handle expectations, they may retreat 

back into mindless work that can support them but never truly allow them to thrive. 

What Makes the Adjustment So Hard? 

In school, priorities are defined for us. You have projects, papers, and exams that you will complete. You can prioritize in 

a limited way, but you have very little control over your direction or responsibilities. The teacher is responsible for making 

sure the workload is manageable. You are responsible for getting all your work done and don’t get to decide what you 

work on in the first place. 

When young people start work, it is usually in jobs that similarly require very little thinking. Whether that is at a fast 

food restaurant or doing some sort of manual labor, you learn how to show up and be dependable (which are very valuable 

things to learn), but they still don’t develop the skills you need to thrive in a work environment where you could 

always do a little more. 

As you progress past the first layer of low-responsibility work, you enter into an environment you have never experienced 

before. You now have core day-to-day responsibilities, but you also have many other ways that you could invest 

your time. You have projects you start that you have to put on the side to work on more urgent things. You have deadlines 

you set that you struggle to make or sometimes miss. You don’t know how to set accurate timeframes for your 

work. You don’t know how to prioritize what is most important. 

These are things you have never had to deal with before. In school, everything was structured. Now you have certain 

things that have to get done, but there are countless options for the actual ways you get those things done. 

Here's What You Need 

You need to develop technical skill at getting things done, but also (and probably more importantly) psychological resilience 

to be able to thrive in an environment where you have to set your own priorities, where you don’t have enough 

time to finish everything you want to get done, and where you need to quickly bounce back and improve from failures. 

This psychological resilience is the exact thing that the best students are missing. They can thrive with the hyper-defined 

school work, but fall apart when they enter into the professional world where they need to think for themselves about 

their priorities and the methods they use to fulfill their responsibilities. 

There is no easy way to make this adjustment. The school system puts us in a bubble, and it hurts to leave that bubble. 

Solutions like Praxis and Unschooling are making it easier, but there is no easy way to do it. The only thing you can do is: 

Identify that your school experience has not prepared you. 

Accept that is going to be uncomfortable. 

Get to work and stick with it. 





Monday, May 21, 2018 

n the wake of recent tragic school shootings, anxious parents are contemplating homeschooling to protect their children. 

After February’s school shooting in Parkland, Florida, the Miami Herald reported that more parents were considering the 

homeschooling option. And after Friday’s disturbing school shooting in Sante Fe, Texas, a local ABC news affiliate in Alabama 

reported the increasing appeal of homeschooling. 

“If I had the time, I would teach my kids myself, and I would know that they’re safe," a father of four told ABC station, 

WAAY31. A public school teacher interviewed by the channel disagreed with the idea of homeschooling. According to the 

news story, the teacher “says resorting to homeschooling is teaching your children to run from reality.” 

But that raises the question: Is compulsory mass schooling “reality”? 

Public Schools Are Consuming More and More of Kids' Time 

Segregating children by age into increasingly restrictive, test-driven classrooms where they are forced by law to be unless 

a parent or caregiver liberates them is hardly “reality.” What’s worse is that young people are spending increasingly 

more time in this coercive “reality” than ever before. 

For young children ages six to eight, schooling increased from an average of five hours a day in 1981-82 to an average of 

seven hours a day in 2002-03. And for today’s teens, schooling consumes much more of their time than it did for previous 

generations, seeping into summertime and other historically school-free periods. According to data from the U.S. Bureau 

of Labor Statistics, 42 percent of teens were enrolled in school during July 2016, compared to only 10 percent enrolled in 

July 1985. 

In the case of teens, spending more time in school and school-like activities may be further separating them from the 

actual real world in which they previously came of age. As Business Insider reports: “Almost 60% of teens in 1979 had a 

job, compared to 34% in 2015.” Spending more time in the contrived reality of forced schooling and less time in authentic, 

multi-age, productive communities may be taking its toll on today’s youth. 

Compulsory Mass Schooling Is Hurting Our Kids 

New findings from researchers at Vanderbilt University show a disturbing correlation between time in school and suicidal 

thoughts and attempts by young people, which have been increasing over the past decade. Whereas most adults see 

suicide spikes in July and August, most kids see suicide dips in summer. Children’s suicidal tendencies appear strongest 

during the school year. 

Boston College psychology professor Dr. Peter Gray believes that increasingly oppressive schooling is leading to serious 

psychological damage in some children. He writes on his blog at Psychology Today: 

Children now often spend more time at school and at homework than their parents spend at their full-time jobs, and the 

work of schooling is often more burdensome and stress-inducing than that of a typical adult job. A century ago we came 

to the conclusion that full-time child labor was child abuse, so we outlawed it; but now school is the equivalent of full-time 

child labor. The increased time, tedium, and stress of schooling is bringing many kids to the breaking point or beyond, and 

more and more people are becoming aware of that. It can no longer be believed that schooling is a benign experience for 

children. The evidence that it induces pathology is overwhelming.” 

Recent school shootings may be extreme examples of this rising school-induced pathology. 



Choosing to Homeschool Isn't "Running from Reality" 

Instead of overreacting, parents who decide to remove their children from school to homeschool them may be acknowledging 

the disconnect between the inherent coercion of compulsory mass schooling and the freedom to live in the 

genuine world around us. Rather than sheltering their children, parents who select the homeschooling option may be 

endeavoring to widen their child’s community, broaden their experiences, and restore their emotional well-being. 

Former New York State Teacher of the Year, John Taylor Gatto, writes in his book Dumbing Us Down: The Hidden Curriculum 

of Compulsory Schooling about his growing disillusionment with mass schooling: 

I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the 

constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had 

set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.” 

Parents who remove their children from the confines of the conventional classroom are not running away from reality. 

They are running towards it. 


U.S. Schools Don't 

Measure Up, and 

Polling Shows 

Both Republicans 

and Democrats 

Know It 

By Annie Holmquist 

Thursday, May 24, 2018 

There’s often a perception that Americans are so proud of their country and its “exceptionalism” 

that they are blind to any of its flaws. 

That may be true in some cases, but a recent Pew Research Report calls that into question in 

one area especially: Public schools. 

As the chart below demonstrates, Pew asked respondents to compare various institutions 

with those in other nations. The American military got the biggest raves, followed by standard 

of living and scientific achievements. Public schools, however, were at the bottom. In 

fact, a whopping 41 percent of respondents rated America’s public 

schools below average when compared to those in other countries. 



What’s perhaps more surprising about this is that large numbers of 

Democrats and Republicans agree that the nation’s public schools 

are below average. This is likely the case for several reasons, including 

strained funding, failed standards such as Common Core, and abysmal scores on national 

assessments. 

Rather than be discouraged, however, Americans should recognize this dissatisfaction not as a 

bad thing, but as something good. Author and educational theorist Albert Jay Nock explains this 

in his work The Theory of Education in the United States. He first notes, “The lively and peremptory 

exercise of dissatisfaction is the first condition of progress.” In other words, recognizing a 

problem is the first step toward solving it. 

But the second step toward solving the problem lies in diagnosing the type: 

But dissatisfaction with something which may and should be made to work better, differs in quality from dissatisfaction 

with something which gives no hope of ever being made to work at all.” 

Nock suspects the problem with public schools is the latter: 

Any machine has some kind of theory behind it; and when you have a machine that has had every possible resource of 

mechanical ingenuity and care expended on it, and yet will not work satisfactorily, the situation at once suggests that 

something may be amiss with its theory.” 

The question we must then ask is, “What is wrong with our theory of public education?” 

Various experts have suggested different possibilities. C.S. Lewis thought the encouragement of self-esteem—spurred 

on, of course, by the democratic quest for equality—was at the root of the problem. Author Dorothy Sayers suggested 

it was the failure to teach students how to learn for themselves. And teacher John Taylor Gatto suggested that the true 

culprit of the problem was the system of conformity enforced by schools. 

We’ve worked for years to invent new ways of instruction, atmosphere, and more, yet we continue to stay stuck in a rut 

of dissatisfaction over America’s public schools. If we want to break free from that dissatisfaction and turn out well-educated 

children, do we need to think outside of the box and consider what types of preconceived notions and theories are 

enslaving teachers, parents, and students to a system of failure? 


