Words are so powerful. Words have the power to build people up and bring them down. They can uplift and enlighten, or depress and destroy. We have complete control over the words we use, so we really must choose them carefully. The first step is awareness. Think before you speak. Focus on communicating positives: strengths, praise, encouragement. Handle negatives carefully. Stopping to consider your intention before you speak is a powerful tool. Why Speak with Good Purpose? One of our 8 Keys of Excellence principles to live by is Speak with Good Purpose. Let’s consider why we should strive to speak with good purpose. Communication is the bridge between people—it’s the glue that holds all relationships together. It’s what forms the links between teachers and students, parents and children, employer and employee, between friends, between siblings, etc. All our relationships thrive or fade depending on the quality of the communication between us and the other person. Speaking with good purpose can be a challenge—it takes courage, effort, and practice. But when you master this skill the quality of your relationships will change and you’ll find the satisfaction of deep, meaningful connections with others that you may not have had before. Words are powerful. A few cutting words let loose without thinking can wound someone for a lifetime. Maybe years ago your best friend said you had a “lame smile” . . . or your teacher discouraged your progress in math with “you’re no good at numbers”—and you still remember those words. Hurtful comments can stay with us a long time. Whoever came up with that rhyme about “sticks and stones” was wrong. Words can hurt.   Whatever you say—whether it’s negative or positive—has an impact. Look for those positive words, words that build up, words that heal. There are times when a few kind words make all the difference. Have you ever had someone tell you You got this! or You can do it! just when you needed to hear it the most? Words really do matter.  

Catch yourself — why was I going to say that? How can you make sure you’re speaking with good purpose? How do you make it happen? How do you direct your speech to build strong bonds and create safe environments?

Begin by building awareness, by actually thinking about your words . . . think before you speak. Ask yourself a few quick questions . . . Am I going to say something useful right now? Will my words be encouraging or damaging? Will my words build up or break down the person I’m speaking to? Will my words improve our relationship or might they damage it? Positive communication is a habit. It’s a matter of training yourself to monitor your thoughts before they become speech. With practice you’ll learn to focus on giving words to positive thoughts, recognizing people’s strengths in words as well as thoughts and offering praise and encouragement.  Don’t stop expressing negative thoughts, just be careful with them We don’t have to avoid expressing negative thoughts, feelings, and experiences, but it’s best to recognize them for what they are and decide whether or not we need to say them. Just stop and think about it for a few seconds. If it’s simply a random unpleasant thought—you don’t like a person’s whiny tone or wish someone wasn’t so pushy—acknowledge the thought and let it go. Choose not to give it the power of spoken words. But if it’s something that needs resolution, you may need to express it. Handle these times carefully. Think about the intention of your words. Are they meant to support the person and build a stronger relationship? Are they focused on finding a solution? Honesty in a relationship requires you to state your true thoughts and feelings, even when they’re not what the other person wants to hear. Honest speech is about revealing the true you, yet it can and should be done without the masks of sarcasm, condescension, or disdain. You simply make sure that you’re speaking kindly as well as honestly.  The power of speaking with good purpose Speaking with good purpose allows us to harness the awesome power of our words. When we speak positively, honestly, and directly, with the goal of keeping relationships strong, words cease to be a random force and begin to show their positive power in our relationships and in our lives.

I think before I speak and choose my words carefully.

The post Words are Powerful appeared first on SuperCamp.

The line, which sits constantly on the horizon of our character, represents responsibility. Living above the line is a powerful life skill, a foundation for communication and personal interaction that highlights and puts into practice the concept of ownership, taking responsibility for our actions.

Living Above the Line is a Choice
Every one of us has a choice. We can choose to live either above the line or below the line. When we choose to live below the line, our lives become driven by circumstances. We are victims! We forgo ownership and send the message to the world that we are not in control of our lives. People who live below the line—choosing responses such as laying blame, justifying, denying, and quitting—are all showing the world that they struggle with personal responsibility.

Blame: Laying blame could quite possibly be the most common and damaging way to live below the line. To a student being called out by their parents for a low mark on a test, this could sound like “The teacher didn’t cover everything that was on the test! It’s not my fault!” While the student may think they’ve given their parents a viable excuse, it doesn’t change the test outcome (and the real reason for it) or promote responsibility, and it certainly doesn’t contribute to positive communication with their parents.

Justify: Another example of living below the line is justifying. Justification happens when we create reasons why we didn’t perform as we should have, reasons that avoid taking responsibility. “Everyone else was talking too!” This below-the-line response tries to provide reasons for failure, believing that the reason or excuse will make everything okay.

Deny: Denying is another below-the-line choice. “I wasn’t talking” doesn’t make the problem go away. This obviously ineffective response can cause others a lot of frustration, and make us seem unreliable or even dishonest.

Quit: Finally, the most disheartening form of below-the-line response is quitting. When we believe so strongly that we’ll fail that we don’t even bother to try, we sabotage our chances for success even before we’ve begun. Although this kind of negative thinking may give us an escape route for our possible failure, we deceive and diminish ourselves when we respond this way.

