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.

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.

Fun Activities

We don’t think students need much help identifying fun things to do in the summer, but you never know.

1. Pursue a new interest. It could be a sport, music, art, cooking, or anything else that there never seems to be enough time for during the school year.
2. Enjoy an old interest. Again, now you have time for the things your busy school schedule has forced you to put aside—reading, hiking, biking, other exercise.
3. Hang with friends. A pastime as old as time, but it never gets old. The only hitch in this plan is if all your friends are busy doing other things. So don’t count on spending your entire summer break this way.
4. Travel with the family. Yes, that can be fun!

Growth Activities

This category is wide-ranging and varies somewhat based on the age/grade of the student.

5. Develop new skills at SuperCamp. We have 6-day and 10-day camps, so they don’t take much of a chunk out of summer. (Oh, by the way, SuperCamp also falls into the “Fun Activities” category. Just ask our grads.)
6. In this blog, we’ve addressed the importance of adding volunteer activity to your resume in preparation for college admissions. Summer is a great time to undertake or ramp up your service work.
7. Get a job. This is a growth opportunity—it grows your bank account and your character. The trifecta is if the job relates in some way to an area of interest or future study for you.
8. You may not get paid, but a quality internship will pay dividends when applying for college and, similar to a paying job, it should give you great insight into an area that you may want to pursue further academically and as a career.
9. Travel with purpose. Purposeful travel can involve visiting potential colleges, doing volunteer work elsewhere, or working at a summer camp, for example.
10. Get a jump on your college prep. Use your summer break to spend some quality quiet time to think about a college essay topic and, if you come up with an intriguing idea, write a first draft (after thoroughly researching strategies for writing a killer college essay).

Relaxation Activities

The specific activities, or non-activities, should be the easiest list to come up with. The bigger question is how much down time do you want during the summer. Our advice is to not cram too much into your summer. You do want to feel refreshed when it’s time to head back to school. So make time for some or all of the following.

11. Beaching it. There is nothing, NOTHING, more relaxing than spending a day at the beach. Correction, a week at the beach is more relaxing. Hopefully you’re within range of a good beach and great weather.
12. Get to a movie or three. Some summers are better than others for blockbusters, but catching a few movies over the summer is a great way to chill, especially in the A/C.
13. Go to a concert. So many performers tour throughout the summer, it shouldn’t be hard to find an act you like.
14. Can you find a fair? The timing of a county or state fair can vary. Some take place during the summer, while others are held in the fall. If you have a summer fair that’s not far, check it out.
15. Thinking when you have downtime can actually be relaxing. Just having the time to think is a luxury for most students. So when you have free time in the summer, take advantage of it. It doesn’t matter what you choose to think about. Let your mind wander. Who knows, maybe your future will come into focus—perhaps while you’re at the beach!

The post 15 Great Summer Activities for High School Students appeared first on SuperCamp.

Relationships are very tricky—husbands and wives, parents and children, teachers and students, employers and employees, friends, colleagues, etc. It matters not; every type of relationship comes with its challenges.

While it seems that relationships can be defined in an endless number of ways, ultimately, every relationship falls into one of four types. Unfortunately, only one of the four is what we at SuperCamp call an equal-value relationship. Equally unfortunate is the fact that many adults incorrectly assume that this equal-value relationship type, called “Big Me Big You,” will not work with children and students (or even with employees).

Here’s a quick look at four relationship styles with examples of possible interactions:

1. Big Me Big You: That’s a great idea—let’s explore it.
2. Big Me Little You: Your messed up again—better do it my way this time.
3. Little Me Big You: I don’t know—you’re the expert. What do you want me to do?
4. Little Me Little You: You don’t know? Me neither. You don’t like it? Me neither. Life’s not easy.

Now let’s look more closely at these four relationship styles.
 

Big Me Big You
A Big Me Big You relationship is a positive equal-value relationship. It sends the messages: I value you and you value me. What you want is just as important as what I want, what you feel is just as important as what I feel, and what you think is just as important as what I think. It doesn’t matter what position of authority one may have—parent, boss, teacher—Big Me Big You is the only relationship that is effective in building rapport. It communicates I respect you and I value you. It doesn’t matter how “good” either person is—how smart, how popular, what their position is, or where they live—this relationship is about respect and compassion. Big Me Big You is a win-win relationship, the ideal in all situations—between friends, husband and wife, parent and child, employer and employee, teacher and student, etc.

