Admissions Consulting Archives

How to Handle the Dreaded Dastardly Deferral Letter

December 22, 2020 Brad Hoffman Leave a Comment

It’s the holiday season, you’ve worked as hard as possible to keep up with your schoolwork AND write the Common App AND fill out endless application forms, and the response from your Early Decision school is a blow to the gut: a deferral. You wander around in dismay, devastated, embarrassed, not sure what to do next or how to wrap your head around the possibility that your first choice school has not sent you a hearty welcome!

Do not despair! Let’s talk about what a deferral actually means for a moment.

Being deferred is not a rejection or an acceptance: it is simply another word for the college asking you to wait for a little bit. Basically, a deferral means that the college has decided to hold onto your application while they weigh it against the rest of the applicant pool. For some reason, your application did not leap out of the pile and dance in front of their eyes.

There is still hope.

Now this is where you do have a choice: how do you react to this setback? Do you swallow the raw lemon and gag, or do you make lemonade? At My Learning Springboard, we suggest you learn how to make lemonade, and quick!

There is still some work to be done if you want to see whether you can change that “maybe” to a resounding “YES!!” You thought you were done with this hellacious process? Think again. Now is the time to RALLY!!!

The reality is that for some reason, your application did not stand out, as perhaps it could have, on the first round. So what do you do now? BE PROACTIVE!

Step 1: Contact the Admissions Office

Contact your dream school’s Office of Admissions and ask to speak directly with an admissions counselor, if not the Dean of Admissions. You have nothing to lose provided you plan properly and communicate appropriately.

Before calling, sit down and jot down 3 bullet points – what are the 3 “messages” you want to convey to this admissions person? What is the final take-away point that you would like to leave him/her remembering?

Politely ask why your application was deferred. Engage in a short conversation about it. DO NOT BE DEFENSIVE. Many schools are now expecting these phone calls. But before you call the school, you MUST study their website with a fine tooth comb to be certain whether or not the college has specifically asked students NOT to call. You certainly do not want to jeopardize your deferral by overstepping important boundaries at this point.

Basically, you have 3-5 minutes to begin to turn the situation around. Ask for suggestions. What can you do at this point? What supplemental material could you submit? Reconfirm your specific interest in the school.

In doing so, you are making the school representative, and hence your dream school, aware of your COMMITMENT and your worthiness of an acceptance. You want to convey your sincere desire to attend this particular college.

If in doubt about what to say, contact the My Learning Springboard office ASAP to discuss an appropriate strategy. We are available over the winter break.

Step 2: Write a Letter

Write a letter. How simple! How sweet!

Your goal in writing this short letter? Basically you want to convey your continued interest in this college. Why would it be the perfect match for you? What one quality do you possess that would make this a win-win for all?

Remember, saccharine is NOT the correct tone to take here. This is THE moment to be genuine and honest. Do you want to sound whiny, angry, or petty in this letter? Absolutely NOT. Your goal is to be upbeat and positive!!!

In your letter, you might choose to mention a recent personal or academic development that makes you stand out, like the fact that you just received a good samaritan award for helping the elderly, or that you are volunteering over the holidays in a soup kitchen, or that you have been invited to be co-chair of a new club at school. If nothing like this has happened in the recent past because you have been chained to your desk writing essays, don’t bother making anything up. Your letter must be authentic if you have any hope of swaying the Admission Committee’s minds.

Step 3: Improve Your Test Scores

If you think you could improve your test scores because you believe the scores did not represent you properly, and you think you have a real chance to improve them, SIGN UP TODAY and contact the My Learning Springboard office ASAP to schedule meeting times with a test preparation tutor. We have a number of teachers with availability over the winter break, either in person or remotely.

Step 4: Share Updated Report Cards

Mid-year Grade Reports: Once again, check college websites to see if they ask for mid-year grades. If so, make sure you contact your high school registrar ASAP to request that they are sent to the Admissions Office. Be sure you meet the school deadline for this submission.