Living Above the Line is All About Respond-ability
When we live above the line, however, we are choosing responsibility and ownership. We don’t simply let things happen to us and justify, blame, or deny them. We make things happen for us. We have greater control because we stop blaming things outside ourselves for our current situation.

Living above the line means being accountable for our words and actions. It means looking at our options and finding ways to become more honest and sincere—with ourselves and with others. This above-the-line thinking leads to greater freedom as we take responsibility for all our actions—we take responsibility for our life. The choice is always ours.

The post Above the Line appeared first on SuperCamp.

Choose a Winning Attitude!

When it comes to learning—and in fact, to your success in life—what’s your most valuable asset? Is it your intelligence? Your genes? How hard you work? These all have a role in your ability to learn and succeed, yet there is something else that can have a much greater effect than all of them.

When it comes to excelling in learning and life, your most valuable asset is a positive attitude. If you have high expectations for yourself, high self-esteem, and the belief that you will succeed, you will have high achievement. It’s an old saying, and it’s still true: What you think about, comes about . . . and as Henry Ford put it, “Whether you think you can, or you think you can’t—you’re right.”

Your thoughts are powerful! Think like a winner, and you will win! When you expect the best, you’re inviting the best to become reality. Expect the worst, and you’re inviting disaster.

Although you aren’t always in control of the circumstances, you’re totally and absolutely and always in control of how you react to them. If you have a tendency to walk into situations (such as a classroom, whether in person or virtual) and think This is going to be boring, try making a simple change. Instead of thinking I’m bored, say to yourself I choose to be engaged! You do choose your reactions, and the way you think and talk to yourself defines your attitude—it can make you high or make you low, make you productive or make you procrastinate, make you win or make you lose! Choose high, choose productive, choose win!

When you choose to have a positive attitude no matter what your endeavor, possibilities become probabilities, and limitations become opportunities. Positive emotions smooth the way toward success.

“The greatest discovery of all time is that a person can change his future
by merely changing his attitude.”
                                                                   —Oprah Winfrey

Here are some ideas to help you cultivate that life-changing winning attitude! 

Think Like a Winner!

Throughout life, there are obstacles to overcome. How you handle those obstacles can often make the difference between success and failure. If you approach situations with a negative attitude, chances are you will live up to those low expectations and have a difficult time succeeding. But by developing positive self-talk, you can find the courage to handle almost anything—and win!

The next time you’re faced with a difficult situation, try some of the following positive messages or create your own that fit the situation:

• I know I can make this work.
• My mind is uniquely capable.
• I am committed to making this happen.
• Everything is supporting me in reaching my goal.
• The more I practice, the better I get.
• I get better every day.
• I am really proud of myself.

Act Like a Winner!

Your physiology—the way you hold your body—usually reflects how you feel and think. What’s interesting here is that you can actually control your frame of mind by controlling your physiology. For example, when you’re feeling good about yourself, you probably stand and sit tall, you hold your chin up and move with energy. Practice this physiology whenever you’re feeling down, and your positive attitude should kick in. Try the following and see how they influence the way you feel:

• Walk tall. Put a bounce in your step and swing your arms.
• Sit up straight, shoulders back.
• Use large gestures when you speak.
• Speak loud and clear.
• Smile!

Cultivating a winning attitude takes practice, but eventually it becomes second nature. You’ll be amazed at the things you can accomplish when you think and act like a winner. It’s a choice: change you attitude and you change your future! So choose that winning attitude—and win!

(Adapted from Quantum Learning by Bobbi DePorter)

The post Attitude is everything! appeared first on SuperCamp.

What is a mastermind?
Masterminds are small groups of peers who meet regularly to help each other succeed. Members share their successes, their stories, and their goals—what they want to achieve, and barriers that get in their way—and other members share ideas from their own experience.

Masterminds first began in 1925 when the concept was conceived by Napoleon Hill, author of The Law of Success and Think and Grow Rich. Hill believed that when two people got together, a third mind—the master mind—was created.

Bobbi DePorter, President of SuperCamp, has participated in several mastermind groups, one for more than three years. “I found the meetings kept me focused on my progress and overall growth. The support I experienced made me feel not so alone at times when I was stuck, needed fresh ideas, and was trying to break through my challenges. That mastermind group helped keep me moving forward. It was inspiring and motivating to be part of a safe group who knew me well, a group with whom I could share my challenges and my successes, and receive meaningful feedback!”

“Deliberately seek the company of people who influence you
to think and act on building the life you desire.”
—Napoleon Hill

Why for students?
Now more than ever students can use extra support navigating this most unusual school year where personal guidance is limited. Especially in the virtual setting, students are generally isolated and working alone.

Reports show that the number of students who are in need of mental, social, and emotional support is up 60% and the ability of schools to respond is down 25%.

College students are regularly coached by their academic advisors. We know that regular meetings can make a big difference in how supported students feel. It reduces anxiety and stress and refocuses students on what needs to get done to reach their goals.