Freedom Plus 

Responsibility: 

Why Unschooling 

Is Nothing Like 

‘Lord of the Flies’ 




Monday, June 04, 2018 

I recently read William Golding’s classic 1954 book, Lord of the Flies, to my nine-year-old son, Jack. Unschooling is often 

cartoonishly characterized by critics as a "Lord of the Flies" environment, where kids run around wildly and chaos ensues. 

In the story, young boys stranded on a deserted island devolve into tribalism and savagery. 

There is an important difference between freedom and chaos. With freedom comes responsibility; without that responsibility, 

and the fetters it naturally creates, chaos could reign. 

Freedom in the Abcense of Responsibility Is Chaos 

In the book, the absence of adults to model and nurture responsibility is palpably felt. Adults matter to children. They 

guide, protect, tend, reassure, and mediate. The lack of calm, care, and stability that adults offer children is what ultimately 

triggers the boys’ downfall. Of course, the great lesson from this great book is that it isn’t just children who would 

descend into brutality when calm, care, and stability are missing; it’s all of us. 

In a happy coincidence, at the same time I was reading to Jack I was also reading Amy Chua’s new book, Political Tribes. 

This line from Chua’s book could have easily been from Golding’s: “When groups feel threatened, they retreat into tribalism. 

They close ranks and become more insular, more defensive, more punitive, more us-versus-them.” 

Unschooled children are granted great freedom, tempered by great responsibility, and adults play a constant and critical 

role in providing calm and care, facilitating freedom and responsibility, and connecting interests with available learning 

resources. 



As I interviewed unschooling families and visited self-directed learning centers and unschooling schools across the country 

while writing my forthcoming book about unschooling, a key theme was the deliberate way in which parents and 

educators ensure a balance of freedom and responsibility for unschooled children. 


In some cases, these expectations are drafted by the children themselves, in community with adults, as part of their 

school’s philosophy of democratic self-governance. In other cases, they are established by the adults running the space 

and agreed to by the young people who attend. Similarly, most unschooling families have explicit or implicit expectations 

for freedom balanced by responsibility in their own homes and communities. My children have chores and responsibilities, 

just as we adults do, in contributing to the smooth functioning of our shared home. We also all try to live and learn 

respectfully with one another and in accordance with our own values. 

Responsibility and Freedom Go Hand-in-Hand 

The responsibility component of freedom is what enables free people to live peacefully and respectfully within a larger 

community. It is what prevents the chaos of the lost boys on the island. With the care of adults, unschooling prepares 

young people to live in a free society by allowing them to experience the ongoing, and sometimes challenging, interplay 

between freedom and responsibility. 

Why Unschoolers 

Grow Up to Be 

Entrepreneurs 

They may have abundant choices and opportunities, but they must also confront the consequences of those choices 

and the obligations associated with those opportunities. As the 20th-century Nobel prize-winning economist, Friedrich 

Hayek, wrote in The Constitution of Liberty: “Liberty not only means that the individual has both the opportunity and 

the burden of choice; it also means that he must bear the consequences…Liberty and responsibility are inseparable.” 

In Lord of the Flies, the fictional troop of boys experiences freedom for the first time, but they haven’t learned about 

the responsibility that must accompany that freedom. Instead, they import the artificial hierarchy and social customs of 

their school cliques. As pressures mount, bullying shifts into tribalism, boundary-testing into warfare. Lord of the Flies is 

the opposite of unschooling. It shows the necessity for genuine freedom balanced by genuine responsibility and the important 

role of adults in providing care and calmness for children. 

Freedom, as Lord of the Flies so vividly shows, is the easy part. Responsibility is far more difficult to define, demonstrate, 

and tend to—for unschoolers and for all of us. 



By Annie Holmquist 

Thursday, May 24, 2018 

Almost by definition, entrepreneurs are creative thinkers and experimental doers. They reject the status quo and devise 

new approaches and better inventions. They are risk-takers and dreamers, valuing ingenuity over convention. They get 

things done. 

It shouldn’t be surprising to learn that many unschoolers become entrepreneurs. Able to grow up free from a coercive 

classroom or traditional school-at-home environment, unschoolers nurture interests and passions that may sprout into 

full-fledged careers. Their creativity and curiosity remain intact, uncorrupted by a mass education system intent on order 

and conformity. Their energy and exuberance, while a liability in school, are supported with unschooling, fostering 

the stamina necessary to successfully bring a business idea to market. Like entrepreneurship, unschooling challenges 

what is for what could be. 

The numbers are startling. In a survey of grown unschoolers, Boston College professor Peter Gray, along with his colleague 

Gina Riley, discovered that more than half of the grown unschoolers they interviewed were presently working 

as entrepreneurs. Many of the respondents indicated that their careers were directly linked to childhood interests that 

they followed into adulthood. Interestingly, the correlation between unschooling and entrepreneurship was the highest 

for the always-unschooled group, as compared to intermittent unschoolers.Break out the champagne, and get busy doing 

real stuff in the real world. Don’t live your life by averages and aggregate data that reflect little more than the superstitions 

of the day. 

Unschoolers Make Amazing Entrepreneurs 

Anecdotally, the link between unschooling and entrepreneurship is fascinating. Karen Leong is a 19-year-old custom 

cake designer with her own flourishing small business. Unschooled throughout her childhood, she learned about cake 

design from watching YouTube videos when she was 11. That triggered a sprouting interest, and she pursued additional, 

months-long courses in cake design and pastry work. Today, her business is expanding and she credits unschooling for 

playing a large role in her current entrepreneurial pursuits. In a recent interview for New Straits Times, she says about 

her upbringing: “My parents were very involved in my unschooling. It’s essential that parents are very proactive in their 

child’s unschooling journey, maintain open communications and have a strong relationship with their child.” 

Another grown unschooled entrepreneur is New Jersey contractor, Zachary Dettmore. In a recent interview with the 

Lyndhurst Daily Voice, Dettmore describes how growing up unschooled enabled him to pursue his interests, including his 

passion for building and construction that emerged when he was around eight-years-old. According to the article: "I was 

always interested in building and how things worked," he said, "so my reading as a child was geared towards non-fiction 

topics that interested me. I wasn’t pigeonholed into a one-size-fits-all education methodology." At 13, he took a timber-framing 

course and became increasingly committed to a career as a contractor. Now 29, Dettmore runs a successful 

custom contracting business with a couple of employees. 

Entrepreneurship Is at the Heart of Unschooling 

Successful entrepreneurs are self-starters, driven by their own passions and goals to create something new and different 

that has value to others. As self-directed learners, unschoolers are given the freedom early on to discover these passions 

and commit to these individual goals. They are allowed the time and space to explore, to tinker. Whether with their 

family, or while attending a self-directed learning center or unschooling school, unschooled children are surrounded by 

supportive adults eager to help connect their budding interests with the larger resources of their community, like classes 

and mentors. This process of pursuing individual passions while being supported by caring adults creates the ideal conditions 

for aspiring entrepreneurs to imagine new possibilities and leap into unknown enterprises. 

As the American entrepreneur and author, Jim Rohn, once said: “Formal education will make you a living; self-education 

will make you a fortune.” While all of us can benefit from his advice, unschoolers have a great head start. 







Clarifying that student loan borrowers should be allowed by trustees to make full loan payments during the chapter 13 repayment 

period, which typically lasts five years 

Student Loan 

Debt is Getting 

Ugly 

Agreeing to discharge the tax bill that a borrower in a federal student loan repayment program could face in 25 years for 

forgiven debt 

Encouraging lawyers to join nonprofit groups that represent student loan borrowers for free 

While many of these judicial debt-relief strategies provide some benefit to those who have gone through the courts, by and 

large, the effects represent only a trivial nibbling around the edges of a much, much bigger problem. 