Big Me Little You
This relationship is common between parents and children, employers and employees, teachers and students, and sometimes between husbands and wives and between friends. Big Me Little You sends the messages: What you have to say is not as important as what I have to say. What you think is not as important as what I think. What you want to do is not as important as what I want to do. You don’t know how to do things right unless I tell you. All of these messages—whether the result of actual or perceived superiority in position, knowledge, social standing, etc.—have an extremely negative impact on any relationship. Big Me Little You does not build rapport. It is a relationship where the vital ingredient of equal value is missing.

Little Me Big You
This is a relationship where one person forces another into the “big” position. It is often seen with colleagues, friends, and students, where one is better in school or sports, or one is more popular than the other, or one has a higher-level job than the other. The one who is perceived to be “better” may get pushed by the other into the Big You position, which might sound (or infer) something like this: What you do or think is important, what I think doesn’t matter that much. This relationship is also common between students and their teachers and between children and their parents. It is often based on tradition, which should be borne in mind when teachers or parents are attempting to build rapport with a student or child who may not expect the other to really listen to them or to show genuine interest in what they think or say. Obviously, Little Me Big You is not a healthy equal-value relationship.

Little Me Little You
This is the unhealthiest of all relationships. The message here is I don’t value you, you don’t value me, and we don’t value anything. In this type of relationship, the participants feed on each other’s negativity. It is a highly destructive relationship. An example of this type of relationship is seen with students who have a common problem. As they share their problems, the list grows—teachers are bad, school is bad, parents are bad, the police are bad, government is bad, and life is bad. This is never a healthy relationship. In fact, taken to the extreme it can be dangerous. Parents or teachers observing this type of relationship can try to help by finding a way to break it up. It’s sometimes useful to introduce one of the participants to another “friend” who has something positive in common with them in the hope that a healthier relationship may develop. In many Little Me Little You relationships, professional help may be required.

In summary, while parents and teachers may think Big Me Big You will not work with their children or students, they are wrong. Big Me Big You does not diminish authority—it communicates respect and builds rapport, vital ingredients for any positive relationship. Parents and teachers, give Big Me Big You a try. We know you will like the outcome.

The post Building Better Relationships with Children and Students appeared first on SuperCamp.

Here are some figures that give an idea of just how ubiquitous cell phone usage is among children:

• 56 percent of children between 8 and 12 have a cell phone.
• 89 percent of teens use social media.
• 91 percent of teens use their mobile devices to get online.
• 1/3 of teens feel more accepted online than in real life.

Given these numbers, it’s no wonder that 50 percent of teens report feeling “addicted” to their mobile devices. And that number may be low; 59 percent of parents report that their teenage children are addicted to cell phones.

Unfortunately, this addiction may be causing damage well beyond the frustration of trying to get kids to look up from their phones and engage in conversation. That’s because more and more research is coming out that shows that constant cell phone usage reduces attention span, worsens performance on various cognitive tasks, and degrades the quality of real life face-to-face interactions.

If you’ve asked yourself, “How long can a teenager concentrate?” and found yourself shocked by the answer, there’s data to back that up too.

A study at the University of Southern Maine, led by psychologist Bill Thornton, found what a difference a cell phone can make while trying to complete difficult tasks. Two groups of students were asked to take a statistics test. The first group was told to keep their cell phone on their desks, while the other group was told to keep their phones out of sight.

Even though neither group used their phones during the test, the simple presence of a cell phone caused a large disparity in test results. The phone-on-the-desk group averaged 21 of 30 correct answers while the no-phone group averaged 26.

The finding was similar to that of a study published in the Journal of Social and Personal Relationships. This time, researchers looked at the effect of the presence of a cell phone on face-to-face conversations. They found that conversations where phones were present caused both parties to say there was less trust and that it was of a lower quality than conversations in which phones were absent.

Looking at this complete picture, we see a scary trend. Cell phone usage is becoming more widespread among teens, even though we know that it worsens cognitive ability and interpersonal communication. (And that’s not to even touch on cyberbullying, sexting, or any of the other major problems that have arisen with increased cell phone usage.)

To this end, various “digital detoxes” for adults have been sprouting up. Kate Unsworth, CEO of Kovert Designs, organized a trip for 35 business professionals to Morocco with one catch…they wouldn’t be using any electronics. Here’s some of what she observed:

• Conversation is better without Google. Without knowing the answers to questions, people take longer to discuss, debate, and even guess at solutions. This leads to deeper conversations as well as insight into other peoples’ thinking.