SuperCamp has put students in small groups since its beginning forty years ago. “Team time” is one of the most valued parts of SuperCamp. Students get to know each other at a deep level. They feel comfortable to be who they are, to share their strengths as well as their insecurities, to express their opinions. They feel safe to share themselves authentically, to share experiences that might be helpful to another, and through this they learn about themselves at a deeper level. Team Time helps students to feel safe, supported, and valued for who they are.

SuperCamp Mastermind with Mentors
SuperCamp’s experience with students over the last nearly 40 years and their knowledge of what students need to propel them toward being their best self, has inspired them to create a new form of “Team Time”—a mastermind group! Now this team support is here for students! The SuperCamp Mastermind with Mentors program is for students ages 14 to 20 and will continue throughout the school year.

Mastermind with Mentors is led by our SuperCamp facilitators—facilitators who many say are some of the best in the world! They’re known for their ability to connect, inspire, and motivate students, and effectively lead impactful discussions and meaningful learning.

During 90-minute weekly meetings, a team of eight to twelve students discuss their highest goals, what is most important and brings the most meaning to their lives. They share what may be holding them back and what they need to break through barriers, and receive suggestions from other team members and from their SuperCamp facilitator/mentor. All participants get support in staying accountable and on track for success.

At each meeting, all team members will have an opportunity to speak and receive feedback. Part of the weekly process is where each student shares:

1. A personal success this week
2. Progress on last week’s challenge
3. This week’s goal  (on same challenge or new focus)

The same group of students stays together for at least a month, and ideally for longer—a half semester, a full semester, or for the full school year. This builds trust and a sense of belonging where students feel safe to be their authentic selves, which builds their confidence, courage, and motivation—all empowering them to excel.

PLUS . . . One-on-One Mentoring!

The same qualified and trained facilitators who lead the mastermind teams also connect one-on-one with each participant for a half-hour private mentoring session each week. They discuss goals and challenges, as well as suggested strategies and implementation, providing students with individual guidance and support. This connection builds rapport between the student and the facilitator, and with the focus on helping them succeed, students gain not only knowledge, but confidence.

Claude Mitchell, who has been with SuperCamp since 2013, is one of our lead facilitators, and here are his thoughts on the value of mentoring: “I have been blessed to have had mentors in every stage of my life, and whether they were by force or by choice, they all made an impact on my life. The knowledge and wisdom that was shared with me during those times, whether through words or actions, are priceless. The time and effort they sacrificed to guide and support me will never be forgotten. The lessons I learned from those mentors have stuck with me my entire life and will continue to be part of who I am for the rest of my days. My hope is that I can lead and guide others through mentoring, passing on the wisdom and knowledge I’ve acquired throughout my life. What is the purpose of gaining knowledge and wisdom if you’re just going to keep it to yourself?”

Our objective in offering the Mastermind with Mentors program is to provide ongoing support for students to inspire and empower them to excel during the coming school year. Click here to LEARN MORE

The post Mastermind Groups Help Students Excel appeared first on SuperCamp.

Captivate – Connect – Cultivate

How schools open for the new school year is being debated across the nation and much is at stake . . . the wellbeing of our students as well as their parents and their teachers. No matter what path is eventually taken, there is potential cost to our physical and emotional health as well as financial impact. There is also an opportunity for significant long-term benefits for our students.

With dramatic shifts in our lives comes opportunity for change and growth—evolution into a better version of our schools and ourselves, that would not have evolved otherwise.  As Albert Einstein said,

“In the midst of every crisis, lies great opportunity.”

Regarding our schools and education –

• What if . . . it could be a different experience—one that includes real learning and even joy?
• What if . . . it could be something students look forward to?
• What if . . . students felt empowered to be in control of their learning and motivated to excel?

We believe the opportunity in front of us is Quantum Live Virtual Learning* experiences where we Captivate – Connect – Cultivate creating positive learning for students for this new school year and beyond.

We are in an unprecedented time. School choices are limited—distance learning, in-classroom learning, or a hybrid approach—and all come with concerns. Most schools and districts are fluctuating between approaches, sometimes week by week, causing uncertainty and for some, anxiety.

Distance learning is the new norm for most schools and needs an upgrade! It’s a challenge for students to stay motivated and to put in the extra effort and focus that’s required. It’s a challenge for parents to keep encouraging their kids while also working from home, as well as the financial challenge for those who need to return to work. And it’s a challenge for teachers, as most have not been trained in how to teach effectively online. As a result of all these and many other challenges that we’re all aware of from their spring learning experience, far too many kids are bored and some don’t even show up!

Let’s take a look at some of the concerns and health issues that come with distance learning and in-classroom learning:

Here’s what’s at stake . . .

Mental Health—Mental health influences our thoughts and actions, and affects how well our mind processes and understands information and experiences. It also impacts our ability to reason through decisions and maintain focus.

