Archive for the ‘Challenges’ Category

Hey, Everybody!

As you know, last Tuesday, November 4, 2008, I began the 72 hour LifeCaps challenge to see if I could survive in an emergency situation should the need arise.

Well, I`m very happy and healthy to announce that the LifeCaps challenge was a success! As a matter of fact, upon the completion of my 72 hours (Friday), I decided to take it on for one more day — making it a total of 96 of living on LifeCaps and water.

Please allow me to share my experience…When I began the “72 hour LifeCaps Challenge” it was to test my friend and LifeCaps Founder, Daryl Stevenett. Not that I ever doubted him, but I`ve NEVER gone without eating for 72 hours, and quite honesty, think about all the unfortunate victims due to natural disasters — people who couldn`t survive due to lack of food. Well, when Daryl told me he wanted to prove a point, himself, survived on LifeCaps for 17 days (http://www.lifecaps.net/lifecaps-abc4.html), I thought I should try for at least three-days (72 hours).

Day 1 (Nov 4 — Election Day): 11:00 A.M. began with one LifeCaps and a cup of water. By 1:30 P.M. I was hungry and took one LifeCaps and a cup of water. At 3:45 P.M. I was once again hungry, so this time I took two LifeCaps. That was cool, and held me until 8:00 P.M. I took one more and went back to work on the computer. I did take an additional LifeCaps at 11:45 P.M. which held me well until I went to sleep at 3:30 A.M. A total of six LifeCaps taken in my 24 hour day.

The only issue I came across was my late night food craving which was easily curbed at 11:45 P.M. with a LifeCaps. Also, knowing in my mind I had the luxury of being at home with plenty of LifeCaps may have psychologically altered my fear of “having” to survive. Regardless, I did do it! And I continued this regime for the remaining three days.

I proved that a person in semi-decently health can survive 3 days, and a forth day as a bonus — a total of 96 hours living on LifeCaps with what I believe to be in full physical and mental awareness.

LifeCaps was created as a survival pill for emergency situations. However, I did lose six lbs in those four days. But as I write this article, which is now three days since I completed the challenge, I have added 1.5 lbs. I currently weigh 203.5 and my blood pressure is 120/74.

You never know where you`ll be or in what situation. Wouldn`t it give you piece of mind knowing you and your family each have a bottle of LifeCaps, perhaps in your car or your child`s school pack-back — just-in-case? I know I do. And so will my entire family when I send them each a bottle along with instructions to read through the web site and watch the videos on the site, too (www.LifeCaps.net).

Please keep in mind that in a situation away from home, LifeCaps will keep you alive for X amount of days. It did me for four days. If your situation shuts down the power, restaurants will not be able to sell food due to the fact that it may have gone bad. The food in your refrigerator may very well spoil. My point is, is that it`s better to be prepared for a situation that never happens than to not be prepared for one that does.

Remember, I`m just a motivational speaker who thought the LifeCaps Challenge would be fun to try in support of my friend, LifeCaps Founder, Daryl Stevenett.

On the front page of the LifeCaps web site is the nutritional information. Please check it out.

Good luck. Be well. Make smart choices. And I hope you`re never in a situation where you NEED LifeCaps.

 

Hello, Everyone!

I would like to thank those of you who wrote in your awesome questions. However, this week I’m taking a strange turn and publishing only one (I will get to the others next week.) The reason being is because I’m such an advocate for better education, and I received one question that took me quite some time to research and double check my facts, and with all the information I found, I decided to turn it into an article. Please see below.

Thank you,

-gbb

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Dear Mr. Burke,

I’m a computer programmer, and an actively involved parent of three high school children. I’ve noticed over the years that my children do not receive very much education in the area of technology. I have asked the school on several occasions why there isn’t more education on or with technology, and basically have been told that it’s not up to the school as to what’s in the curriculum. What can you tell me about technology in the classroom?

Thank you for your help.

Ms. Techno Parent

Dear Ms. Techno:

What a great question! And since I feel education is lacking in many areas in the K-12 schools, I have done some serious looking into your question, and have actually researched and written an entire article based on it.

However, I recommend you rally parents who feel as you feel, educate others and take it up with your district’s superintendent, the school board and the local media. There’s strength in numbers!

–gbb

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Technology in the Classroom

By Glenn Brandon Burke, M.Ed.

 www.GlennBrandonBurke.com

Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist.

Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and timely technical support may be unavailable.

Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or offer practical strategies for implementing technology into lesson plans.

Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development.

Nevertheless, the push to provide technology in schools has been successful in recent years.

“Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms.” (Williams, 2005).

Yet, teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all.

Although technology is more prevalent in the schools, several factors affect whether and how it is used. These factors include:

- Placement of computers for equitable access

- Technical support

- Effective goals for technology use

- New roles for teachers

- Time for ongoing professional development

- Appropriate coaching of teachers at different skill levels

- Teacher incentives for use

- Availability of educational software

- Sustained funding for technology.

Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers.

The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum.

Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental roll-out. In incremental roll-out, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year.

Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding.

Another practical strategy is to have computers available through mobile computer labs.

In this strategy, the computers are placed on small carts or desks with wheels so they can be moved to the area of need. Even though some educators believe that computers should be equally distributed throughout the school so all teachers have equal access,
mobile computer
labs offer a workable approach. Teachers may find that they do not need access at the same time and would rather pool their resources to give each of them a critical mass of computers at varying times.

“For elementary teachers, a critical mass to support meaningful technology integration might be six to eight computers; for secondary teachers, a critical mass might be 10 to15 computers.” (www.ncrel.org)

The mobile computer lab allows teachers to have enough computers for projects when they need them, and the classroom space when they do not.

In some schools, however, each classroom may be allocated only one computer. Teachers in such situations learn how to survive in a one-computer classroom.

One strategy is to set up different workstations for students to use when working on a project. Access to a computer with an Internet connection or CD-ROM capabilities may be one workstation, and other resources can be available at other workstations. Students can rotate from one workstation to the next.

Another strategy is for students who are using the computer to gather material; they can print out the material and read it at a later time instead of trying to read it online.

Other options include allowing students to use the computer during free time or when they finish their class work.

A valuable tool for a one-computer classroom is a projector or large monitor that teachers can use to make the computer screen more visible to students; the teacher can use the computer or have students take turns using it, and the increased visibility enables the rest of the class to see their efforts.

Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students’ classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment.

In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students.

Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access and effective use of technology in teaching and learning.

Technology integration brings changes to teachers’ instructional roles in the classroom.

“The teacher’s roles in a technology-infused classroom often shift to that of a facilitator or coach rather than a lecturer.” (Craig, 2006) “Technology use also tends to foster collaboration among students.” (Craig, 2006)

As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, life-long learner and risk taker.

“Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer.” (Craig, 2006)

For those who know how to properly use, and/or are willing to open their minds and effectively learn technology to make it beneficial in the classroom can make a positive impact on the student.

On the other hand, technology in the classroom is NOT necessary to effectively teach. Though we may be producing more “teach-savvy” people, overall, I believe we are producing less intelligent people regarding the basics – reading, riting, ‘rithmatic. Therefore, we are producing less intelligent teachers, which is evident in everyday conversation.

America has this false belief that we are the World’s best at everything, and rests on its laurels in many areas, which opens the door for other countries to truly dominate.

America is far too liberal, which I believe is hurting us. Many children are not disciplined well enough to come into a classroom and be a “student” let alone function productively in society.

Teachers become babysitters and not educators. Parents are afraid of their children. For many children, there is not a consequence for a negative action. A child needs only to scream“ABUSE” and they have the control. But then again, we elect real estate agents and mommies who haven’t been in a classroom since they graduated from high school, to the school board.

I didn’t make the rules. I just play in the game.

Glenn Brandon Burke, M.Ed., Motivational Speaker, Columnist, Author, Master Educator

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Dear Mr. Burke-

Should I quit college and join the military?

Here’s my situation. I’m a college sophomore and really want to help our country by joining the military. I’ve already been planning to join when I graduate, but I don’t really want to wait. What should I do?

Thank you,

Patriotic College Student in Cali

Dear Patriotic,

First off, I 100% support our troops, and give you mad props for wanting to “help our country.” Secondly, I’m a veteran who didn’t go to college until I completed my contract with the military and, therefore, have firsthand experience with life in the military without a college degree. So, allow me to share my thoughts.

If you wait until you graduate and join as an officer, you will be…

1. Given more responsibility and, therefore, have more input in “helping our country.”

2.  Treated far better.

3.  Have nicer living quarters.

4.  Earn more money.

So, I STRONGLY recommend that you complete your college education before you join. 

Glenn Brandon Burke, M.Ed www.GlennBrandonBurke.com

 

Philosophies, or otherwise, vary from person to person, and I, too, have mine. Statistically speaking, I should not be an educator, let alone have lived past the age of 22. I was a high school dropout who made drastic life changes to put myself in a position to live the life I desire.

 
One of those life changes included, at the age of 28, to begin college and receive a bachelor’s degree. During the pursuit of my degree, I, like the other students, had many teachers. However, I was fortunate to have had a few very special teachers who passionately touched my life and whom I’ll never forget. It was those few teachers whose teaching styles I admired and respected, and, now that I have become an educator myself, realized it was their “philosophy.” Philosophies, actually parts thereof, I have incorporated into my own.