The Government Is the Problem 

The bigger problem is that the U.S. government is in the business of making student loans in the first place, where it has 

cumulatively borrowed more than a trillion dollars to be in that business. Because of its own massive borrowing, Uncle 

Sam cannot afford to let many student loan borrowers off the federal hook. 

That’s why when the government has provided relief to its stressed student loan borrowers, it has done so in the form 

of income-based repayment plans, which trade regular student loan payments for what amounts to a special additional 

income tax levied on the borrower. 

By Craig Eyermann 

Tuesday, June 26, 2018 

On May 31, 2018, the total public debt outstanding of the U.S. government stood at $21.145 trillion dollars. Of that amount, 

$1.211 trillion was borrowed so that Uncle Sam could be in the business of making student loans. 

Over $1 trillion of that subtotal was borrowed after 

President Obama took over the student loan industry on 

March 30, 2010. 

The Ugly Hockey Stick 

As trends go, the chart of the history of the U.S. government’s 

borrowing to fund student loans looks like an ugly 

hockey stick, the kind that can have negative implications 

for the population, particularly those Americans who have 

a crippling level of student loan debt. 

So much so that a number of federal judges are now considering 

upending the laws written by Congress that make 

student loans largely exempt from being discharged in 

bankruptcy proceedings. These laws make it nearly impossible 

for recipients of Federal Direct Student Loans to gain 

relief from the burden of their having borrowed money 

from the U.S. government. 

There is a solution. The U.S. government can return the student loan business to the private sector, allowing lenders and 

academic institutions to assume the primary risks for when their students might default on their loans. 

At the same time, Congress should rewrite the nation’s laws to once again make student loans fully dischargeable through 

bankruptcy proceedings. Just like almost every other kind of debt. 

Until it does, that ugly hockey stick is only going to get uglier.unschooler, but after writing back and forth to the girl, he 

realized that he liked both the girl and the writing! He became increasingly passionate about writing, ultimately majoring 

in journalism in college and becoming a successful journalist. 

When learning is connected to living, it is meaningful. It is not something that occurs at certain times, in certain places, 

with certain people. It occurs all the time, everywhere, and with everyone around us. Unschooling allows natural learning 

to occur by providing the time, space, support, and opportunity for interests to emerge and talents to sprout. 

With unschooling, reading, writing, and arithmetic become purposeful activities connected to personal interests and 

motivations. 

Writing letters is enjoyable and important when it is necessary for your own purposes. Writing letters when someone else 

tells you to—when it is forced—may not be so fun or helpful. As Plato warns: "Knowledge which is acquired under compulsion 

obtains no hold on the mind." 



Katy Stech Ferek of the Wall Street Journal reports: 

For decades, bankruptcy judges refused to consider reducing student loans. That is now changing, and some judges are 

throwing lifelines to people struggling to repay their deb. In interviews with the Wall Street Journal, more than 50 current 

and former bankruptcy judges, frustrated at seeing borrowers leave federal courtrooms with six-figure debts, say they or 

their colleagues are more open to chipping away at the decades-old guidelines that determine how such debt is treated. 

“If the law’s not going to be improved by Congress, we have to help these young people who are drowning in student loan 

debt,” said U.S. Bankruptcy Court Judge John Waites in South Carolina. 

The articles go on to describe a number of remedies that U.S. judges are trying out, which are summarized in the following 

list: 

Issuing thorough, creative rulings in favor of borrowers that capture the consumer bankruptcy industry’s attention and lay 

the groundwork for other judges to rule similarly 

Cancelling private student loans spent on unaccredited schools, bar study expenses and other non-tuition related costs 




Schools Have 

Created a 

Generation of 

Permit Pattys 

and BBQ Beckys 


You can study how to Yet this is a skill that A) isn’t taught in any traditional school curriculum, and B) is best learned 

through experience and observation in the real world. Simulations only do so well. You can study how to de-escalate 

situations. You can study how to calm people down. At the end of the day, however, knowing how to de-escalate when 

your emotions run high and you want to call the cops is a different experience altogether. 

Psychologist Peter Gray’s research of unschooled and Sudbury Valley schoolchildren presents a strong case that traditional, 

command-control schools miss an important opportunity to let young people develop dispute resolution skills. 

His book, Free to Learn, notes that very few cases of conflict are brought to Sudbury Valley staff because the children 

reach conclusions on their own. Unschooled adults surveyed by Gray note opportunities to take up internships and get 

real-world experience learning these skills. Meanwhile, their command-control schooled peers sit in classrooms. 

In my own experience working with recent grads, high schoolers, homeschoolers, and unschoolers, I’ve noticed a striking 

sense of maturity in the average homeschooler and unschooler. Contrary to the stereotype that they can’t get around 

without their parents’ help, they hold their own under pressure just as well and often better than their peers in traditional 

schools. At 18, they often seem more like adults and less like children. 

John Taylor Gatto wrote that adolescence is a new invention created by scientific managers to extend childhood into 

young adulthood. If Permit Patty and BBQ Becky become the norm, childhood will extend well past young adulthood. 

Maybe we should go a step further and abolish childhood altogether. 



By Zak Slayback 

Wednesday, June 27, 2018 

It seems like every week there’s a new Permit Patty (a grown woman who called the police on an eight-year-old selling 

water without a permit), BBQ Becky (another grown woman who called the police on a man BBQing without a permit), or 

someone who calls the police on a lemonade stand. 

Beyond being an irritant and filling society with busybodies of the worst type—who calls the police on kids?—these people 

are indicative of something deeper. These people are indicative of the infantilization of the American adult. 

Schools, Tattletales, and the Permission-Based Mindset 

One of the defining characteristics of a child is an inability to solve disputes well. When somebody throws a temper 

tantrum, you tell them, “You’re acting like a child,” “grow up,” and “act like an adult.” But these Permit Pattys and BBQ 

Beckys run rampant through society. Although it is unclear if they are more common, they are more powerful. They have 

more permits, licenses, and regulations backing them up. They have larger police forces more prone to enforcing regulations 

than stopping violent crime. And, as in many lemonade stand cases, they have the anonymity of not knowing their 

neighbors well. 

Make no mistake about it: calling the police on nonviolent license offenses is the adult equivalent of throwing a temper 

tantrum on the playground, except the temper tantrum doesn’t have a chance of ending in shots fired. 

The mature adult approach to each of these cases is to remonstrate with the offending party and have a conversation 

leading to a conclusion that is either win-win or a compromise. If that’s not possible, deference to social pressures and 

norms like not wanting to offend your neighbors should come before involving armed police officers. 

What should we expect after putting people in an environment for the first two decades of their lives that rewards a noquestions-asked 

deference to authority and being a tattletale? Schools deprive young people of practicing the skill of 

dispute resolution, compromise, and negotiation. In lieu of encouraging students to come to resolutions with each other, 

schools reward taking problems to formal authorities who then hand down decisions with few or no alternatives for 

recourse. 

This deference to formal authority runs so deep in schools that students develop a permission-based mindset for everything 

from going to the bathroom to borrowing a pencil. I’ve personally witnessed a number of awkward interactions 

between new hires and their employers where the recent grad asks their boss if they can go to the bathroom. They’re 

almost surprised when the answer is inevitably a “Yes, you’re an adult.” 

This is why it’s so hard for so many young people to adjust to the real world. I’ve written elsewhere on the deschooling 

period that recent grads who work outside of bureaucratic environments must put themselves through. Mature, adult 

dispute resolution is one of those components of deschooling. Understanding that everything in life doesn’t require the 

permission of a central authority who grants credentials is another component. 

Dispute Resolution is a Skill 

Nobody is born great at conflict or dispute resolution. Knowing how to de-escalate a situation, remonstrate with another 

person, and reach a conclusion you're both happy with is a skill. It’s a mark of a mature individual to be calm, cool, and 

collected during a conflict. 


How My 

Unschooled 

Child Learned to 

Read Financial 

Statements (It 

Started with 

Silly YouTube 

Videos) 


Friday, June 29, 2018 

It started with a “Dude Perfect” video on YouTube. A couple of years ago, when Jack was very interested in basketball, he 

found these guys who create fun videos about making baskets with all sorts of twists and turns. He continued to watch 

these videos, even after his interest in basketball waned; and when his interest in photography sprouted, he followed 

the basket-swishers on Instagram. It was there that Jack first learned about the Make-A-Wish Foundation. 