“Distance learning has been in place for several months, starting last spring.School closures are intended to keep students physically safe, however, it’s ushered in anxiety, depression and other serious mental and emotional health conditions. Increasing numbers of students say they feel overwhelmed.”  —edsource.org

Social-Emotional Health—Social-emotional health relates to our ability to understand and manage our emotions, reactions and relationships. It’s all about how we interact with the world and the people in our lives, and affects our self-confidence, trust, and empathy.

“School is the only place where we get constant interaction with others  . . . As the lockdown extended, a majority of us felt the devastating effects of social distancing, which for many of us was more like social isolation.”       —Gael Aitor, student, age 17   (Comment in San Diego Union Tribune)

Learning Loss—Summer slide is a well-known concept.  One study of more than half a million students reported that students lost between 25 and 30 percent of their school-year learning over the summer—that’s two to three months of learning! And now we’re faced with COVID learning loss. The Northwest Evaluation Association (NWEA) projections suggest a major academic impact for most students from COVID closures. For many, if not most, that distance learning experience was nowhere near the level of learning they were used to from in-classroom learning.

Many students have trouble keeping motivated during distance learning, especially those who simply receive assignments to complete online with far too few check-ins with their teacher. This is not a positive learning experience. Missing is the daily interaction with their teacher along with the camaraderie and interaction with other students—the joy and laughter that are such an important part of learning!

 Physical Health—From constant news reports we’re all aware at some level of the number of COVID-19 cases and its impact. Along with this, recent reports of schools opening without taking the necessary precautions have been particularly disturbing.

No matter what protocols (including everything from masks to improved ventilation) may be placed on schools reopening, threats to the physical wellbeing of all involved—students, teachers and other school personnel, and families—are real. The key for opening is to avoid opening too early, and when opening, to implement strict precautions.

Emotional Health—Anxiety about return to classrooms: In addition to the physical health aspect, there is an emotional impact as well with the anxiety for parents about sending their children back to their classrooms. There is also anxiety for school administrators, teachers, and other school personnel about a possible outbreak.

Uncertainty can leave us feeling stressed and powerless: The options that school districts are considering and offering—whether distance learning or in-classroom learning or some combination of the two—seem to change on a daily basis. Deciding among those options and planning how to accommodate them becomes impossible, and that uncertainty and the fear it engenders results in a great deal of anxiety.

What’s the opportunity this crisis offers?

Instead of complaining about our school options of distance learning, in-classroom learning, and various combinations of the two . . . 

We believe the answer is highly engaging live virtual learning that

• ✓ Captivates students’ attention and builds their curiosity and interest, that
• ✓ Connects students in authentic conversations with peers and educators, connects them to the content, and
• ✓ Cultivates and deepens their learning.

This option is highly interactive and fun—something that students look forward to, versus something they are required to do. And what a difference that makes in their motivation!

The need for a positive culture has never been greater, and is central to our Quantum Learning System that focuses first on culture, then on cognition. It starts with a place that is safe, consistent, and reliable, and provides a sense of belonging and connection. It’s a place where students feel comfortable, where they find joy in learning, a place where they actually want to participate—a place where students learn, grow, and achieve.

Live virtual learning is greatly enhanced when it starts with students getting to know each other and sharing what’s important to them, including what they do for fun. Authentic connections are made and relationships are formed leading to a safe place with a sense of I belong here, I can be myself here, I’m accepted here.

There are no easy answers, and we’re here to support students, their teachers, and their parents—in whatever their coming school year brings—with captivating live virtual student programs and teacher training.

In fact, here’s some feedback from participants in recent SuperCamp virtual programs:

• I experienced some of the same close connections with other participants and learned really useful skills like I did when attending SuperCamp on-site last year. Really motivating!
• It was great finding ways to help our uncomfortable zones become more comfortable.
• I really loved it, and I was inspired to set my own learning goals. I feel more in control of my learning now.

#        #        #        #        #

Bobbi DePorter
President
Quantum Learning Network
SuperCamp Programs
Quantum Learning Education
www.qluniverse.com

SuperCamp FUTURE DAY is a captivating live virtual workshop like no other. It creates a shift in a students’ mindset, in their willingness to take responsibility for their learning, to be accountable for their own results, and to be committed to an effective system to stay organized. In a single transformative workshop, students experience a change in their attitude, they learn how to thrive in their new school year and beyond, and they’re motivated to excel. An interactive experience for students ages 13 to 18.   QLUniverse.com/for-students

For information on all of SuperCamp’s programs go to:  www.SuperCamp.com
SuperCamp Future Day
SuperCamp Mastermind with Mentors
SuperCamp Weekly Courses
SuperCamp Summer 2021 (Onsite)

Bobbi DePorter, co-founder and president of Quantum Learning Network (QLN), is an early pioneer in the field of accelerated learning. Through her study and application, Quantum Learning teaching and learning methods were developed.  Her SuperCamp learning and life skills youth program, now in its 40^th year, has over 85,000 students and is offered in fourteen countries. Her Quantum Learning Education division produces schoolwide programs for teachers, administrators, students and parents, in thousands of schools and districts in the U.S., as well as international programs. Through these programs and the 8 Keys of Excellence movement, her work has impacted millions of young people around the world. Bobbi is the author of more than a dozen books on teaching and learning.