Step 5: Organize An Additional Recommendation Letter

Consider submitting one final shining teacher or personal recommendation that addresses your finest qualities and why you would be such a perfect fit for the school. Again, check first to see whether the school will even accept additional recommendations. Many schools do, some don’t.

Step 6: Let Go

This is the moment of truth: you may never receive that much hoped for letter of acceptance from your “dream” school, because frankly, adult to adult here, there is no one perfect school for anyone. Just like you understood deep in your heart that the letter of deferral was in fact not really a “rejection” of you, now you are also beginning to understand there are moments in life when we just have to let go. Letting go is a tremendously difficult, but life saving skill to learn. The only thing we can be certain about in life is that everything changes.

Step 7: Complete All Other Applications

Whether or not you decide to do any of the above, the one thing you MUST do at this moment is make sure all of your other applications are completed and you hit send, even if in your heart you are still holding out hope for an acceptance from your the school you originally thought was your dream school.

Time to be practical. You’ve simply got to RALLY again!

Write the best applications you can. Take another look at the school websites. You might even surprise yourself, there may be an even better match out there waiting for your application — a place where your real value will be seen, appreciated, and welcomed with open arms!!

A final note ~ When you are sitting on the sofa over the holidays with that enormous box of chocolate on your lap, just remember:
You have done your best and we are proud of you!!!

This has been an incredible journey and process of growth for you. You have climbed a mountain and reached the top, whether or not you know where you’re headed next. And therein lies the adventure. Don’t let a deferral get you down!

Written by: Editorial Team, My Learning Springboard, Inc.

Why Studying Grammar Matters

November 13, 2020 alla Leave a Comment

In an age of auto-correct and casual texting, it’s common to think of grammar as a rigid set of rules that is unnecessary to study. Often, students have an intuitive grasp of language and what “sounds right” based on years of reading and writing. Educators face similar questions about studying grammar. In fact, debates over teaching grammar have been raging in the United States for the last fifty years. Those who advocate against teaching grammar argue that students will learn grammar in an organic way, through reading and writing. They state that grammar instruction is often prescriptive and focused on rules, thereby limiting student expression. Certainly, there are dreary and constricting ways of teaching and learning grammar, but can we ever separate our thoughts and ideas from the sentences we are using to express them?

When we understand the relationship between words in a sentence, we gain a clearer sense of what it is that we mean to say. Rather than seeing grammar as a “mechanical” layer of writing, we can use grammar to more fully understand the linguistic choices we’re making and their effect on our readers.

Here we’ll take a look at some of the ways studying grammar can help our writing and language acquisition.

Fluency

When we understand the necessary parts of a sentence, we can feel confident about clarifying convoluted phrasing. Let’s look at an example:

June was at the grocery store when she ran into a girl who used to go to her school named Essie, and she bought three avocados and a seltzer.

This sentence is technically correct but reads quite sloppily. We aren’t sure who bought the avocados and seltzer, June or Essie.

One way to clarify the sentence is using a prepositional phrase to situate us in place, adding an appositive to separate the additional details about Essie, and adding in the adverb “then” to clarify the order of actions.

Syntax

Often, complex syntax can reflect a nuanced and sophisticated way of connecting ideas. By studying grammar, we can start to make our sentences more intricate, and more aligned with our critical thinking.

For example, let’s say we are thinking about the benefits and drawbacks of remote learning.

On a first draft, we might write: Remote learning is beneficial for students who can focus better in their own homes. It is harmful to those who don’t have access to technology or who focus better in a group setting.

Then, we decide that we want to directly show the relationship between the benefits and drawbacks and can use transitional words to combine the sentences.

While remote learning is beneficial for students who can focus better in their own homes, it is harmful for those who don’t have access to technology or who focus better in a group setting.

Remote learning is beneficial for students who can focus better in their own homes; however, it is harmful for those who don’t have access to technology or who focus better in a group setting.