The "dudes" posted a video of a young boy with muscular dystrophy who had an opportunity to be in a "Dude Perfect" 

YouTube video as part of Make-A-Wish's efforts to grant wishes to critically ill children. Jack was mesmerized. He visited 

the Make-A-Wish Instagram page and was increasingly curious. 

He wanted to know how much Make-A-Wish's total annual donations amounted to. 

Jack then asked if I knew about the organization. I said I had a vague understanding of their mission, but suggested he 

visit their website to find out more. He read to me the gripping story about the organization's beginnings to its current 

impact. I was in tears. He explored much of the site, reading more stories and learning more about the different chapters. 

He decided to make an online donation, giving 20 percent of his total savings to this organization that captivated 

him. He wanted to know how much Make-A-Wish's total annual donations amounted to. I suggested he search on 

Wikipedia, but he couldn't find the information there so he returned to the organization's website and downloaded their 

2017 annual report and analyzed their audited financial statements to determine annual revenue and expenses, all on 

his own. 

Were you voluntarily reading financial statements at age nine? I certainly wasn't. And I'm fairly certain that the first time 

I read one was to prepare for a test, not because I was personally curious about an organization's economic health. 



This is unschooling. This is where attaining strong literacy and numeracy skills meet individual interests and innate 

childhood curiosity. This was not forced. This was not part of a curriculum or an objective to get my child to do something 

or to learn something. It sprouted from a circuitous path of emerging and waning interests to a current desire to learn 

more about a specific topic. It involved my adult presence and support and interest in his interest, and my encouragement 

of his knowledge-seeking. This is how parents and educators create the conditions necessary for self-education. 

If someone asks what an interest in basketball has to do with "real" learning or how watching YouTube videos can be 

"educational," this is a good example of how genuine interests lead to deep learning—when those interests and that 

learning are supported by grown-ups. 

In her article, "How Do They Know That?" long-time unschooling author and advocate, Wendy Priesnitz, writes about the 

natural and enduring ways children learn without schooling. She explains that the difficulty in imagining how one could 

learn without school is firmly rooted in our own schooled experience, in our own conditioning. She writes: 

"The elephant in the room is that much of what is supposedly learned in school isn’t really learned at all. It is mostly 

material that has been memorized, whether it be history dates, mathematical formulae, or the difference between a verb 

and a noun. Absent any interest in learning the material and any context for it, as well as sufficient time to experiment 

with, adapt, and apply the information, I do not think that we can call this process learning. Rather, it is memorizing, 

regurgitating, and forgetting. (Why else would teachers and some parents bemoan the 'ground lost' during summer 

vacation?!)" 

Independent of curriculum and assessment, learning outside of conventional schooling happens organically through 

real-life immersion in the people, places, and things around us—both real and virtual. When young people are supported 

in their self-education, and when we adults respect their interests and encourage their curiosity, they learn and do remarkable 

things: things (like reading financial statements), that many of us would otherwise only do when forced. 




Important Things I Learned from my Learning Disability 

By Jeff Ermoian 

Comparatively little was known about 

learning disabilities when I began 

school in the 1960s. What educators 

were agreeing on then was that, if a 

teacher understood their subject well, 

all their students should be able to 

learn that subject. If you weren’t doing 

well, nobody blamed the school or the 

teacher. They blamed you. The only 

“medicine” offered to help my problem 

came in the form of a pinewood paddle 

administered via the posterior. I tried 

a bunch of that nasty medicine, but it 

didn’t cure my disability. 

I did want to improve both my reading 

and math skills. I wasn’t fighting them 

or claiming the topics were too boring 

or irrelevant, though much of a public 

school education then truly was very 

boring for me, and much of what they 

assured me I needed to know became 

useless trivia, the kind of information 

Photo by: Janene Kling ©NHEG 2017, used by permission 

you’d never need to recall beyond a test 

date. You see that teaching to the test is not a new invention. 

For a long time, I didn’t know how to describe to teachers or counselors what I was experiencing, except frustration 

and anger. The result was that both reading and math were going terribly for me. I found reading difficult. Recalling the 

sounds of the letters and working out new and longer words didn’t seem difficult, but when my eyes moved to begin a 

new line of text, they would lose their place. I’d often find my eyes on the line I just read or skip past a line. It still happens 

now. 

My problem in math was different. Numerals don’t function at all like letters for me. Remembering how to spell words 

correctly was easy for me, but recalling even a short string of numbers was very hard. For some reason, my short-term 

memory had difficulty holding any digit sequences correctly. Even when I could recall the numerals, their order might be 

confused. Numeric dyslexia? If that’s an actual thing, I didn’t find it searching by that name. 

I was never made aware of any tutoring that was done by the school. Private tutors were an expense my parents could 

not yet afford. If you were clearly having difficulty, the schools typically offered only two options. The first option offered 

was to just make the student repeat the grade. My folks correctly guessed that it would humiliate me to be flunked 

into my younger brother’s grade. 

The other humiliating option was special education and that was populated by kids with varying degrees of developmental 

delays. I didn’t want to be with the kids who had cerebral palsy or deafness or partial to complete blindness. Not 

that I disliked them, I just wanted to be with my “normal” friends. 

I was supposed to be grateful I guess for the beatings and humiliation since it proved that they cared about my progress. 

You won’t be shocked to hear that it only fueled my frustration more. Next came the cancellation of my recess time so I 

could continue to study. They still seemed somehow shocked that that their abuse program was failing. They had already 

decided that failure was my job. 

Discipline was judged to be my primary failure. Report cards would typically read, “Jeff is bright and highly creative but 

struggles with academic subjects. He needs to apply himself more in studies and complete all class and homework assignments 

in a timely fashion.” When a mother watches her kid begin homework after supper and work until bedtime 

without finishing, she knows application is not what her child is missing. 

Math didn’t become a problem until I was instructed to memorize the “times table” that showed all the multiples of 1 

through 12. Most multiples I could recall, except the multiples of seven and eight never took. Because the multiples of 

five were easy, and the same with the multiples of two and three, I would calculate these and add them. For example, I 

understood that seven multiplied by seven was the same as seven times five plus seven times two. 

While in high school in the 1970s, I recall many occasions when four to six pages of algebraic proofs arriving at the correct 

answer would be marked wrong! This was because I failed to follow some specific step. To me this seemed equivalent 

to telling my math teacher that they weren’t MY teacher because they took a different road to school than I did. Did 

they want me to learn to blindly follow or solve actual problems? “Math isn’t for creativity, Jeff. Save that for your art 

teacher,” they’d say. 


Written instructions are not held so sacred with me. Why? Imagine being left handed for a moment if you aren’t. If the 

directions assume you’ll be doing everything right handed then they work great but for a lefty just wouldn’t work for 

certain operations like hand lettering, for example. You can’t push a brush or artist pen and have it behave in the same 

way it would while pulling it. 



So, what do you do? You figure out a different way to get the same result as the instructions are supposed to produce. If 

I reverse both the direction and order of every single brush stroke, the result is achieved. The book doesn’t tell you that, 

though. The right-handed teacher doesn’t know that either because they personally don’t need to. Nature made me left 

handed, not stubbornness. 

Does that help you to understand that I’m creative as a survival skill? Their system made me need to be more creative 

each day to survive their tortures. That may sound like a harsh criticism, but I believe it was reasonable to feel tortured. 

To me, teachers were becoming horrible people who abused struggling children for money. The worse they did with you 

the more they felt justified in heaping on more “discipline and stricture.” 

Public school’s failing benefited me in ways I couldn’t have imagined back then. By helping me less, they almost surely 

helped me more! If it wasn’t my schools job to figure out how I learn, whose was it? Accepting that schools would not 

change to accommodate my unique needs motivated me to find learning modes that worked for me. 