Bobbi can be reached at: bdeporter@QLN.com

The post With Crisis Comes Opportunity— Quantum Live Virtual Learning appeared first on SuperCamp.

Brainwaves, from top: beta, gamma, alpha, theta, delta

“You have brains in your head. You have feet in your shoes.
You can steer yourself any direction you choose.
You’re on your own. And you know what you know.
And YOU are the one who’ll decide where to go…” 
—Dr. Seuss

Did you know that our brains exhibit five different states of brainwave activity? Did you know that one of those states is ideal for learning, and that it’s possible to access that state through visualization?

Dr. Georgi Lozanov, a Bulgarian scientist, was a pioneer in accelerated learning and coached Bobbi DePorter, SuperCamp’s founder, in the early days of SuperCamp’s creation. In the mid-1970s, Dr. Lozanov conducted experiments on the best brainwave state for learning. He discovered that students in alpha state—a condition of relaxed concentration—learn at a much faster rate. They also remember information for longer periods of time. The other states of brainwave activity are beta (alert and active), theta (nearly asleep or dreaming), delta (deep, dreamless sleep), and gamma (higher mental activity, high energy, extreme focus).

Q-Up to Access Alpha State
The best part of Lozanov’s discovery is that it’s not only possible, but easy to access alpha state once the process is learned. This can be achieved in a number of ways, one of which we teach at SuperCamp. Q‑Up is a simple four-step technique to access alpha state. Here are the steps.

 

Step 1:	PULL UP Imagine a string attached to the top of your head pulling you up.
Step 2:	PICTURE what you want. It could be to complete an excellent essay in the next hour. It could be to read the next chapter in 30 minutes with understanding. It could be to feel joy while practicing your speech.
Step 3:	BREATHE deeply in through your nose and out through your mouth, and as you breathe out . . .
Step 4:	RELEASE your jaw and shoulders keeping the picture of what you want in mind.

Then begin. If you feel your mind wondering, stop and Q-Up again.

With practice, this process only takes a moment to quickly access the alert and calm state of alpha brainwaves, the optimum state for learning. Dr. Lozanov was well known for creating a remarkably effective method of teaching based on how the brain actually learns, and alpha state was an important part of that process.

 
Theta Scan to Learn While You Sleep!

There’s another brainwave state that facilitates learning. Brain researchers have learned that we process our thoughts and learnings during the night and that our brains focus on the thoughts we had closest to falling asleep. So, instead of TV, video games, etc., if students take a quick scan (just ten minutes or so) of their schoolwork just before falling asleep, it can make a big difference in what they remember and in their understanding of what they studied. At SuperCamp we call this a theta scan because it happens during theta brainwave activity while we’re asleep! What a bonus to let our brain keep on learning while we sleep!

 
So remember the importance of those alpha and theta brainwaves—they really can help you learn, even while you sleep!

The post Know Your Brainwaves – They Can Help You Learn! appeared first on SuperCamp.

]]> https://www.supercamp.com/know-your-brainwaves-they-can-help-you-learn/feed/ 0 https://www.supercamp.com/how-to-build-rapport-and-support-your-children-in-these-challenging-times/ https://www.supercamp.com/how-to-build-rapport-and-support-your-children-in-these-challenging-times/#comments Wed, 13 May 2020 00:33:27 +0000 https://www.supercamp.com/?p=70461 By Bobbi DePorter These are challenging times for all of us, and perhaps especially for families. Most parents are working from home, and students are being schooled at home—it’s a lot of togetherness!! Our children are also struggling. They’re away from their friends, they’re trying to do their schoolwork and learn at home. They’re feeling […]

The post How to Build Rapport and Support Your Children in these Challenging Times appeared first on SuperCamp.

]]> By Bobbi DePorter

These are challenging times for all of us, and perhaps especially for families. Most parents are working from home, and students are being schooled at home—it’s a lot of togetherness!!

Our children are also struggling. They’re away from their friends, they’re trying to do their schoolwork and learn at home. They’re feeling isolated and unmotivated. And no one—not parents or their children—has a “social life” now. Everyone’s new “normal” day-to-day life is far removed from what they’re used to. Even in the best of family relationships, this can become trying for all.

Though you may have good communication with your children, these are challenging times and being more mindful of building rapport goes a long way. Rapport is defined as a close and harmonious relationship in which the people or groups concerned understand each other’s feelings or ideas and communicate well.

Rapport creates emotional engagement and gives us on-ramps into our children’s lives. It creates a way for us to enter their world, know their concerns, and share their successes. Rapport helps us understand our children’s feelings and ideas as well as their fears and challenges, leading to better communication and solid relationships.

Here are a few suggestions for building and maintaining rapport with your children.