My philosophy of education is that learning should be fun! I teach because I love giving back what was once bestowed upon me. I do not teach for a living, but was an adjunct instructor at a community college. I taught communications/speech/business presentations (AKA: Public Speaking). When teaching, I incorporate the following styles/beliefs which encompass my philosophy: have fun, teach with passion, show you truly care and, motivate and inspire the students.

My classroom environment is controlled (by me), yet fun. I use humor, sarcasm, and seriousness. When students see the passion I have for teaching and realize I truly care about their education, they become motivated to learn. Students also become motivated and inspired by my personal history to succeed with their own education, life and careers.

Between 2000 and 2005, in a post-secondary setting, I conducted a study with 28 classes between two different teaching styles and studied what it takes to improve student retention, class work and tests scores. Style one: “Motivational,” based on my teaching philosophy. Style two: “GttM” (Going through the Motions), based on everything opposite of my philosophy, hence, going through the motions.

In my study, I took (subject 1) 14 classes and made learning fun, taught with passion, true caring (identifying troubled students and working with them one-on-one), motivation, inspiration, and with firm control of the class, thus gaining the students respect. With the other (subject 2) 14 classes, I simply taught by going through the motions. The results are as follows:

Subject one: Never exceeded an 8% drop-rate. 100% improved class work. And 100% pass rate on tests (mid term and final exam). Subject two: 20% – 32% drop-rate. 80% improved class work. And 80% pass rate on tests (mid term and final exam).

Based on the results of my study, I believe if a teacher has passion for what they teach, truly show they care, is motivational, inspirational, and has respect for their students, more students WILL rise to the occasion and succeed. Sadly, there are far too many teachers whom, for whatever reason (available for another paper or article), simply go through the motions when teaching and cannot reach the students, and probably do not care.

If you’re a teacher who touches the lives of your students in a positive manner, I applaud you! If you’re a teacher who just goes through the motions for a paycheck, you either need to be re-energized, or you need to find a new career!

Glenn Brandon Burke, M.Ed. Motivational Speaker, Author, Columnist, Educator, and Mentor. For educational programs offered by Glenn Brandon Burke, please see his online press kit at www.GlennBrandonBurke.com

The world moves faster and faster everyday, and with every half decade or so, it seems to evolve into an area that one couldn’t fathom days before. The radio was mind-blowing. Then came television, then the Internet. The Internet is still just a baby considering it really hit the mass market about 10-years-ago. Businesses had to quickly jump on board. Now, Internet communication is just as important as, if not more so, than the telephone when conducting business. Now we’re moving into multi-media, not just for entertainment, but for business as well. It seems that public educational system is the last to incorporate new technology.  Educational curriculum must advance with technology in order to produce the innovators of the future. I feel educational curriculum will be, or at least should be, dictated by technological advances. Sadly, the American public educational system as a whole I feel will stifle our children’s growth. And here’s the reason I believe it so…Accountability seems to be on the forefront North America wide. On the surface, it seems to make sense to make sure that students learn what society feels they need to know. In reality however, accountability severely limits learning, as teachers are more worried about meeting the curriculum requirements and not on having the student learn about the subject whole.

Different students also have different learning needs and interests and a rigid curriculum really restricts both the teacher and the student. Accountability has really cookie cutter-ed our whole educational system. Students need to learn to learn, not just gloss over certain facts about a subject. American I feel has been built, and is as great as it is because we are a people that think…not repeat the thoughts and ideas of others.

Accountability taken to extremes, which we are seeing in many states including Nevada, and more specifically, Clark County, school districts, may be doing more harm long term that we know. Teachers and students both need to be doing there job in the classroom but restricting curriculum and crunching numbers do not produce a class of outstanding and free thinkers. Until we can break away from national accountability, and perhaps move into the autonomous structure, I find it difficult to advance our curriculum trends for the better. However, I have researched curriculum trends and have found, and agree, that technology is the way trends for curriculum should be going. Unfortunately, the American public educational system is not fully on-board.

Providing technology in schools has been successful in recent years. “Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms” (Williams, 2005). Yet teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all. Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, and new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology.

Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers.

The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. According to Cimarron Memorial High School senior, Alana Gross, “It seems that some classrooms are decently equipped with current technology, such as my broadcasting class with the most recent Mac computers for multi-media usage. However, some classes where you’d think they’d have more than a white-board and overhead projector do not. (Personal interview.)

According to Phillip Bond, Under Secretary of Commerce for Technology, “I believe powerful technologies under development in U.S. labs right now are about to transform learning in ways we can’t even imagine. Rapid advancements in the years ahead could enable new  learning environments using such things as simulation, visualization tools, virtual worlds,  personal intelligent tutors, vast digital libraries and museums, learning and collaboration  unbounded by geography” (Bond, 2005).