I’m very visual. Often you can learn much more by just being truly observant than by asking a lot of questions. Drawing 

was training my brain to carefully observe objects, persons, and places. I got better at noticing things. The less you rely 

on what you read, the more you have to rely on the other places data is coming from. I began to become a more careful 

listener, using barbershop harmony like my father sang to train my ear to pick out specific parts and understand how the 

parts combined to create a single chord ringing a part no man was singing. 

I loved that drawing didn’t require me to read really well or calculate with an audience watching. Art class quickly became 

my favorite subject because instead of feeling embarrassed when asked to read aloud or solve math problems at a 

blackboard, I displayed skill and patience others didn’t have. Many or most of my classmates who were great with math 

couldn’t draw much at all. 

Fear of public humiliation became public school’s most effective tool. It worked the same for the year of private schooling 

I got in high school. Math teachers seemed to delight in waving about graded assignments bearing an enormous F in 

bold red marker. If the embarrassment I suffered had only positive results, I would advocate its continued use, but it had 

consequences on self-esteem that often lead to a range of problems later in life. When I found ways to publicly generate 

praise through arts, they became very important to me, so even low self-esteem can find an upside sometimes. 

I finished high school with a low average grade and a part-time job. Before that day arrived, I was constantly threatened 

with being flunked. I had made my teachers aware that if I had failed even one subject in my senior year, I would be ineligible 

to graduate due to many credits lost in school transfers. My attitude had become that if they chose to flunk me as a 

punishment, I would make the next year as stressful for them as they had made this one for me. 

I chose to enroll at a local junior college to study fine art, but I sure was sick of both school and learning. I moved into an 

apartment with no parents to nag me about not being late. That’s the same time I began showing up late to classes on 

the days I bothered to go at all. My grades convinced my parents that I should pay for all further enrollments. 

I enrolled for a second semester with the primary goal of convincing my parents they were wrong about me. They 

weren’t. I did the second semester as poorly as I had the first or worse. I recall the exact instant that the realization that 

I was now wasting everyone’s time and my own money. Probably all my former college students recall what came to be 

known as my soup can speech. I’ll spare you the story here, but ask me because I love to tell it to college teachers and 

students. 

My favorite instructor at that college shook me harder. We gathered all work turned in that semester and spread it out in 

front of us. He knew I cared about art and painting, which was the subject of his critique. 

He asked what grade I had earned on projects not turned in, and I agreed that I had earned my F as surely as I had 

earned my A’s. Then he pointed out I had not turned in enough projects to earn a passing score, let alone the A grade he 

typically gave me on all completed work. It was already too late to drop the class. 

“Why didn’t you turn in all your assignments this semester?” he asked. I explained that I had to work, and since I couldn’t 

earn very much per hour that I needed to work more hours to catch up my bills. “If you can do either one well but not 

both, you need to quit your job,” he said. “I can’t quit my job. I need the money!” was my response. “Then you need to 

quit school.” 

“You can’t tell me to drop out!” I said. Yet he already had. It made me sad he was right, even though by then I was working 

as a commercial artist. The job didn’t pay well and often cancelled needed hours during times I was available. 

Later, while working as a projectionist, I found time to read a lot more and found types of literature I enjoyed. Within a 

year I had improved my reading skill by several grade levels. I learned that by reading for several hours a day for at least 

three consecutive days, I can overcome my eye tracking problem. When I enlisted in the military, my tested reading level 

nearly accurately reflected my 14 years of formal education. After applying my practice, I was easily able to read over 

700 pages per day and tested at the postgraduate level for reading while in training at an NCO Leadership School around 

age 25 by then. 

I had a very successful military career where my aptitude for learning art was exploited. In return, I exploited the government 

to fund my training and career development. I was promoted ahead of contemporaries and served a second term 

of active duty before deciding to separate. 

This learning-disabled kid left the military with letters of appreciation and recommendation endorsed all the way to up 

to the rank of General. Yes, that’s the one with four stars who commands more people than the top three civilian airlines 

combined. 



After a few years of underemployment, I decided to return to college so I could complete a degree program. I had an advantage 

in experience, but my peers typically had graduate degrees by then. I wasn’t interested in other careers, except 

to the extent that they’re media based. Between fine arts, commercial art experience, and cinematic film, I was already 

using several different resumes. 

When the local state operated technical college began offering associate degrees in multimedia, I saw a chance to package 

all my media skills and interests under a single umbrella. I had the nerve to interview the department chair for this 

program before deciding to enroll. Already in my mid-thirties, parenting school aged children and a new dependent had 

changed my point of view a lot. 

I’m proud to tell people now that I maintained a 4.0 GPA for the first four of five semesters. Because of work commitments 

and transportation problems, I allowed myself to settle for a few B’s in my final semester. Now the guy my smart 

grade school teachers said probably wouldn’t finish high school had a college degree! 

Not long after graduating I found work as a prepress system administrator where I learned all I could about print media. 

It was during this time I decided with my two younger brothers to start producing a television show. I worked as the 

show’s art director, became the lead trainer for video production staff, lead camera operator, floor manager, and eventually, 

the video director. I managed a set director and a webmaster too. 

The television show was an immediate success at the creative level. By the end of the second season of production, we 

had a satellite uplink and were available nationwide. By the end of the third season, we were broadcast on over 100 PBS 

stations in the US and over 100 foreign countries because the show was now available via Armed Forces Radio and Television 

Satellite (AFRTS). We achieved that using all volunteer staff interns. I left the crew at the end of our fifth season 

when a fourth child arrived. 

Someone asked me around then, my dad I think, why not teach? I remember that sounding absurd. “Teachers made me 

miserable. Why would I want to become one?” I recall asking. “There were few teachers I ever had that were any good at 

teaching people like me, who learn the way I do.” “Yes, but maybe you could become that teacher for someone a lot like 

you.” That sentence echoed in my head. 

Because I had conducted a lot of vocational training since my days in the military and had a lot of very relevant and recent 

experience, I knew that the college I had graduated from was likely to show interest in my instructional experience 

since they had already hired my youngest brother on in a faculty role teaching video production. 

They were interested and hired me to teach digital media design. For the next eight years, I worked very hard training 

many creatives. Become that teacher for the ones like you became my mission. While there, I created a drawing course 

for animators that quickly became the most popular course within my department, if not my entire building. It worked 

incredibly well because even more than I taught students to draw, I taught them a system of observation steps that allowed 

them to see what they weren’t noticing yet. 

As an instructor, I was awarded for excellence by the state college system and nationally through an organization that 

honors faculty of junior colleges and technical trade schools like mine. “How do you doom predictors like me now?” I 

thought. What does it matter? Any of them still alive weren’t likely to remember me. But I know who will. All the students 

for whom I did become THAT teacher. 

As a faculty advisor, I have been in the same awkward position I placed my favorite instructor in all those years earlier. 

Pointing out hard truths to those coasting along and phoning it in. I should add that I’ve advised more than one college 

student not to exploit the remediations available to them if they could still pass without them since most employers do 

not make accommodations of the sort the college would when employing entry level workers in creative media trades. 

Too many students were struggling with remediation courses for all the same reasons they had before attempting college. 

The college I worked for employed many academic instructors teaching high school level learning as remediation. 

Students are only allowed to enroll in core curriculum courses while in remediation, so very many gave up after a year of 

not getting to study anything they were interested in learning at that college. 

I had no way to stop the area high schools from graduating functionally illiterate students. I was shocked at the high percentage 

of students diagnosed with one or more learning disabilities, emotional disorders, and the myriad of other challenges. 

Some would require two to four semesters of remediation because of how far behind they were. 

My million dollar question never occurred to me until I had been doing a faculty job for years. It stemmed from this realization. 

Any math teacher bright enough to offer math as a solution to art problems would have had my immediate interest, 

full attention, and complete cooperation. 

If students can learn the academic subjects in the context of an occupation they desire along with a full appreciation for 

how those skills will apply, then why are no schools teaching academics this way? Teachers, you have all heard piles of 

lame excuses from students. You spot them when they come from schools too then. 