Varying syntax also helps the reader stay engaged with your writing. When our language is monotonous, the reader may have a hard time moving through a piece of writing. Even when reading silently, our “inner ear” enjoys musicality, or at least a change of pace between sentences. Studying grammar can open up more choices for us to create dynamic sentences.

Here is another example:

I walked my dog and I got some flowers. I read a book and I called a friend. I took a shower and listened to music before bed.

All of the sentences above use the simple past verb tense. The syntax does not vary and as a result, the sentences sound more like a list of activities than a narrative.

In the revised sentences, both simple past and past continuous verb tenses are used, which makes the day flow in a livelier manner. By adding in prepositional phrases are added, we are not only mixing up the syntax, but also conveying important details. Adverbs help to locate the activity in time.

Learning another language

Another reason to study English grammar is to improve our ability to learn another language. Students often find that having a familiarity with parts of speech, tenses, and other grammatical components can help them transition into learning other languages. Likewise, students often find that studying another language improves their understanding of English grammar. Even when the grammar structure varies dramatically between two languages, understanding these differences can help students avoid common errors. There are many similarities in grammar structure between English and Mandarin. However, English-speaking students studying Mandarin often face difficulty with adverbs and denoting amount. In order to learn Mandarin grammar, it’s helpful to understand where adverbs are placed in English and how “measure words” are used. Once we start studying grammar across multiple languages, we begin to see how the language choices we make are not arbitrary. Rather, grammar is the architecture of language, setting up the foundations – and possibilities – for how we can express meaning.

Where to Begin

The good news about studying grammar is that we can find it all around us. When reading an interesting article, we can try to identify verb tenses or ways that the syntax is varying. When reading a poem, we can consider the grammatical choices an author made, and how they affect the text. Even when casually texting, we can think about the linguistic choices we are making.

For additional resources, Purdue Owl has excellent online resources on grammar and writing. The classic book Elements of Style by E.B. White and William Strunk, Jr. is a helpful guide to writing clearly and concisely. Additionally, The Blue Book of Grammar and Punctuation by Jane Straus offers clear instruction on grammar and punctuation usage, as well as detailed examples and quizzes.

By Joss Lake, MFA | Private Tutor and Writing Coach

7 Survival Skills for 21st Century Students

October 18, 2020 Brad Hoffman Leave a Comment

Tony Wagner’s book, The Global Achievement Gap, explains the competencies high school and college graduates need in order to be successful young professionals and global citizens in today’s society. Wagner explains how much of the way we go about traditional schooling is truly obsolete, and he challenges educators to redefine what we mean by a rigorous curriculum and schooling experience. To help students become the “knowledge workers” we need for the 21st century, and to remain competitive as a nation, Wagner outlines these 7 survival skills below, which have been informed by interviews with business leaders and educators across the nation at every level.

So frequently, parents and teachers get caught up in short term education problem solving. Parents and teachers, naturally, become narrowly focused on an upcoming standardized test or the content demands of a particular course or grade level. In fact, we see this happen at every type of school–public, charter, and private. However, if we all take a step back, and spend some time in the helicopter rather than the blender, we can see what really matters. This reflection rarely happens for a teacher working in isolation. In order to effectively assess one’s teaching practice and raise the bar on teaching and learning, educators must work collaboratively and constructively, a model that happens much less frequently than you might imagine, even at the most elite schools.

Since learning is a lifelong journey, our goal as educators must be to help our students meet the demands of today’s world – with consideration for these 7 survival skills – while also helping students to remain engaged, motivated, and curious. Learning should be meaningful and applicable. Two of the most important skills we can help our children master is the ability to research and communicate effectively, both verbally and in writing. At all grade levels, we need to stretch our children’s ability to think critically, synthesize information, and present their findings. When we tutor students at My Learning Springboard, we consider the investment in lifelong skills and use each assignment as an opportunity to develop these competencies. We never lose sight of our role as mentors.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

7 Survival Skills For 21st Century Students

From Tony Wagner’s website:

