10 Lies We Have Told Ourselves that Held Us Back From Success

Are you holding yourself back from success? Many people struggle to reach their full potential because they are scared of failing. People often tell little lies to themselves, but these lies could be destructively affecting your life. It is important to get rid of negative thoughts so you can reach your full potential.
Here are 10 common lies we tell ourselves which hold us back from success.

 

1. “This has been a really hard day. Why am I even doing this?”

Successful people always remember to look at the bigger picture. Knowing you are working towards something great gives you emotional strength, and will also encourage you to work harder.

2. “I’ve done everything I can.”

If you believe there is the possibility you could have done a little more work for amazing results, then push yourself to do that work. You may have done the task, but make your work memorable by making it excellent.

3. “This situation makes me feel miserable, but I don’t have a say in the matter.”

Whether the situation is a relationship or a job, there is a reason it is making you feel miserable. While it can be difficult to push forward and move on, remember that you won’t get different results and achieve success without making a change.

4. “I don’t know how to start.”

If someone extremely successful didn’t know how to start, they would attempt to teach themselves. Try not to let a lack of self-confidence stop you from achieving your goals.

5. “I don’t have any money.”

If you have money in your bank account, you do have money – you just may not be investing it wisely. Your money is only your responsibility, so before you buy something, try asking yourself this; “Will I regret spending this money in this way in a year?” Always make sure that you use your resources to push yourself forward and not to drag you back.

6. “I’ve been offered a great opportunity, but I would have to put in too much effort.”

If you wish to achieve success in both your personal and professional life, never choose short-term comfort over a long-term reward. If you wish to be successful, it is important to be willing to work hard, so you can reap the rewards.

7. “I’m too tired right now.”

Try not to give yourself excuses when it comes to anything important. If you are physically too tired to do a task, you can do it when you wake up. There isn’t anything wrong with putting in a few extra hours of work – in the long run, it will probably benefit you more than your boss.

8. “I seriously doubt I can do this on my own.”

For most great achievements, someone had to do it by themselves first. Give yourself the chance to fail – or be extremely successful. Try not to worry and throw yourself into the task; you could impress yourself. After all, you are the only person you can really count on. Don’t let yourself down!

9. “Trying to make sure everyone is happy with me is very important.”

Many people naturally try to please everyone, but it can be time-consuming and stressful. To achieve success it is important to work hard, but don’t let yourself be taken advantage of. Instead live your life trying to please the right people, rather than all of the people.

10. “I’m good, but there are others who are better.”

Thinking this is self-sabotage, and it will hold you back from success. This thought shows a lack of confidence and doesn’t focus on what matters; it isn’t about being as good as others, it is about achieving your personal best. Instead of idolizing others, work on making yourself amazing instead.

Do you know any other thoughts that could hold you back from success?

To read more, visit;
http://www.lifehack.org/articles/productivity/10-lies-have-told-ourselves-that-held-back-from-success.html

Failing vs Being a Failure - The road to success

When you look at all the successful people, what stands out?  The fact that during their professional journey they all failed at one point or another.  Some of them focussed on one industry and tried until they got it right.  Others were more interested in owning their own business and when they found the right product or industry and the best way to find customers, they too were big successes.  The lesson learned here is never give up.  You don’t know if your success is just around the corner.

No one is successful without failure. The inventor Thomas Edison said, “I have not failed. I’ve just found 10,000 ways that won’t work.” If you learn from your mistakes then you did not fail. You learned.

Chibok Principal for Commissioner of Education

 

Kashim Shettima

Borno state Governor, Kashim Shettima has denied appointing Mrs Asabe Kwambura, Principal of Government Secondary School, Chibok, state commissioner for education.

Isa Gusau, Special Adviser on Communications and Strategy to Governor Shettima said,

 

 ''In the last one week, we have noticed a very strange information being circulated by some online media platforms claiming that Governor Kashim Shettima of Borno State had nominated Mrs Asabe Kwambura, Principal of Government Secondary School, Chibok for the post of commissioner for education''.

''We completely ignored the story for what it was, a mischievous joke and cheap blackmail that didn’t deserve any response as it was mainly ‘trending’ on the social media.

''However, we noticed and most unfortunately, that in recent days, some otherwise respected F.M stations reported such a joke without even making the slightest attempt to cross check with officials in Borno State Government or at least, find out from journalists or media houses that have correspondents resident in Borno State who are in position to have accurate information about the activities of Governor Kashim Shettima and general happenings in the State.