The missing element is not rigor. It’s relevance. Get on the relevance bandwagon and watch American education blossom 

and American students approach learning with true zeal and excel. 

Apply the Barsch Learning Style Inventory to all students before they enter high school, and teach each student the way 

they naturally learn. It’s more to keep track of I know, but you can group students according to needs and where that is 

less practical, employ CBT to track learning performance and tailor content according to student requirement. 



I can refer to you to colleagues with all the coding skill required to create electronic courses which accomplish those 

ends if you don’t know any but many of you already do too. The U.S. Department of Education isn’t going to do it for you. 

You’ll have to do the heavy lifting here, but I predict the result will make this country’s students the highest scoring in 

the world. Your reward will be a class filled with eager learners who are motivated to understand your subject evidenced 

by unassigned research based on pure fascination. Reflect for just a moment on how nice that will feel. If a teacher had 

done these things for me, I’d never forget them. I’d love them and work harder than ever to make them happy for rescuing 

me from the tedious boredom and emotional angst. 

Pizza Hut Book-It Sign up now. 


http://bookitprogram.com/teachers/enrollment.asp 

Let’s not assume learning ends with schooling because we know otherwise. In switching to an aptitude- and interest-based 

curricula, there are a lot of things that you won’t be doing so much of anymore like passive learning such as 

lectures. Students are instead paired into dyads or small teams. The team is presented a scenario, and a toolset they 

have been familiarized with and a deadline in which to present a working solution. How much more employable and 

creative are such students likely to become? 

Please let me know if you agree that educators can fix most of the biggest problems schools are now faced with by simply 

recognizing and remediating our own learning disability. 





White House Internship Program 

How to Apply 

Thank you for your interest in the White House Internship Program. The application for the 

Fall 2018 White House Internship Program is now closed. Upcoming White House Internship 

Program dates and deadlines are listed below. 

For more information about the program and answers to frequently asked questions, please visit 

here. 

https://www.whitehouse.gov/get-involved/internships/selection-process/ 

To check the status of a previously submitted application, please click here. 

https://apply.whitehouse.gov/intern/WHIP_App_Login?startURL=%2Fintern%2F 

SUMMER 2018 INTERNSHIP TIMELINE 

Application Posted – Wednesday, November 29, 2017 

Application Deadline – Friday, January 12, 2018 

Notifications Begin – Week of March 30, 2018 

Internship Start Date – Wednesday, May 30, 2018 

Internship End Date – Friday, August 10, 2018 

FALL 2018 INTERNSHIP TIMELINE 

Application Posted – Monday, March 19, 2018 

Application Deadline – Friday, May 4, 2018 

Notifications Begin – Week of July 9, 2018 

Internship Start Date – Wednesday, September 5, 2018 

Internship End Date – Friday, December 7, 2018 

SPRING 2019 INTERNSHIP TIMELINE 

Application Posted – Monday, July 9, 2018 

Application Deadline – Friday, August 24, 2018 

Notifications Begin – Week of October 22, 2018 

Internship Start Date – Wednesday, January 9, 2019 

Internship End Date – Friday, April 12, 2019 




WISH YOU COULD LEAVE A TRULY 

POSITIVE, LASTING LEGACY IN YOUR 

COMMUNITY? 

https://www.dreambuilderscontest.com/aarpdream2018/Home/ 

ENTER THE DREAM BUILDERS CONTEST FOR A CHANCE TO CREATE THE GOOD AND WIN UP TO $2,500 TO HELP BRING YOUR 

NON-PROFIT PROJECT TO LIFE! THERE ARE TWO WAYS TO ENTER, WITH A VIDEO OF NO LONGER THAN ONE MINUTE OR A 

PHOTO ESSAY OF NO LONGER THAN 500 WORDS. WHAT ARE YOU PASSIONATE ABOUT? TELL US WHAT INSPIRES YOU. 

TIPS TO ENTER 

YOUR VIDEO MUST BE NO LONGER THAN 60 SECONDS AND NO LARGER THAN 200MB. 

PHOTO ESSAYS MUST BE NO LONGER THAN 500 WORDS. SUGGESTED PHOTO SIZE IS 1280 X 720 AND 5MB OR LESS. 

YOUR VIDEO OR PHOTO NEEDS TO INCLUDE ONLY YOUR OWN ORIGINAL WORK. THAT MEANS NO STOCK IMAGES OR FOOTAGE. 

MAKE SURE YOU HAVE EVERYONE’S PERMISSION TO USE THEIR LIKENESS IN A PHOTO ESSAY OR VIDEO SUBMISSION. 

Tell us who you are and the dream you have for 

your community. 

Describe a project you are currently working on 

or a project you would like to work on. Let us 

know what you would do if you won. 



NHEG Yearbook 

New Heights Educational Group offers an annual NHEG yearbook to students 

NHEG School and Senior Pictures 

For students looking to get their pictures taken, NHEG offers high quality 

that would like to participate and collect memories of the school year. 

and reasonably priced photographers for your school and senior pictures 

For further details see 

This book features all grade levels, current event pages and NHEG annual 

https://www.newheightseducation.org/students/school-senior-pictures/ 

updates. Our yearbooks can be worked on by the students and their families 

for credit on a high school transcript. 

SCHOLARSHIP SEARCH & SUPPORT 

NHEG has spent many years collecting and collaborating with others to compile a large list of scholarships, 

Our artists can design a page for your student. Homeschool and charter 

colleges and other resources for students. All of this scholarship and grant information is stored in a database 

called “Donate Clearly” that we used for students looking to pay for college. It covers a wide variety of 

school families enjoy participating in this book. 

topics including hard-to-find scholarships. In addition, families who pay our fee receive a personalized report. 

These tasteful and high quality books are affordable and 

We can’t guarantee that you will receive a scholarship, 

make a wonderful keepsake that students will treasure for a lifetime. 

but these are wonderful, bonafide opportunities for which you can apply. 

Starting at $55 each, it makes it very affordable to participate 

When applying for scholarships, make sure you read eligibility requirements for that particular scholarship 

in a one-of-a-kind yearbook. 

or grant before submitting your application. 

You may not be awarded that particular scholarship, but don’t be discouraged as there are many scholarships 


that you can apply for in the United States. 

It is a good idea to have the following information available when applying: 

http://www.NewHeightsEducation.org/students/NHEG-yearbook/ 

birth date 

family background 

family memberships 

personal statement 

resume of honors 

awards 

leadership activities 

extracurricular 

community service 

recommendations letters 

from teachers and other 

community leaders 



https://www.NewHeightsEducation.org/students/NHEG-student-resources/scholarship-search/ 

September - October 2018 | NHEG Magazine


NHEG has created an Adult Advisory Group that offers support and advice 

to the founder and board members during in-person/online meetings. 

If your interest is piqued, please keep reading. 

WHAT IS THE ADULT ADVISORY GROUP? 

The Adult Advisory Group brings unique knowledge and skills to complement those of the board 

members and help the organization grow and succeed. 

ADDITIONAL INFORMATION 

Members will not be compensated for their time 

One-year minimum commitment 

Members must sign a confidentiality agreement 

Group cannot issue directives 

Members may be replaced at the director’s discretion. 

BENEFITS 

Opportunities to give back to community and improve local education 

Positive public exposure 

Atmosphere full of different ideas/perspectives 

Networking 

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson, 

with helpful advice provided by Jeff Ermoian and Mike Anderson. 

Original design from Kevin Adusei and Student Group members. 

MEMBER RESPONSIBILITIES 

Assist with public relations and fundraising 

Meet every three (3) months 

Offer the director and board members honest, constructive and positive feedback for correcting 

identified problems 

OPTIONAL SUPPORT 

Offer financial and/or expert support 

Assist with daily functions and activities 

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/ 



http://www.booksbythebushel.com/free-literacy-activities/ 


FREE LITERACY ACTIVITIES 

We are pleased to offer FREE literacy activities. 

Download as many as you like! 

U N C O R N E R 

Join our e-newsletter to receive more FREE 

classroom activity ideas! 