• Tell me more. When asking teens about their day, many simply answer We want to know what they like, how they think, and how they feel about what’s happening in their lives. When you ask a question and you get a common teen one- or two-word reply, continue with tell me more. Then stay quiet and give them a chance to answer.
• What’s the worst that could happen? What’s the best? When you see signs of FEAR (what we refer to as false expectations appearing real) in your child, acknowledge it and show that you understand. Then ask What’s the worst that could happen? and What’s the best?Usually this will lead to more clarity about the perceived fear, and what they may be sensing from you about current challenges. Being honest and open goes a long way, and it’s reassuring for them to know you share their concerns.
• WIIFM: If your child is struggling with low motivation, as many are in this new virtual learning environment, help them find something of interest to them personally in what they’re learning. We call it WIIFM (pronounced wiffem), which stands for what’s in it for me? Help them find the WIIFM, no matter how farfetched it may seem, and with it they may find a new more positive attitude.
• Acknowledge every effort. To help children struggling with low self-esteem, acknowledge every effort. When your child makes an effort and completes a task, instead of simply saying great job, acknowledge the effort they put in and tell them what you noticed. At SuperCamp we include numerous “mini-success moments” and take a moment to acknowledge the effort that resulted in their success.
• How do you CHOOSE to feel? If you believe your child has been hurt by something someone said or did to them, try asking them How do you feel?Tell them that although we can’t control what happens to us, we can control how we react to it. Then ask How do you CHOOSE to feel?
• Failure leads to success. When your child feels like a failure because they failed at something, tell them about Failure Leads to Success (one of our 8 Keys of Excellence).Help them to change the way they think about failure. Instead of thinking that they are a failure, encourage them to think about failure as a valuable learning experience. When they learn from their mistakes rather than sending themselves negative messages, they are on the path to success. They can then ask themselves three questions:

        What happened?

        What did I learn?

        How will I apply what I learned?

• Speak with good purpose. Another one of our 8 Keys of Excellence is Speak with Good Purpose: Think before you speak and speak honestly and kindly. Talk to your child about this key and how it applies to what they say to themselves as well as what they say to others. Encourage them to pay attention to that “voice in their head,” especially when it tells them negative things about themselves, and assure them that positive thoughts about who they are can correct that voice.
• A few more tips. And finally, here are a few more things you can do on a continuing basis to maintain a positive relationship with your child.
• Imagine what they might say to themselves, about themselves.
• Speak the truth to them clearly, in a way that ensures they can hear it and understand it.
• Have fun with them.
• Treat them as equals.
• Trust them.
• Listen—really listen—to what your children say to you, and note their non-verbal communication as well.
• And last, but not least—allow and encourage your children to do all of the above with you.

Positive support, a nurturing environment, and good communication are essential for strong relationships with your children. Parents who make an effort to build rapport with their children will not only strengthen their relationships, but also build their children’s feelings of acceptance and trust. This in turn builds their self-confidence, a vital ingredient in their overall happiness.

Built on mutual trust and emotional comfort, rapport develops over time and must be nurtured. It is, however, well worth every minute that you—and your children—put into it. When children feel understood and supported, they feel safe and happy, at home and in themselves.

*      *      *      *      *

Bobbi DePorter
President, Quantum Learning Network

SuperCamp / QL Education
SuperCamp.com / QuantumLearning.com

Find out more about SuperCamp’s new virtual programs:
www.QLUniverse.com

QLUniverse.com/SuperCampU

---

Quantum Learning is embraced by tens of thousands of schools, with significant positive results. QL methods orchestrate joyful, engaging, and meaningful learning, and are the foundation of our programs. SuperCamp, the leading learning and life skills summer residential leadership program for nearly 40 years, has more than 85,000 graduates.

---

The post How to Build Rapport and Support Your Children in these Challenging Times appeared first on SuperCamp.

]]> https://www.supercamp.com/how-to-build-rapport-and-support-your-children-in-these-challenging-times/feed/ 1 https://www.supercamp.com/what-gen-z-needs-is-what-supercamp-offers/ https://www.supercamp.com/what-gen-z-needs-is-what-supercamp-offers/#respond Tue, 16 Oct 2018 17:38:55 +0000 http://www.supercamp.com/?p=67835 University presidents agree: what Gen Z students need is what SuperCamp offers and has taught students for more than 35 years—“how to learn throughout their lifetimes.”   Middle school and high school students, also known as Gen Zs, are significantly different from millennials and face very unique challenges in school as well as later when they […]

The post What Gen Z Needs is What SuperCamp Offers! appeared first on SuperCamp.

]]> University presidents agree: what Gen Z students need is what SuperCamp offers and has taught students for more than 35 years—“how to learn throughout their lifetimes.”

 

Middle school and high school students, also known as Gen Zs, are significantly different from millennials and face very unique challenges in school as well as later when they enter the workforce.

Studies indicate that, overall, Gen Zers are less optimistic than the preceding generation, due in large part to the influence the Great Recession has had on most families with children in the 11–18-year-old range. They also have a great deal of uncertainty about their future career because they’re not even sure what the job market will be like and how current professions will be impacted by automation and artificial intelligence.

