Opportunities for Supporting Boston Youth through Tenacity

 Tenacity, Inc., works closely with Boston’s inner-city youth to provide the support they need to achieve success throughout their lives. The unique Tenacity model combines training in literacy and life skills with physical exercise and athletic competition. While Boston struggles with a high school dropout rate of about 30 percent, 95 percent of Tenacity alumni complete high school.

The Tenacity program operates largely through the dedicated commitment of volunteers. Many volunteers work with youth through the Tenacity Middle School Academy (MSA), which provides tutoring and mentoring both in small groups and on an individual basis. Writing, reading comprehension, and vocabulary development are key components of the MSA literacy curriculum, while its tennis curriculum focuses on technique as well as individual and team competition. MSA currently operates in five sites in Boston.

Volunteers also work in the College Prep Tutor Bank. The College Prep program focuses on important life skills like communication, problem solving, and self-advocacy. In addition, students learn how to set personal and academic goals and institute strategies to achieve them.

Other short-term Tenacity volunteer opportunities are also available. These opportunities may include summer programs, small projects, and single events. Interested individuals can apply to volunteer directly at Tenacity.org.

The Value of Creating a Dissertation Cohort

 Fewer than a third of doctoral candidates finish their dissertation. Failure to complete this project represents an enormous waste of intellectual and emotional effort, not to mention the time and expense associated with a doctoral education. One of the best ways for doctoral students to keep themselves on track is to create a dissertation cohort consisting of four or five like-minded students. Boston College experienced dramatic increases in doctoral program completion rates when it instituted the cohort program. While not all universities offer such a formalized program, students can easily create their own groups.

The cohort should consist of individuals who are working on similar, or complementary, research projects and are all set to graduate at or around the same time. Once formed, the cohort should meet weekly to offer emotional support and intellectual engagement. Group members can review and edit each other’s chapters and keep on top of research by committing to sharing a one-page review of a relevant book or research article each week. Ideally, the various strengths and weaknesses of group members balance out so that everyone is able to complete their work and finish with a high quality piece of research.

Educator Diversity Crucial for Closing Achievement Gap

 The so-called achievement gap has drawn widespread attention in the field of education. Schools with a large number of minority students from disadvantaged backgrounds often perform poorly on state assessment tests. Many believe that closing the gap will require a multifaceted approach that addresses systemic problems at every level. Some educators say that minority students would be far more likely to achieve success with only one change: hiring more minority teachers.

Minority groups are often poorly represented on school faculties, even in districts and schools where the majority of students are minorities. For instance, while 28 percent of Minnesota’s students come from minority populations, only 4 percent of its teachers are minorities. Minority teachers advocating for change have suggested policies aimed at encouraging minority students to become teachers themselves. The solution to this situation will likely require action at every level of academia, ranging from school districts to the federal government.

Approaching Large Tasks by Focusing on Small, Attainable Steps

 When faced with a monumental task, such as writing a dissertation, thinking about the project as a whole may seem overwhelming and even paralyzing. Instead, people should think about the project in terms of small, attainable steps. Using the example of a dissertation, these steps may include meeting with an advisor about progress, reading a source and taking notes, or reviewing an exemplary dissertation in a related field. These steps should all take 45 minutes or less. If any step seems to take longer, it should be divided into more discrete tasks to avoid feeling overwhelmed. For example, instead of thinking about writing an entire chapter as one step, this can be broken down into multiple tasks, such as reviewing sources, writing an outline, completing a subsection, and making revisions.

Reflecting on your project is also a valuable step in the process. One of the best ways to encourage reflection is to go for a walk with a friend and talk about your project and what makes it important to you. This simple action can recharge your drive to tackle the project. Inspiration can also come by talking to people in similar fields, or by reading seminal works related to your project.

Writing as a Therapy for People with Post-Traumatic Stress Disorder

 Research has shown that writing can prove extremely therapeutic for individuals suffering from post-traumatic stress disorder (PTSD). In his book The Wounded Storyteller: Body, Illness, and Ethics, Dr. Arthur W. Frank argues that writing helps individuals come to terms with permanent changes to their minds and bodies. When people cannot quickly return to the level of health they had before an illness, they can use writing to process the emotions that may lie hidden deep in their subconscious mind. People going through PTSD, as well as their loved ones, may consciously and unconsciously bury certain thoughts and emotions as a coping mechanism. Through writing, people have a vehicle for exploring these emotions in a safe, controlled manner.