FREE activities and worksheets! 

http://www.booksbythebushel.com/free-literacy-activities/ 

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FUNDRAISING FOR NHEG 

Fundraising for NHEG earns money through various fundraising programs, 

so the more you participate, the more we earn for our student programs and services. 

We provide step-by-step instructions for participating in each program, 

especially if you have accounts with these partner websites already. 

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/ 

Source: The Foundation for Economic (FEE) 




OUR RECIPES 


Cilantro Shrimp Recipe 

Ingredients: 

• 1 Tbsp sesame oil 

• 3 cups sliced green onions (1 inch slices) 

• 2 Tbsp fresh ginger peeled and minced 

• 5 cloves garlic, minced 

• 2 pounds large shrimp 

• 3 1/2 Tbsp soy sauce (I used low sodium) 

• 1/2 tsp sambal oelek (ground fresh chile paste) or chile sauce 

• 2 cups fresh cilantro, chopped 

• 4-6 cups cooked brown rice, to serve shrimp over 

Directions: 

1. Heat a wok or large skillet over high heat. Add oil to the pan and swirl to coat. Add onions, ginger, and 

garlic to the pan and stir fry 1 minute. Add shrimp and stir fry 2 minutes. Stir in soy sauce and chile paste 

and stir fry 1 minute until shirmp are done. 

2. Remove pan from heat. Add cilantro and stir constantly until cilantro wilts. Serve over rice.

OUR RECIPES 

Juicy Seared Tuna Steak Recipe 

Ingredients: 

• 4 tuna steaks 

• 1/4 cup of soy sauce 

• 2 tablespoons of mirin (Japanese wine) 

• 1 tablespoon of olive oil 

• 1 tablespoon of honey 

• 2 tablespoons of sesame oil 

• 1 tablespoon of rice wine vinegar 

• 3/4 cup of sesame seeds 

• Wasabi paste 

Directions: 

1. In order to begin on this seared tuna steak recipe, first mix the soy sauce, honey, mirin, and sesame oil in 

a small bowl. Divide this mixture into 2 equal parts â into one part, mix in the rice vinegar and then set 

this aside for use later as your dipping sauce. Depending on your own personal preference, you may add a 

little more honey or use less sesame oil. 

2. On a dish, spread out the sesame seeds. Cover the tuna steaks with the soy sauce concoction and thereafter 

press them into the sesame seeds such that the steaks are well coated. 

3. In a large skillet, you should next heat the olive oil until it is very hot over high heat. Place the steaks into 

the pan and sear them for about thirty seconds per side. I normally cut the steaks such that they are about 

one half or three quarter inches thick before I sear them. I donât want them too thick because they may 

end up burning before they cook; and this way, they turn out pink and not red in the middle â just the way 

I like them. 

4. Serve your steaks with the dipping sauce and some wasabi paste. 

OUR RECIPES 

Healthy Carrot Cake Recipe 

Ingredients: 

• Carrot Cake: 

• 4 egg whites 

• 2 whole eggs 

• 1/3 cup of canola oil 

• 1/3 cup of unsweetened applesauce 

• 1 cup of apple juice concentrate 

• 1/4 cup of water 

• 3 cups of whole wheat grain flour 

• 1 tablespoon of baking powder 

• 1 teaspoon of baking soda 

• 1 cup of raisins 

• 1 teaspoon of salt 

• 2 tablespoons of ground cinnamon 

Directions: 

1. Carrot Cake: 

2. Preheat the oven to 350F. 

3. Beat the egg whites until soft peaks are formed 

and it doubles in volume. 

4. Break in the eggs, one by one, and beat well. 

5. Add the apple sauce, apple juice, oil and water 

and blend the mix well so that everything is well 

incorporated. 

6. In a bowl, sift together the whole wheat flour, 

baking powder, baking soda, salt, ground cinnamon 

and grated nutmeg. 

7. Add the dry ingredients to the wet eggâapple 

mix and blend well. 

8. Stir in the grated carrots, add the raisins, and mix 

well. 

9. Grease two 9-inch baking pans and pour the batter 

in the two pans equally. Smooth the tops. 

10. Bake in the oven at 350F for about 25-30 

minutes and then again at 325F for about 10-12 

• 1/4 teaspoon of grated nutmeg 

• 2 1/2 cups of fresh grated carrots 

• Sugar free cream cheese frosting for the cake: 

• 1 1/2 cups of cream cheese at room temperature 

• 1 1/2 teaspoons of butter 

• 1 cup of splenda 

• 2 teaspoons of vanilla extract 

minutes. 

11. Remove 

and cool 

on a wire 

rack before 

serving or 

applying 

frosting. 

12. Sugar 

free cream 

cheese frosting 

for the 

cake: 

13. Beat the splenda in a mixer to get a fine sugar 

mix. 

14. Add the cream cheese and butter to the mix and 

beat well to get a smooth mix. 

15. Mix in the vanilla extract. 

16. Let the mix stand for some time before using. 

17. To assemble the cake: 

18. Place one cake on a serving stand and apply a 

layer of frosting on the top. 

19. Put another cake on top of it and press lightly. 

20. Cover the cakes using the rest of the frosting 

from all sides. 

21. Cool the cake in the fridge for some time to let 

the frosting set before cutting up to serve. 

22. Note: Use freshly grated carrots as the juices 

will keep the cake moist.

OUR RECIPES 

Lemon, Coconut and Chilli Poached Seafood. Recipe (Gluten free) 

Ingredients: 

• 1/2 can of coconut milk 

• 2 tbsp fish sauce 

• 1 tbsp brown sugar 

• 1 tbsp finely grated lemon rind 

• juice of 1 juicy lemon (about 30 mls) 

• 2 fresh long red chillies, chopped finely 

• 3cm piece fresh ginger, grated 

• 200g of mixed raw seafood that includes prawns, 

mussels and squid 

• 1 large bunch of spinach, stems and leaves roughly 

chopped (about 2 cups) 

• 1/4 cup fresh coriander leaves 

• salt to taste 

Directions: 

1. Combine coconut milk, fish sauce, brown sugar, lemon 

rind and juice, chilli and ginger in medium frying pan 

(or wok) and bring to the boil. Reduce heat and simmer 

uncovered for 10 minutes. 

2. Add seafood and simmer, covered, about 5 minutes then 

stir through spinach and simmer for 2-3 minutes or until 

cooked as desired. Remove from heat and stir in coriander. Serve over steamed rice. Yummy! 

OUR RECIPES 

Gluten Free Millet Pancakes (Gluten free) 

Ingredients: 

• 2 cups millet flour 

• 4 TBS sugar 

• 2 tsp. baking powder 

• 1/2 tsp. salt 

• 1 over ripe banana (or use 1/2 can, about 7 1/2 

oz., 100% pumpkin) 

• 1/2 tsp. cinnamon 

• 1/4 tsp. ginger 

• pinch of nutmeg 

• 6 TBS canola oil 

• 1 cup water 

Directions: 

1. Combine the dry ingredients from flour to salt. 

2. Stir in the spices (cinnamon, ginger, nutmeg). 

3. Add the banana, oil and water and mix to combine. 

4. Pour about 1/4 cup at a time onto a hot skillet sprayed with non stick or rubbed with vegetable oil. 

5. Cook for 3 â 4 minutes or until bottom side is done then flip and cook another 2 â 3 minutes until 

done. 

6. Serve with maple syrup and enjoy. 

7. *They will freeze if you wrap up well. 

ALL RECIPES ARE FROM THE COOKEATSHARE 

https://cookeatshare.com

NHEG SPONSORSHIP RADIO & MAGAZINE ADS 

Internet Radio Show Spots now available 

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show. 

All products, business and service advertisements will need to be reviewed by our research department and must be approved by the NHEG home office. All advertisements must be family friendly. 

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement. 

If interested, please visit our website for more details: https://www.newheightseducation.org/NHEG-radio-show/ 

The below is the choice of available packages available now. 