Read more: http://news2.onlinenigeria.com/education/421463-kashim-shettima-denies-appointing-chibok-principal-commissioner-of-education.html#ixzz3eZn6d2TS

NAN Partners UNESCO To Educate 60, 000 women in Nigeria through e-learning

 

NAN Partners UNESCO To Educate 60, 000 women in Nigeria through e-learning

The News Agency of Nigeria (NAN) is partnering with the United Nations Educational, Scientific and Cultural Organization (UNESCO) to educate 60, 000 Nigerian women through e-learning.
 
Rokhaya Diawara, UNESCO Programme Specialist on Education, said this when a delegation from the organisation paid a courtesy visit to the Managing Director of NAN, Mr Ima Niboro.
 
Diawara said the organisation was set to reach these women using television to broadcast because of its impact on the society.
 
She said that NAN was most appropriate to work with because of its wide reach.
 
Subject areas to be covered are: Basic Science, Mathematics and Computer.
 
According to her, the organisation has employed the services of experts from Dakar, Senegal, to help in the implementation of the programme.
 
She also said that the programme had been implemented in Senegal where it recorded huge success.
 
Niboro, in his response, commended UNESCO for its giant strides in ensuring education for women in Nigeria and Africa as a whole.
 
Represented by the Executive Director of Marketing, NAN, Mr Isaac Ighure, Niboro said an uneducated person was a liability to the whole world.
 
“It is always good to educate women because of their influence in the society.
 
“It is sad to neglect the education of the girl child, so, we should do whatever is to be done now to bring them at par with the boys.
 
“I know that with the support of the politicians this mission is achievable,’’ he said.
 
The managing director said the three subjects were good because Nigeria was in a hurry to develop technologically and that the partnership would help Nigeria reach a stage of self reliance.
 
He commended UNESCO for choosing to partner with NAN, saying it had a wider outreach, especially with the introduction of the NAN Television that kicked off recently.
 
He appealed to the organisation to look for a means of reaching the male child in the future.

By NAN

       

Chibok School Principal Nominated To Be Next Commissioner For Education

Governor Kashim Shettima  of Borno state has nominated the principal of the Government Girls Secondary School, Chibok for the position of Borno state's commissioner for education.

 

Hadjiya Asabe Kwambura was the Government Girls Secondary School principal when Boko Haram militants kidnapped more than 200 female pupils from the school in April last year.

Really!

Challenges Facing Lagos Educational System - Lagos NUT Boss

       

As Governor Akinwunmi Ambode settles down for work as governor of Lagos state, the state chairman of the Nigerian Union of Teachers, Comrade Segun Raheem, has listed the many challenges facing education in the state and in Nigeria.

State chairman of the Nigerian Union of Teachers, Comrade Segun Raheem

Speaking with a Naij.com correspondent, Lucky Vincent, the chairman lamented the proliferation of private schools in the country and suggested solutions to the current standard of education in the country.
Q: How would you rate the standard of education in Lagos State, especially with the immediate past government of Babatunde Fashola?
In the last eight years, the system of education has improved from where it was before the advent of the administration of Governor Babatunde Raji Fashola. At least, there was tremendous improvement from what it used to be in the past before the end of the administration. New structures were put in place.
Aside from that, policies were initiated in the area of quality control and assurance and improvement of welfare packages for teachers in the area of car loans, housing and things like that, and consistency of maintaining free education and capacity building for teachers generally has improved tremendously.
The introduction of EKO Project and injecting a lot of fund to the schools’ directors and managers to be able to manage what they actually need is commendable. Meeting their needs at the point of call has tremendously geared up the standard of education in Lagos State.

 

READ MORE: http://www.naij.com/472971-challenges-facing-lagos-educational-system-lagos-nut-boss.html

How is the CLASS organized?

The year is running out, wise practitioners will think of revitalising and improving on their skills.
I am sure you have one or two things to gain from this article.

How is the CLASS organized?

The CLASS describes ten dimensions of teaching that are linked to student achievement and social development. Each of the ten dimensions falls into one of three broad categories: emotional support, classroom organization, and instructional support.
Emotional support refers to the ways teachers help children develop warm, supportive relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence. This includes:

• Positive climate — the enjoyment and emotional connection that teachers have with students, as well as the nature of peer interactions;
• Negative climate — the level of expressed negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom;
• Teacher sensitivity — teachers’ responsiveness to students’ academic and emotional needs; and
• Regard for student perspectives — the degree to which teachers’ interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view.