CRITICAL THINKING AND PROBLEM SOLVING

“The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies

COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE

“The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco

AGILITY AND ADAPTABILITY

“I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards

INITIATIVE AND ENTREPRENEURSHIP

“For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America

EFFECTIVE ORAL AND WRITTEN COMMUNICATION

“The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems

ACCESSING AND ANALYZING INFORMATION

“There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell

CURIOSITY AND IMAGINATION

“Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like—he’s adding something personal—a creative element.”
—Michael Jung, Senior Consultant at McKinsey and Company

Key Messages That Support The Learning Process

October 13, 2020 Brad Hoffman Leave a Comment

No matter their students’ location or grade level, there are a number of key messages that educators need to communicate to students in order to help them to be effective learners and to see their teacher(s) as an integral part of supporting them in the learning process. Key messages are the core concepts that a speaker wants their audience (in this case, students) to hear and remember and, most importantly, believe. Effective key messages both resonate in the moment and stay with the listeners long after they first hear the messages.

Maslow’s hierarchy reminds us as educators that students’ needs for safety, belonging, and self-confidence must be addressed in order for them to learn academic material effectively. With these considerations in mind, our key messages for students are based not in scholastic content but in social-emotional principles. These messages help students see that achievements that may feel unreachable to them now will be reachable soon. These messages encourage social-emotional learning transfer by helping students identify and activate positive attributes they already possess, as well as by helping them cultivate new ones. These messages encourage students to take intellectual risks — an essential aspect of being a fully actualized learner — by reassuring them that they have a safety net and that the teacher believes in the student and their ability. These messages help learners build stamina and give them the confidence to persist when learning is challenging — both when the educator is there beside them and when the student is working independently. These messages help students conceptualize their work with their teacher as something that helps them both in the immediate moment and in the long term.

The key messages below should be shared directly with your students as well as embedded implicitly in your communications with them during each interaction. Repeated use makes a critical difference.

My Learning Springboard believes in these key messages for our students:

Our work together is important.
You can do this.
I am here for you and won’t give up on you.
Learning new things can be hard, but remember you’ve done hard things before (remember when you…).
You may not be able to do this YET, but the key word is “yet.”
Effective effort + persistence = success.

Think back to a time when you struggled alone with something as a learner — perhaps when you floundered in isolation, felt misunderstood, or were hesitant to ask for assistance. Imagine how things could have been different if you had been able to work with a teacher who was consistently encouraging and who made it safe to ask for help. How could hearing these key messages have benefited you as you tried to master that concept or skill set? We believe that these messages could have let you know that you were not alone, that someone cared about you and believed in you, that some struggle is an integral part of learning, and that your efforts would be fruitful in the end. With that growth mindset and belief system, you would be more willing to take risks, which, as we note above, is really what learning is all about.

Encouraging messages are always important in education, but we find them to be even more vital in the current moment, when students, parents, and educators are navigating the new landscape of remote learning along with a set of larger uncertainties. For many students right now, learning feels less fun, harder, more abstract, perhaps less relevant to their daily lives. A teacher who works to connect with a student, who expresses confidence in them, and who is unwaveringly there for them helps the student understand that this too shall pass and that in the meanwhile, we are all working to move forward together.

By Laurie Gross, M.A.T. and Learning Specialist, and Brad Hoffman, M.S.Ed. and Learning Specialist

Classroom Management Strategies for Distance Learning Success

September 20, 2020 Brad Hoffman Leave a Comment

While a lot of the plans for this school year are changing from day to day, one certainty is that many students will be distance learning or experiencing a hybrid model of education. Naturally, families are concerned about how to support their learners. While parents often feel grounded in subject areas like math, reading, or history, or at least have good enough research skills to find helpful instructional videos online, many families feel out of their league when it comes to helping children strengthen their executive function skills, particularly in subjects that posed a challenge during in-person school terms. Quite simply, executive function skills are the skills we use to plan, organize, start, stay focused on, and complete a task. They are essential in every educational subject. The good news is that executive function skills are the same skills that adults employ to be successful in their lives and careers — which means that most parents have the aptitude to support their children as they develop these skills. And in fact, every student benefits from support with executive function skills during distance learning. One of the best ways of helping students strengthen executive function skills at home is by employing successful classroom management strategies.