Veterans with PTSD sometimes feel bombarded by disturbing thoughts that can consume their minds. These thoughts may come at any time and without warning, which can make people feel like they are no longer in control of their lives. Writing is a tool to confront and process these thoughts in a constructive manner. Over time, writing can give these individuals power over their thoughts and help them regulate their emotions more effectively.

Good Teaching Practices Promote Learning and Success

An experienced professional within the field of education, Douglas Reeves has committed his life to finding new ways to improve education around the world. The founder of Finish the Dissertation! and the Leadership and Learning Center, Doug Reeves has published over 80 articles and 30 books about such topics as improved school performance among impoverished student populations and improved teaching practices.

Teaching practices play a pivotal role in how the next generation learns and succeeds. However, not all practices promote the best academic success. Following is just a small sample of some of the more effective and positive teaching practices.

– Communication: Successful teachers are able to communicate effectively with their students. This creates a friendly learning environment that fosters open communication and successful learning. Through communication, teachers are able to connect with their students and attend to each student’s individual needs while still holding them to high expectations.

– Student participation: Getting students involved in what is happening in the classroom helps them stay focused on the lesson. Additionally, having students be involved in certain decisions made in the classroom helps them feel as if they have more control over their learning. This promotes good learning and teaches collaboration rather than competition.

– Feedback: While simple positive feedback may not seem very important, it can have a great impact on how students feel during their learning process. Positive feedback from teachers helps students feel more confident about their various achievements and can motivate them to continue trying and succeeding.

Boston Symphony Orchestra Presents Beethoven and Shostakovich

The founder of The Center for Successful Leadership, Douglas “Doug” Reeves enjoys reveling in classical and baroque music in his free time. A fan of Beethoven, Douglas Reeves likes to experience live concerts of the Boston Symphony Orchestra.

Led by conductor Andris Nelsons, the Boston Symphony Orchestra will present an arrangement of Ludwig van Beethoven and Dmitri Shostakovich compositions on April 2, 2015. The concert will feature Beethoven’s Violin Concerto and Shostakovich’s Symphony No. 10, a piece created following the death of Joseph Stalin that demonstrates his personal struggle with the Soviet dictator. Slated to appear is professional violinist Christian Tetzlaff, who, for two decades, has played approximately 100 concerts per year. Tetzlaff is internationally renowned for his compelling interpretation of music scores and his commitment to technique. In 2005, Musical America dubbed the violinist the Instrumentalist of the Year.

The concert series will offer four shows over the course of three days. Tickets range from $36 to $145, and meal and beverage options are available. To learn more about the event, visit www.bso.org.

Handel and Haydn Society Celebrates Bicentennial

Douglas Reeves is the founder of the Leadership and Learning Center, a global provider of educational system solutions. Away from the office, Doug Reeves enjoys listening to baroque and classical music, and he regularly attends Handel and Haydn Society concerts.

Founded in 1815, Handel and Haydn Society (H+H) is proud to celebrate its bicentennial with the 2014-2015 season. Since its inception, H+H has maintained a continuous performing schedule of music from the periods of Handel and Haydn. Additionally, the group has premiered several compositions in the United States, from Handel’s Messiah to Mozart’s Requiem.

The choral and orchestral organization will commemorate its anniversary with a series of programs featuring works first played by H+H in the 1800s, such as Haydn’s The Creation. Under the direction of Harry Christophers, the ensemble will also present Bach’s St. Matthew Passion on March 27 and 29 at Symphony Hall in Boston. For a full list of performances, as well as ticket information, visit http://www.handelandhaydn.org.

Award-Winning Rialto Features Local Ingredients in Italian Fare

A published author and expert on educational leadership, Douglas “Doug” Reeves leads The Center for Successful Leadership. Away from work, Douglas Reeves enjoys exploring local Boston-area restaurants. His favorite establishments are Trade and the Rialto Restaurant and Bar.

Located in Harvard Square in Cambridge, Massachusetts, the Rialto Restaurant and Bar draws menu inspiration from traditional Italian fare. Under the culinary guidance and vision of James Beard Award-winning Chef Jody Adams, the establishment focuses its offerings on local ingredients. Special dishes appearing on the Rialto menu have included lobster brodetto, a mix of seafood, fennel, and red pepper aioli, and salumi, a plate highlighting the richness of duck liver mousse, cured meats, and cauliflower caponata. Cannelloni and zuppa del pescatore remain staple menu items patrons can enjoy regularly.

The restaurant has received much acclaim for its menu. It is the recipient of the 2014 AAA Four Diamond Award and Local Eats Award. Additionally, Boston Magazine named the Rialto the Best of Boston in the category of bar menu. Other notable recognitions include features in Forbes Travel Guide and Scout Magazine.