Classroom organization refers to the ways teachers help children develop skills to regulate their own behavior, get the most learning out of each school day, and maintain interest in learning activities. This includes:

• Behavior management — how well teachers monitor, prevent, and redirect misbehavior;
• Productivity — how well the classroom runs with respect to routines, how well students understand the routine, and the degree to which teachers provide activities and directions so that maximum time can be spent in learning activities; and
• Instructional learning formats — how teachers engage students in activities and facilitate activities so that learning opportunities are maximized.

Instructional support refers to the ways in which teachers effectively support students' cognitive development and language growth. This includes:

• Concept development — how teachers use instructional discussions and activities to promote students’ higher-order thinking skills and cognition in contrast to a focus on rote instruction;
• Quality of feedback — how teachers expand participation and learning through feedback to students; and
• Language modeling — the extent to which teachers stimulate, facilitate, and encourage students’ language use.

Additional information about the CLASS is available at www.teachstone.org.

Choosing a Preschool

 

Choosing a preschool for your child can be a tough decision! Friends and neighbors can be a good source of information, but it's important to do your own research too. Every child is different, and what works for one may not work for another. This is particularly true if you have a preschooler with special learning or behavior needs. The following three considerations can help you get a head start on finding the right setting for your preschooler.

Who teaches the children?

Quality preschools hire teachers with credentials. Well trained preschool teacher have taken classes in early childhood education which includes an understanding of how to nurture important foundational reading readiness skills. Besides formal training, a good preschool teacher displays a passion for working with young children. He or she forms close relationships with the students and families, shares their love and interest about books and learning, and manages the students and classroom in a caring way.

How do the children spend their time?

A good preschool classroom is a busy place! Students interact with lots of different kinds of materials, including building blocks and other construction materials, props for dramatic play, picture books, paints and other art materials, matching games, puzzles, and more. The daily routine and schedule should include whole-group time as well as other time during which kids can choose what they'd like to work on, and are able to work alone or in small groups.

How does the classroom look?

A preschool classroom should engage the students, spark their imaginations and make students curious about learning. The walls should display student art work and writing that is creative and interesting. Tabletops should include things that enrich what is being taught at that time. For example, if you visit the classroom during the spring, you might see a bird's nest, flowers, butterfly nets, and more. These real life objects in the classroom help teachers teach vocabulary and concepts more easily.
Some of the answers to these questions can be found by calling the school, but to really get a sense of it, you should schedule a visit and spend some time observing the teacher and the classroom. Preschool is an investment in your child's future, so take the time to find just the right one.

By: Reading Rockets

Teachers, I bet you'll find this handy.

            

Great Teachers Don't Teach

 

Photo credit: newmediaconsortium via flickr (CC by 2.0)

 

 

In The Classroom
Long past are the times when we teach content just in case a student might need it. A great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning.
A great teacher will keep the students wanting to come to school just to see what interesting things they will explore and discover each day. We call this inquiry.
The philosophy that supports such a great teacher is simple. Students learn best when they are in control of their learning. Students must do the heavy lifting of learning and nothing the teacher can say or do will change that. Real learning requires doing, not listening, or observing only. Yet what do we find in every public school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture.
The word "teacher" implies the flow of knowledge and skills from one person to another. Whether it be a lecture, or a power point, it involves talking at the students. While that is commonly viewed as the quickest and easiest way to impart knowledge and skills, we all realize that it is not the most effective. Socrates had it right when he only answered a question with more questions and look what he produced -- some of the greatest minds that ever lived. We call this the Socratic method.
Yes, there are times when direct instruction is necessary, but only to be able to do something with that knowledge or skill, but a great teacher devises learning experiences that force all the students to be engaged much like being in the deep end of the swimming pool. Then the lesson on arm and leg strokes becomes relevant. To learn, the students must do something. We call this performance-based learning.

Taking Action

Returning to my original premise: great teachers do not teach. They stack the deck so that students have a reason to learn and in the process can't help but learn mainly by teaching themselves. This knowledge then becomes permanent and cherished rather than illusory and irrelevant.
In my book, Teaching Students To Dig Deeper: The Common Core in Action, I provide detailed ways to get students into the driver's seat and to get the teacher out of it. I also provide the teacher a reason to change the way they teach so they can in essence become let's say, "learning engineers" instead of "teachers."
How can you keep from teaching and promote true learning? Please share in the comment section below.

By Ben Johnson