Classroom management strategies are the procedures and guidelines that skillful teachers put in place in order to make instruction run smoothly; they are quite similar to executive function skills, but for a group of people instead of with one student in mind. Good classroom management systems take into account students’ needs in terms of learning space, resources, visual stimulation, bodily movement, time management, and self-monitoring. Because your child’s home learning space functions as a classroom space, classroom management considerations can help you and your child establish an optimal home learning setup.

The best way to identify which classroom management strategies your student needs help with is to have a conversation with them. Approach the initial discussion as a brainstorming session where all suggestions will be considered. Be open to listening to your student, and be willing to consider ideas they generate. If you are not sure whether an idea is feasible, agree to try it out for a trial period. It is essential for students to be deeply involved in this process, as it helps them build their executive function skills and increases their sense of agency and their investment in their learning.

Before School: Classroom Management Strategies

A good way to start the conversation is with the “Before.” These are the things that need to happen before the student starts school each morning. List the routines you can establish as a family to start the day successfully. What time must they be up to allow enough time for breakfast, getting dressed, getting ready? How can you build in some physical movement to help your child wake up and to give a sense of transition — is it possible to take a short, brisk walk together before class? If a walk is not possible, can you turn on some music and dance together before the school day begins? Then, make plans for what happens during learning breaks. If possible, try to eat lunch together; if not, let them know what the plan will be for lunch. Make sure your student knows how to get your attention if they need you during class. To the greatest extent possible, keep these routines and guidelines consistent from day to day.

During School: Classroom Management Strategies

Next, begin to talk about the “During.” Ask your child: What worked best for distance learning in the spring? What was really hard or could be improved upon? Are there things they wish would have happened differently?

As you plan for this year’s learning, one thing to discuss with your child is their spatial needs. If they often felt distracted with previous distance learning, take a good look at their workspace. Some older students might prefer working solo in their bedrooms, while some younger students might find it lonely. Also, some families have limited space, and having a quiet, private room with a door might not be possible. As a family, discuss what the options could be. Talk about the places where your student might learn best: At a desk? On the floor? In a comfortable chair? With younger children, setting up a yoga mat or beach towel allows them to move around during class within a defined boundary and camera range. Once you have established a learning setup, figure out how to optimize that setup for learning. If a student will be using their bedroom, discuss why it is important to make the bed each morning and to turn off and put away distractions like toys, TVs, and phones. Make sure the space is comfortable and sends a message that learning is happening there. Once you settle on a workspace, create guidelines for how other family members should use or avoid that room when the student is working.

Next, brainstorm the resources and supplies your student will need to have close by. If possible, consider a hard wired setup for your student’s computer in case the household WiFi lags, and get your student a headset with a microphone. Additionally, although your student is attending classes online, do not overlook the importance of physical supplies. Educational research demonstrates that most students learn better when they take notes by hand rather than when they type them. Maintaining a binder or notebook for each class, as they would during “regular” school times, helps many students stay grounded in the physical world and makes distance learning feel more “real.” Have your student help you choose supplies — pencils, pens, highlighters, crayons or colored pencils, maybe some stickers, the fun things they would buy in a normal year. We also recommend a small whiteboard with dry-erase markers, print copies of their books, and a water bottle to stay hydrated. A fancy custom storage system is not needed; a shoebox can hold the supplies, and your student can decorate it themselves if they’d like.

