A Reminder About Helpful Links

Be sure to check out the helpful links posted on both sides of the page!
We're now on Twitter, too. Type "@eos_guidance" in your Twitter search box. Or click on "Twitter" to the left.

Friday, February 15, 2013

February 15, 2013

2013-14 Course Selections
Power School Portal About to Close
As mentioned in previous blog posts, emails, Twitter, etc., the initial stage of the 2013-14 course selection process has commenced.  Students are encouraged to select courses through the Power School portal.  This first step in the process allows EOSHS to pour the foundation for the eventual construction of the 2013-14 master schedule.  Note that students will have several opportunities to make changes on their list of selections in the months ahead.
Mailing Senior Transcripts
 (Mid-Year School Reports)
Seniors applying to colleges know that their first semester grades are typically required by college admissions offices.  Transcripts will be mailed to colleges this week as grades become permanent after a final audit.
SAT-on-a-School-Day Registration Begins
EOSHS is one of just a handful of high schools in CT offering the SAT during the school week.  Having administered the test to about 120 seniors back in October, the EOS Guidance Department is preparing to offer the SAT again on Wednesday, April 17th at EOS.  Registration will begin on Wednesday, February 20th. 
Open to current juniors, students interested in this test option should register in the Guidance Office.  The cost is $55 and checks should be made payable to EOSHS.  Upon receipt of payment, students will receive a registration code used to register on-line through The College Board.  Students should contact their counselors for more information.
Connect to College Week Live
The CT State Department of Education has partnered with The College Board to host a series of five online events for middle and high school students and their families.  These presentations will focus upon planning, preparing, and paying for college.  Students and parents will have opportunities to pose questions to College Board experts and receive answers in real time.
The first event, Destination: College, is scheduled for February 26 from 5:00-8:00 pm.  Students and parents may participate for free by logging into this link.

New Government Website Designed to Help Families
In his State of the Union address on Tuesday, President Obama made mention of his administration's release of a "College Scorecard" that will help students and families find colleges that will give them "the most bang for your educational buck."
Although still in development, College Scorecard (go ahead and click on it) offers another rudder for families to navigate the seemingly rough waters of the college search process.  It's worth a look.
Other helpful websites have been posted on this blog, including some listed under "Tutorials" to the right of this page as well as more links at the bottom.  The federal government's first effort in providing helpful information was launched over a year ago.  It's called College Navigator/
Higher education is, no doubt, costly.  It pays to pay attention to the information readily available.  Contact the Guidance Office for more information.

Scholarship opportunities are posted on Naviance when they become available.  Check the site frequently for updates.
Here are a few with deadlines looming -
Global Leaders Scholarship and Viaggio Italiano Scholarship due on 2/28. 
Edelweiss Austria Scholarship for study abroad is due on 3/07.
The Vaya Americano Latina Scholarship for study abroad is due on 3/21.
For more information on any or all of these opportunities, call 860.604.2382.

Emphasizing Effort Over Ability Could Make the Difference
Carol Dweck, a professor at Stanford University, has received a good deal of attention in recent months as her research on resilience has been featured in all sorts of periodicals and books.  Do you want to cultivate stick-to-it-tive-ness in those around you?  Well, your chances of doing so are, according to Dweck, linked to the words you choose when doling out praise.
When Dweck was at Columbia, she started her research on the effects of feedback given to students.  She sent four research assistants into NYC fifth-grade classrooms.  The researchers removed one student at a time to administer a nonverbal IQ test consisting of a series of puzzles - puzzles that were simple enough for all the students to complete easily.  Once the students finished, the researchers told the students their scores and then followed with a single line of praise
Randomly divided into two groups. One group of students was praised for their intelligence and were told "You must be smart at this."  The other group was praised for their effort - "You must have worked really hard."  Dweck and her researchers were looking at how sensitive children were to the type of praise delivered.
The students were then given a choice of test for the second round.  They could either take a test that they were told was more difficult than the first - but one that the researchers assured students the latter would learn a lot from simply by attempting the puzzles - or they could take an easy test similar to the one they had just completed.  So, guess what happens?  Of those students praised for their efforts, 90 percent chose the harder set of puzzles while the majority of those praised for their intelligence selected the easy test.  Why?
Dweck reported that this happens "when we praise children for their intelligence.  We tell them that this is the name of the game:  look smart, don't risk making mistakes."  The study went on for a few more rounds, but the conclusion reached was this - "Emphasizing effort gives a child a variable they can control.  They come to see themselves as in control of their success.  Emphasizing natural intelligence takes it out of the child's control, and it provides no good recipe for responding to failure."  So, in other words, when a child who has been praised for "being smart" or being talented" eventually experiences failure, the reasoning follows that it must be the result of ability - more specifically, the lack thereof.
Dweck's research is telling us to praise effort.  Self-esteem advocates may feel differently.  Does it matter if you attribute outcomes to ability or effort?  What do you think?  How do you feel about this?

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