The president of Point Loma Nazarene University in San Diego, Bob Brower, goes so far as to say, “Today’s students can expect jobs that don’t yet exist, in companies or organizations that haven’t been created.” Brower believes the answer is not simply about teaching students “what to learn”—it is about teaching them “how to learn throughout their lifetimes.”

SuperCamp has long believed that “how to learn” skills are critical to a student’s academic and professional success. SuperCamp’s foundation is Quantum Learning, a proven teaching method that has impacted the lives of millions of students globally. The learning skills students acquire at SuperCamp include effective study, writing, reading and note-taking strategies, memory and retention skills that use all three learning channels (visual, auditory and kinesthetic), and critical thinking. These are skills that students are able to apply in all subject areas at school.

SuperCamp also addresses other notable characteristics of Gen Z students—their lack of self-confidence, their concern about physical safety and emotional well-being, and their tendency to be easily offended and hyper-sensitive. Students who attend SuperCamp participate in activities throughout the 6- to 10‑day programs that build trust and help them move out of their comfort zones. They also experience “mini-success moments,” in which they get positive reinforcement by successfully applying new learning and life skills they’ve been taught.

Students at SuperCamp learn several communication and active listening skills that enable them to interact effectively with others, even with the most sensitive individuals. Students also go through goal-setting exercises and learn about their personal leadership style at SuperCamp, which further helps them prepare more confidently for an uncertain future.

Complementing these communication skills are the character principles students learn at SuperCamp—the 8 Keys of Excellence. The 8 Keys, which are a cornerstone of SuperCamp, align perfectly with the Gen Z personality and needs. From Failure Leads to Success to Speak with Good Purpose and Flexibility, Gen Zers who attend SuperCamp and embrace the 8 Keys soon realize that, regardless of what the future holds, they can achieve great success while maintaining personal excellence.

Another characteristic of Gen Z is their short attention span—as short as eight seconds! It’s not all that surprising really. This generation has grown up consumed by mobile devices of one kind or another—up to six hours a day for many young people. A study by Pew Research Center found that two-thirds of parents are concerned about the amount of time their teen children spend in front of screens—and many students are concerned themselves! The impact of this behavior from an academic standpoint is that Gen Z students get bored easily at school. Traditional teaching methods that often rely on just one learning modality only add to this condition. At SuperCamp, we tap into all three learning modalities and use music, movement, and color to elevate the attention of our campers—and we teach students the benefits of utilizing all three modalities in their learning.

In addition, students turn in their mobile devices when they arrive at SuperCamp, and only get access for a short time mid-camp to check in with family. By removing smart phones from the students, a major distraction is eliminated, facilitating greater focus during all learning activities. It also promotes more interaction and team building among the students, as they can’t “hide behind” their devices during unstructured time.

The bottom line is that every new generation faces challenges and many uncertainties. Gen Z is no exception. Parents of Gen Zers, like all parents before them, want the best for their children and want to do whatever they can to help their kids prepare for adult life. SuperCamp is here to help and as this blog post demonstrates our teaching methods and skills training are ideally suited to help Gen Z students.

The post What Gen Z Needs is What SuperCamp Offers! appeared first on SuperCamp.

]]> https://www.supercamp.com/what-gen-z-needs-is-what-supercamp-offers/feed/ 0 https://www.supercamp.com/what-college-admissions-officers-look-for-in-students-community-service-work/ https://www.supercamp.com/what-college-admissions-officers-look-for-in-students-community-service-work/#respond Tue, 12 Jun 2018 17:11:09 +0000 http://www.supercamp.com/?p=67471 SuperCamp helps high school students and middle school students gain the skills to prepare for success in their volunteer and community service work that college admissions officers look for in college applications.   First, let’s clear up one popular myth that exists regarding students’ community service commitment. There isn’t a direct correlation between the number […]

The post What College Admissions Officers Look For in Students’ Community Service Work appeared first on SuperCamp.

]]> SuperCamp helps high school students and middle school students gain the skills to prepare for success in their volunteer and community service work that college admissions officers look for in college applications.

 
First, let’s clear up one popular myth that exists regarding students’ community service commitment. There isn’t a direct correlation between the number of volunteer hours a student puts in and the “grade” given by a college admissions officer. In other words, 500 hours of volunteer service isn’t necessarily looked upon as two-and-a-half times better than 200 hours. However, as a minimum guideline, a student should log at least 50 hours, with 50 to 200 hours generally considered acceptable.

 
What’s more important to college admissions officers is the type of work the student has done, why they’re doing it and what they say they’ve gotten out of it. The qualities they look for from students in their volunteer work align very well with the qualities students develop by attending SuperCamp.

 
The first quality is Commitment. A study with college admissions officers conducted by DoSomething.com reports that 70% prefer seeing a student who has had a long-term dedication to a meaningful cause rather than involvement in something more glamorous for a short period of time. In fact, this study found that the majority of college admissions officers prefer to see students commit to just one cause over their time in high school. Fifteen percent suggest that a student should begin their volunteer work before high school.