ONLINE RADIO SECONDS SLOTS PER MONTH (SPM) TOTAL COST 1 YEAR COST 1 YEAR COST WITH 10% DISCOUNT 

15s Slot 15 25 $20.00 $240.00 $216.00 

30s Slot 30 25 $37.50 $450.00 $405.00 

Magazine Sponsor Advertisement now available 

New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement in our magazine. 

Those interested in purchasing packages can choose from the below packages and costs. 

If interested please visit our website for more details: https://www.newheightseducation.org/who-we-are/NHEG-magazine/ 

Bellow is a list of available packages. 

MAGAZINE NUMBER OF ISSUES PER YEAR COST PER ISSUE TOTAL COST 

½ Page 2 $10.00 $20.00 

2 $15.00 $30.00 

½ Page 4 $9.00 $36.00 

Full Page 4 $13.50 $54.00 

½ Page 6 $8.00 $48.00 

Full Page 6 $12.00 $72.00 

ANY QUESTIONS OR CONCERNS SHOULD BE SHARED WITH NHEG DIRECTLY 








NHEG AFFILIATES & PARTNERS 


NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country. 

We would like to take this opportunity to acknowledge and thank everyone for their support. 

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts. 

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.


NHEG AFFILIATES & PARTNERS 


New Heights Educational Group, Inc. 

14735 Power Dam Road, Defiance, Ohio 43512 

+1.419.786.0247 

NewHeightsEducation@yahoo.com 

http://www.NewHeightsEducation.org



NHEG YEAR BOOK 

NEW HEIGHTS EDUCATIONAL GROUP OFFERS AN ANNUAL NHEG YEARBOOK TO STUDENTS THAT WOULD LIKE TO PARTICIPATE AND COLLECT MEMORIES OF THE SCHOOL YEAR. 

THIS BOOK FEATURES ALL GRADE LEVELS, CURRENT EVENT PAGES AND NHEG ANNUAL UPDATES. OUR YEARBOOKS CAN BE WORKED ON BY THE STUDENTS AND THEIR FAMILIES FOR 

CREDIT ON A HIGH SCHOOL TRANSCRIPT. OUR ARTISTS CAN DESIGN A PAGE FOR YOUR STUDENT. HOMESCHOOL AND CHARTER SCHOOL FAMILIES ENJOY PARTICIPATING IN THIS 

BOOK. THESE TASTEFUL AND HIGH QUALITY BOOKS ARE AFFORDABLE AND MAKE A WONDERFUL KEEPSAKE THAT STUDENTS WILL TREASURE FOR A LIFETIME. 

STARTING AT $55 EACH, IT MAKES IT VERY AFFORDABLE TO PARTICIPATE IN A ONE-OF-A-KIND YEARBOOK. 

(FEES DEPEND ON THE NUMBER OF PAGES IN THE BOOK; OUR BOOKS USUALLY HAVE 60 PAGES.) 

YOU CAN PURCHASE IT HERE 

https://www.newheightseducation.org/students/NHEG-yearbook/ 

NHEG SCHOOL AND SENIOR PICTURES 

FOR STUDENTS LOOKING TO GET THEIR PICTURES TAKEN, NHEG OFFERS HIGH QUALITY AND REASONABLY PRICED PHOTOGRAPHERS FOR YOUR SCHOOL AND SENIOR PICTURES 

$150 PHOTO SHOOT FEE + TRAVEL FEE (UP TO $30 PER STUDENT IF EXCESS GAS IS USED DUE TO DRIVING DISTANCE). FEES COVER PHOTOGRAPHER’S TIME AND FUEL. FILM AND PHOTO DEVELOPMENT FEES ARE NOT INCLUDED IN THE PHOTOGRAPHY 

COST. FOR LOCAL FILM DEVELOPMENT, WE SUGGEST MEIJER MATTED PHOTOS. AFFORDABLE DIGITAL PRINT ORDERING CAN ALSO BE FOUND AT SNAPFISH.COM. 

NOTE: NEW HEIGHTS IS NOT RESPONSIBLE FOR INJURIES OR ACCIDENTS THAT OCCUR DURING PHOTO SESSION(S). 

GENERAL INFORMATION & SCHEDULING 

Families may request particular shots and locations 

In the event of defective film rolls or inclement weather, photo shoots may be rescheduled at no extra cost 

(excluding the cost of extra film) 

Agreements must be signed prior to session 

Plan 3-4 hours for photo shoot 

Allow for multiple-day sessions if problems arise 

CLOTHING & HYGIENE GUIDELINES 

Bring multiple casual and formal outfits 

Professional tip: Solid colors photograph best 

Remember shoes, socks and other accessories to complete your outfits 

Iron wrinkled clothes prior to session 

Consider bringing items that express your personality and interests (letter jackets, uniforms, sports equipment, 

musical instruments, etc.) 

Trim and/or paint fingernails 

Bring a brush or comb to touch up your hairstyle 

Professional tip: Consider getting a haircut the week before your photo shoot 

Apply makeup prior to shoot and bring products for touch-ups 

Shave face (as appropriate) 

Limit sun exposure to prevent sunburn 




MATH IS NOT MAGIC - BOOK REVIEW BY JERRY KNOELKE 

This book is very informative and educational. Right off the bat I noticed that the author wants you to know that 

there is not magic wand with math. You either know how to solve the problem or you don't. The book takes you 

from basic algebra all the way to calculus. I think that the pictures make the reader pay more attention to the 

math problems. Math problems are broken down to their very last point. All of the problem are explained well and 

clear. The book was easy to understand and it makes the reader feel more confident while they are trying to solve 

their math problems. I would recommend this book to anyone who needs math problems broken down to them so 

that they are easier to understand. This book would be great to use and to help kids understand that math is not 

as hard as it seems. Pictures are the key here. 

BOOK INFO: 

A universal primer for students and parents that will equip both with PRESS, a simple method developed to help 

everyone solve Math word problems. Improve your test scores! PRESS can be used universally with all high school 

Math courses: Beginning Algebra, Advanced Algebra, Geometry, Trigonometry, Calculus, Probability and Statistics. 

PRESS will easily help you comprehend Math’s abstract reasoning - you will conquer Math! In MATH IS NOT MAGIC, 

for each branch of Math, four classic examples and their solutions, using one universal method, PRESS, are 

displayed. 

Students progressing from Arithmetic to higher Math will require learning how to solve word problems. 

PRESS transforms abstract word problems back to simple Arithmetic. 

Students will be able to pinpoint exactly where they need help. Use the one universal method, PRESS; your 

students will love you for simplifying Math. 

Word problems occur daily in science courses. Use PRESS here, too! 

PRESS – a method that defines Math. 

Students will finally have a consistent definition for all seven fields of Math providing them with an understanding 

of what Math is and how Math works. 

UNRAVELING READING - BOOK RE- 

VIEW BY RAY SIMMONS 

Unraveling Reading by Daniela Silva is chock full of great practical advice and tips for teaching young people to 

read. I can’t think of many more useful and necessary reasons to write a book. Reading has played a huge role 

in my life. It determines how I think and what I think about much more than TV or any other medium does. My 

mother instilled this love of reading in me. She was a librarian. She is also the one that taught me to read and I 

thank her for it every day. Now I teach children to read and I think this book is going to help me do this a little 

more efficiently. I already use a lot of the things Daniela talks about, but I saw some new ideas that look like 

they may be useful. 

Unraveling Reading is published by the New Heights Education Group and Daniela Silva tells us a little about the 

group and its mission. I must say I am impressed with their goals. There should be groups like this all around 

America, focusing not just on reading, but all aspects and areas of our children’s education. I found Unraveling 

Reading to be well written, well organized, and full of ideas and advice that will help parents, educators, and 

anyone else attempting to give children one of the most precious gifts you can give a child. An introduction to 

the world of books. Unraveling Reading is a very useful tool and Daniela Silva should be commended for writing 

it. I’m passionate about reading. I think everyone should be. 

Source: ReadersFavorite.com https://readersfavorite.com/book-review/unraveling-reading

NHEG-Magazine-September-October

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