The technologies that are coming could help students of all ages reach their potential by teaching individuals in the way they learn best and at their own pace. We could have knowledge and training when and where we need them. Students will be able to learn faster and better.  They’ll reach much higher levels of achievement, and I believe, in the long run, at a lower cost.

At the same time, exciting new jobs and new occupations would be created for education professionals. Development and deployment of these technologies for learning curriculum could have profound effects on U.S. competitiveness, job opportunities, and our standard of living.  With rapid technological change and growing competition around the world, a highly skilled, constantly learning workforce is more vital to our nation than ever before.

Moreover, technology should be further integrated into the classroom curriculum, and hopefully it will within the next 10-years. As an Oral Communication adjunct instructor in the post-secondary field, and as a motivational speaker, perhaps I will lend way with a technology company to manufacture a speaker’s virtual-reality-setting simulator, which will allow future speaker to see himself or herself and practice in a multitude of professional speaker setting. Just image yourself “practicing” a presentation at UNLV’S Thomas and Mack Center in front of 20,000 attendees.

Glenn Brandon Burke, M.A.Ed., Motivational Speaker, Author, Columnist

www.GlennBrandonBurke.com

References

Bond, P. (2005). Retrieved Nov. 01, 2006, from http://ncrel.org

Gross, A. (2006). (n.d.). Personal Interview, Student, Cimarron Memorial High School

Williams, G. (2005). Retrieved Nov., 2005, from http://ncrel.org

Someone told me of the GED, which I took — twice — in order to pass. Oh well, at least I passed.

When I was 19-Y-O, I was seeing this college chick who said “if you couldn’t even get a high school diploma, then you’re stupid!” It bothered me that she said I was stupid.

I said to myself that I’d show her! I went to an adult education school which was a branch of the Poway Unified School District in California and told them I wanted to receive my HS diploma.

Based on how well I did on my GED, they said I had enough units to graduate, but in order for them to issue me a diploma, I would have to take one class at their school. I did, and 16-weeks later I had a HS Diploma. Well the girl was long gone, but hey! I now had both a GED and HS Diploma. But in reality, I learned two valuable lessons that has served me well in life.

Lesson 1: If I want something BADLY enough, then I WILL achieve it!

Lesson 2: The girl was gone…I really did it for myself!

For the next several years (until I was nearly 23-Y-O) I continued my life of illegal activity. It was then that a business associate of mine was gunned down to death during a raid at his home, and it was only 15 minutes after I left.

It was then I realized that I had been doing so many wrong things, and could’ve been in prison or dead! Hey, some of you, I could’ve been your cell mate. LOL.

I sat alone for the next couple of days trying to decide what I should do. All I knew was that I needed a new life. Come Monday morning I flushed all my illegal substances down the toilet, went to see a Navy recruiter, and enlisted for five-years.

Since I had 45 days until I had to report to boot camp, I moved to my father’s and worked out daily so I was in shape for the physical activities I would endure.

Long story short…toward the end of my enlistment while working directly for the unit commander, he one day called me into his office and said “as your commanding officer and direct supervisor, it’s my job to encourage you to reenlist for another five-years. However, to do that to you would not be doing you a service. Based on what I know of you over the past two-years, I think you’d be better off getting out, going to college and one day run a corporation.”

He saw “something” in me and it was “something” I hadn’t seen. And what he saw was enormous business potential. So, I left the Navy at the age of 28 and began my first college class.

I was on a mission! I completed a four-year degree in 36 months all while going through a marriage, a divorce, my father’s death, and working full time.

I now own a million dollar sales company (www.TheBurkeAdvantage.com), have two college degrees (BA Communication & MA Education), am an adjunct instructor at a college teaching Oral Communications/Public Speaking, and am a Motivational Speaker.

In all honesty, I am no different than anyone else. Just an average person who set his sights on the bigger picture and went after it with all I had! And if I can accomplish what I have…ANYONE CAN! ESPECIALLY YOU!

You just need to do the following:

1. Prioritize

2. Manage time effectively

3. Focus on the task(s) at hand

4. NEVER forget why you’re doing what your ‘re doing

5. Be willing to forgo some things to accomplish what you truly desire

6. KNOW that at times it will be hard, and you may lose sight of the goal, but if you stay with it, I promise…IT WILL BE WORTH IT!

7. Bottom line, it’s simple…it comes down to CHOICES! The RIGHT CHOICES can take you to the right places, and the wrong ones…well, you know where they lead.

Success isn’t always about dollars and cents. It’s about what makes you happy! But hey, we do live in a monetary world, make it work for you!

The Power of Choice! (Education * Life * Career)

Glenn Brandon Burke, M.Ed

 You may contact Glenn via his online press kit at www.GlennBrandonBurke.com and or www.MySpace.com/MotivationalSpeakerEdu, www.JasonsNetwork.com/GlennBrandonBurke