 
At SuperCamp, students gain an understanding of the importance of commitment when they learn the 8 Keys of Excellence. Commitment is one of the Keys! As they learn about this Key during camp, they discover that commitment is not made lightly; the decisive act of making a commitment is about deciding to do “whatever it takes” to reach a goal … such as going to college and getting a degree.

 
A second and equally important quality is to show Passion. College admission officers want to see students involved in a community service or other volunteer work that relates to something they’re already interested in or care about deeply. The area of interest is very personal and can be as varied as caring about animals (e.g. volunteering at an animal shelter) or concern about the environment (e.g. heading up beach or park clean-up programs).

 
Toward the end of each SuperCamp program, with students having acquired several new learning and life skills and having gained confidence in their ability to move outside their comfort zone, they experience a goal-setting activity in which they write a goal they want to accomplish on a board. On the other side of the board, they write something that has prevented them from pursuing or accomplishing the goal. With the support of their team and with a great deal of personal passion and energy, each student breaks through their board (“barrier”), symbolizing their ability to overcome any obstacle on their way to achieving their goals. This activity shows students that when they are passionate about something and pursue it with full commitment, they can succeed.

 
College admission officers also are very interested in seeing applicants’ Leadership skills. The thinking here is that colleges want students who are able to positively impact their community and the world, which in turn, reflects well on the school. One of the best ways a college applicant can demonstrate their potential as a leader is by serving in a leadership capacity role as part of their volunteer work or community service. Applicants can take it a step further by showing that, in their volunteer work, they were more self-aware and were capable of motivating others to succeed.

 
SuperCamp helps high school and middle school students develop their leadership skills in a number of ways, including teaching effective communication and listening skills, positive role modeling, how to advocate for others, how to maximize the individual strengths of team members for the greater good of the team, how to find your voice as a leader and how to work with varying personalities. Included in our leadership training are Leadership Track programs for returning Senior Forum and Junior Forum students and a Leadership Team program for graduates of the Senior Forum Leadership Track.

 
Developing these three qualities as a SuperCamp participant, as well as the added maturity and strength of character gained at SuperCamp, helps set a student up for success in their volunteer and community service work, which will contribute greatly to their success during the college admissions process.

The post What College Admissions Officers Look For in Students’ Community Service Work appeared first on SuperCamp.

]]> https://www.supercamp.com/what-college-admissions-officers-look-for-in-students-community-service-work/feed/ 0 https://www.supercamp.com/building-social-skills-in-teens-and-pre-teens/ https://www.supercamp.com/building-social-skills-in-teens-and-pre-teens/#respond Tue, 29 May 2018 18:51:02 +0000 http://www.supercamp.com/?p=67454 As the use of digital devices continues to increase among young people, their communication and social skills are failing to develop at a sufficient pace.   The issue is intensifying, but it’s been evident for some time now. In 2015, Michael Rich, Director of Boston Children’s Hospital’s Center on Media and Child Health, said: “[Young […]

The post Building Social Skills in Teens and Pre-teens appeared first on SuperCamp.

]]> As the use of digital devices continues to increase among young people, their communication and social skills are failing to develop at a sufficient pace.

 
The issue is intensifying, but it’s been evident for some time now. In 2015, Michael Rich, Director of Boston Children’s Hospital’s Center on Media and Child Health, said: “[Young people] have more connectivity than ever—and far less connectedness to others and to the world. Not only are they disconnected in the moment, but this focus on devices can hinder their development of social skills needed to communicate with others in-person.”

 
We all acknowledge the new doors opened and the tasks made easier by technology. But, as with everything, balance is the key. Mr. Rich went on to say, “Mobile phones are just tools and, used in healthy and safe ways, can help us communicate and stay connected (or reconnect) to people we love and can help us form new relationships with others all over the world. Technology only distances us when we misuse these tools by allowing them to come between us rather than connecting us.”

 
One of the misuses of technology is how young people will “hide behind” their devices as a way to avoid interaction with others. Not only does this inhibit their ability to develop communication and social skills that are critical to success in their college, career and personal life, but it prevents them from learning how to “read” people and become a good listener—more skills that a person needs as they advance in school and life.

 
SuperCamp has known how important it is for teens and pre-teens to develop social skills since long before the rise of smartphones and the many other digital distractions now available to all of us, including kids from 2 to 20. In fact, a significant portion of our life skills training revolves around communication and social skills.

 
Students at SuperCamp learn a number of communication and listening techniques, which they get to test out in their small teams, made easier by the comfort level they soon build with their teammates. Over the course of camp, they gain confidence in their ability to interact. By closing ceremonies, parents are often astounded to see their son or daughter get up on stage and share their SuperCamp experience with a roomful of 150 or more people.

 
When they return home, will they continue to use their digital devices? Of course they will. But they won’t be afraid to engage with their peers, to ask questions in class and to make presentations. They’ll be better listeners too, which helps them in every aspect of their life, from school to taking on leadership roles. Communication is key!

The post Building Social Skills in Teens and Pre-teens appeared first on SuperCamp.

]]> https://www.supercamp.com/building-social-skills-in-teens-and-pre-teens/feed/ 0