Visual needs are an especially important consideration with distance learning. While physical classrooms are often full of colorful, helpful and inspirational posters, learning online means that your student’s eyes are already absorbing a lot of stimulation. Eye strain is not just a problem for adults when staring at a screen for a long period of time — and anything over 20 minutes is a long time! Encourage your child to purposefully blink their eyes while online. Make sure their physical workspace is well lit. Together, decide whether posting a picture on a far wall or having a window view would give them something to look at to take a moment from focusing on their screen. If a student will be sitting at a table or desk, consider setting up a white trifold board in front of their workspace to help them stay focused. Some students benefit from posters on their board, such as printouts of their daily schedule and of the alphabet or the periodic table of elements. Some students thrive on personalizing the board, as they would a locker door. Others benefit simply from having a clean sea of white as a respite from the lights and noise online.

Physical needs during lessons are another topic to discuss with your student. If it is hard for them to sit still during synchronistic teaching, consider what you do to stay focused when you are at work. Can you teach them how to stretch in their chair? Can they drum their fingers on a pillow? Can they keep a fidget toy nearby that is soothing, but not distracting? Could you place a piece of stick-on velcro on the bottom of their desk or chair to run their fingers back and forth on? Can they rub their feet on a small textured mat? Would sitting on an exercise ball be better than sitting in a chair? Would a standing desk option by helpful?

Physical needs during breaks go hand in hand with physical needs during lessons. Make a list of physical activities and the places in your home where the activities can happen during scheduled breaks. Practice a few yoga poses until the student can do them independently; a few minutes in child’s pose helps most students quickly recenter. If one of your student’s scheduled breaks aligns with a time when you also can take a break, do a mini workout together. For some students, a few minutes alone listening to music may help them unwind. These activities are helpful not just during instructional breaks but during students’ independent work time, as they help the student break big blocks of time into manageable segments. Because students already are spending so much time online, encourage them to avoid break time activities that require a screen.

Just as physical note taking can help students stay focused and rooted in the moment, so can self-monitoring their learning. If they are listening to prerecorded lessons, encourage them to develop a habit of stopping the video occasionally, thinking about what they just heard, and stating it out loud and/or summarizing it in their notes. Younger children can teach what they are learning to a favorite stuffed toy sitting nearby. If a student struggles to recall important information or summarize the lesson effectively, they might need more support learning that particular concept.

After School: Classroom Management Strategies

After discussing the “Before” and the “During,” it is time to discuss the “After.” No matter where the workspace is, decide how your child will “close shop” at the end of the day. Where will materials be stored? Where will their device be charged? What transitional routines will help them to change the space from a learning space back to a home space?

Once you have used classroom management strategies to establish a workspace and some routines and guidelines, set a schedule for checking in with your student. Some students need a daily debriefing, while for others, every few days will work. Ask them open-ended questions and give them time to form their thoughts. Some questions might be:

What is working well in your workspace?
What changes do you think you need to make?
Are you able to manage the LMS (Learning Management System, i.e. Google Classroom, Canvas) the teacher is using?
Is there anything you want to ask your teacher or share with your teacher? Do you know how to reach the teacher? Have you reached out to the teacher? Have they responded?
Are you able to pay attention during instruction? What might make it easier to pay attention?
Do you need any new supplies?
What did you learn in reading? In math? In science?

Continue to observe what classroom management strategies are working for your student and which ones are not. Be sure to give them specific feedback when you see them using a strategy that is successful. Reach out to their teacher, or help them reach out to the teacher themselves, if you see them struggling. Be as specific as possible when describing your concern. Be open to the teacher’s suggestions and bring them to your next family brainstorming session. Post the day/time for that session on a family calendar where the student can find it easily. The important message your child needs to hear is that they can grow their executive function skills by trying new strategies and by reflecting on what works for them as a learner. With these improved skills, they will find more success in school not just this year but in the challenges that await them farther into the future.

Written by Maggie Sisti, M.Ed. and National Board Certified Teacher, who is a classroom teacher in a large, high performing school district in the Maryland suburbs of Washington, DC. She has been supporting her own four kids and 30+ years of students with developing and enhancing executive function skills inside and outside of the classroom.