• Sound sleep. Scientists have long known that blue light from screens makes us feel more alert, but many of us still take our phones and laptops into bed with us. Once disconnected, the people on the trip all reported feeling more rested in the morning.

• Better posture. Without constantly tilting their heads forward to check screens, the people on Unsworth’s trip all started to straighten up and look people directly in the eye when they spoke. This resulted in relaxed and sincere conversations.

Break the Addiction

The answer, as Unsworth discovered, is to go cold turkey. That’s why as soon as students arrive at SuperCamp, they hand in their cellphones, tablets, and MP3 players. During their stay with us, students have about 15 minutes a day of screen time which they usually use to communicate with family and friends back home.

At first, this strikes some of our students as unnecessarily stringent. But having our students truly live in the moment, free of outside distractions, has shown to have huge benefits. If you’re pulling your hair out because your teenager can’t focus, you might be pleasantly surprised in the change you see in your student after SuperCamp.

To understand why we are so strict about cell phone and electronics usage here at SuperCamp (especially as opposed to some other summer camps that allow students to keep their phones), I should tell you a little about another one of our 8 Keys of Excellence: This Is It. We define this principle as remembering to make the most out of every moment. Though this might sound like basic or even clichéd advice, it’s surprising how many of our students come to us not used to spending time in the “here and now.”

More specifically, constantly being plugged in makes it hard to be present with peers, focused on a new cognitive challenge, or even empathetic to those around us. Since many of our exercises and activities are done in groups and encourage collaborative thinking, it’s doubly important that our students are unplugged. It’s when new perspectives are shared and new voices are heard that our students learn to think outside of their default frameworks.

As someone who has seen just how much teens value their cell phones, I know my SuperCamp team and I have accomplished something truly special when teens begin to hear and see beyond their cell phones.

The post My Teenager Can’t Focus: The Downside of Cell Phones appeared first on SuperCamp.

Even this month, the news has been full of people and companies failing to apologize adequately. Sean Spicer, White House Press Secretary, got himself into hot water for incorrectly claiming that Adolf Hitler did not use chemical weapons during WWII and then, instead of immediately apologizing, attempting to clarify his meaning. United Airlines’ CEO Oscar Munoz was forced to issue two apologies after an incident involving the violent removal of a passenger from an overbooked flight. The first was deemed to be insincere and filled with “newspeak.”

Seeing as White House press secretaries and Fortune 500 CEOs haven’t mastered the skill, it’s no surprise that most students haven’t either. Speaking on the topic with parents and educators, I often hear the same complaints: apologies sound insincere, forced, or sarcastic. Sometimes it seems like kids don’t know exactly what they’re apologizing for.

What’s worse, at school and at home, children are often taught that an apology is a sufficient Band-Aid for whatever the original transgression. We’ve heard it from kindergarteners and moody teenagers alike: “But I already said ‘sorry.’” It’s an area of communication we are failing to teach properly.

That’s why one of the skills we focus on honing at SuperCamp is the apology. Specifically, we believe in the 4-Part Apology, which ties into our OTFD (Observations, Thoughts, Feelings, and Desires) communication framework, which we also say stands for “Open The Front Door.”

The 4-Part Apology

Over 35 years of working with students of all ages, I’ve found no technique to be more effective than the 4-Part Apology. It goes something like this:

1. Acknowledge. No apology can be sincere and heartfelt without the offending party taking ownership of what it is that he or she has done. Using statements that begin with “I” are a way of acknowledging responsibility for the action.
   
   E.g., “I acknowledge that I made you feel bad by talking about you behind your back.”
   
   
2. Apologize. Instead of the old standby “I’m sorry,” try “I apologize.” State exactly what you’re apologizing for and the results of your actions. This lets the other party know that you are both on the same page.
   
   E.g., “I apologize for making you feel bad and I realize that my gossiping damaged our friendship.”
   
   
3. Make it Right. Find out how you can make amends for your actions and begin to patch over your relationship. This can be as simple as asking outright for advice or offering something specific that you have in mind.
   
   E.g., “What can I do to make it right? If I explain this situation to our friend would that make you feel better?”
   
   
4. Recommit. Show that you’re serious about changing your behavior in the future. Talk about your plan for how to ensure that you won’t make the same mistake again and why your behavior will be different.
   
   E.g., “I want to recommit to our friendship. I won’t make this mistake in the future because I’m going to speak with good purpose from now on.”
   
   

It not only shows a sincere acknowledgment of fault, but also creates a foundation to continue building a relationship. I’ve called communication “relationship fuel,” but to continue this analogy, apologies could be considered engine coolant; when things start to get overheated, an apology can cool them off.

This framework is proven to work in academic, professional, and family settings. That’s part of our belief in improving skills that can be used in every facet of life. In fact, over three-quarters of SuperCamp graduates reported improvement in their family relationships.

What’s more, our 4-Part Apology fits into a larger model that we believe in: OTFD Communication.

OTFD Communication

Much like the 4-Part Apology, OTFD communication can knock down barriers and improve relationships inside and outside of the classroom. It’s rooted in the belief that feelings should be articulated in a positive and direct manner. Here’s a basic outline of how we put the OTFD communication principles to work:

• Observations. By starting with an objective observation, you can remove emotion or judgment from the situation. It also ensures that both parties start out on the same page.
  
  E.g., “I saw you shove your desk and walk out of the room.”
  
  
• Thoughts. Explaining your thoughts based on the initial observation allows others to understand your mental processes. By making an “I thought” statement, you avoid assuming to know where the other person is coming from.
  
  E.g., “I thought you pushed your desk and walked out because you were angry.”
  
  
• Feelings. Building on observations and thoughts, you can then state how you felt. Taking ownership for your own feelings, rather than saying that you were “made to feel” a certain way can defuse a tense situation.
  
  E.g., “I felt scared to talk to you because I thought you were very angry.”
  
  
• Desires. Finally, propose a way that you would like to move forward. Why are you reaching out and communicating and what do you hope to achieve? This last step sets a foundation for a collaborative solution.
  
  E.g., “In the future would it be okay if we tried to talk things over before leaving?”
  
  

We foster this type of clear communication with environments that are safe and encouraging. At SuperCamp, every student is free to be an individual. Small group learning and activities, with 10 to 14 peers and one or two team leaders, are perfect for putting these communication skills into practice. And these skills go beyond apologies.

One thing we are especially proud of is the huge improvement our students make in their conflict resolution skills during their time with us. One of our instructors summed up the change: “Situations in the past that may have resulted in yelling and crying can now be handled in a mature manner.” Parents accustomed to emotional meltdowns are consistently impressed with the growth and maturity their children display.

Another key to effective communication is confidence building, whether it be working up the nerve to karate chop through a wood block or stand up and practice public speaking. When students realize that they are in a safe environment, they begin to come out of their shell and make more connections.
In the end, students leave SuperCamp to go on and strengthen relationships with friends, teachers, coaches, siblings, and parents. Sure, we boost grades (73 percent of graduates go on to improve in school), but we believe in being more than other academic summer camps. There’s a reason that 84 percent of our students raise their self-esteem and 81 percent increase their confidence: we’re a life skills camp as well.

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Chicago parent, Ruth Muyskens, sends son to SuperCamp to gain the academic, social and life skills training that is not emphasized in traditional schools.

Chicago resident Matthew Postlewaite finished middle school as an average student. He was a B-student with no discipline problems and a few extracurriculars. But, like many teens, he was lacking in focus, organization and time management skills. Unfortunately, over-burdened public schools must focus their limited resources on the core subjects and cannot provide the life skills that ‘average’ students like Matthew need to excel.

That’s why Matthew’s mother, Ruth Muyskens, took matters into her own hands to give him the tools he would need to succeed in high school. She researched the best academic and life skills programs available in the United States and found SuperCamp, a summer camp that teaches students a full spectrum of powerful academic and interpersonal development skills in 6 t0 10-day summer camps.

Muyskens was pleased that SuperCamp provided a complete personal enrichment program to augment her son’s traditional public school education. She enrolled Matthew in SuperCamp Senior Forum at the University of Washington in 2009, prior to his freshman year in high school.

Matthew made such dramatic improvements that he and his mother were happy for him to return each summer to learn additional non-cognitive skills and build upon his school subjects. “Matthew does very well in school now,” his mother happily reports. “He hopes to become a SuperCamp counselor one day!”

Muyskens is especially excited that SuperCamp is now available at Loyola University Chicago’s Lake Shore Campus so other parents can give their children this opportunity close to home.

About SuperCamp:
SuperCamp is the world’s leading academic and life skills summer camp. For more than 35 years, SuperCamp has helped students increase their grades, confidence and motivation. During these intensive summer camps, students acquire the academic and life skills necessary to compete in the 21st century. SuperCamp has made a difference in the lives of over 75,000 graduates worldwide. For more information, please visit www.SuperCamp.com or call 800.228.5327.

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