Well so here we are in July....I hope you are enjoying summer so far. Mind you it does seem to have rather disappeared. Gales and rain and cold. Hmmmm.... Maybe I hibernated and it is REALLY October?
I have been getting used to tweeting. You can find me @bridgetclapham and can follow by simply pressing the link at the side of this blog.
You will find that @bridgetclapham I tweet about success in general and tweets often have a leadership or personal theme
Or, if you are a student look up @examconfidence for tweets about study and exam success. Spread the word!
I am learning all the time and have fun "meeting people from all over the globe" in Twitter land!
There are lots of great quotes and thoughts to get you thinking.Mind you confining myself to 140 characters is tricky! Still working out how to use it properly, the abbreviations are never ending!!
Look me up and tweet!
Bridget :-)
Bridget Clapham
...keeping your SUCCESS in mind!
01869 277 348
Friday, 16 July 2010
Transition to secondary school-an adult perspective
First day at secondary school and parallels in adult life.
What would it be like?
This article was written five years ago when my daughter started at secondary school.
It received hundreds of views online and the feedback was that it helped many adults to support their 11year olds with greater understanding!
If teachers could read it, it may also affect their approach! I hope you enjoy. Let me know what you think!! I would appreciate your feedback
First day at secondary school.
I remember mine, most of it is a blur, fast and furious but my main memory is that I missed the bus home. I was in the bus layby, one minute surrounded by hundreds of children, most were bigger than me and all seemed to know exactly where to go and which of the many buses to stride and push towards.
The next minute, after a whirl of activity, I was alone—no buses and no other kids.
Just me!
No mobile phone and no idea what to do, just an overwhelming feeling of being very lost and vulnerable. I sat on the pavement and whilst thinking what to do next in my best Girl Guide "Be Prepared" way, a kindly teacher came and asked if I was alright—sort of rhetorical I suppose!!
The kindly teacher took me home in her car and handed me over to Mum who had hot tea and scones ready to eat whilst I told my adventures of the day!
(Very Enid Blyton perhaps but nevertheless true!)
When I wrote this it was my daughter's turn to start secondary school. Quite an adventure:
Think of it in adult terms, what would be a parallel situation for us now?
Imagine the following: ------
You have just left a small and friendly company where you have worked for the last 6-7 years. You knew everyone in your team and largely reported to just one manager at a time. (Rotating managers on a yearly basis)
You were one of the most senior and experienced people in the organisation.
Now…
You start at a new company/organisation with 150 other new starters on the same day (some orientation programme!)
You are put in a team with 29 other new starters (no established employees to show you the ropes!)
There is no appointed leader in the team of 30.
Everyone is uncertain about where to be for each of the 7 meetings during the day.
Each and every day you have scheduled meetings with 7 different managers, all of whom you have to report to, on the first day.
Some managers seem kind yet others are very unapproachable. Some talk kindly and others shout at you and your new colleagues.
You are scheduled to meet many more managers tomorrow.
Each manager has different expectations of you of which you are uncertain and has a separate project for you to work on.
Several projects are in subject areas that you are completely unfamiliar with.
You will be juggling around 11-13 different projects continually for the next 5 years with little choice about specialism.
Several managers give you work to do at home before the next meeting with the threat of repercussions if you don't deliver. (What happened to work life balance?).
You are told that several managers will expect a considerable amount of work to be carried out during each period of your annual leave.
Some of your colleagues seem great but some don't and you don't get to choose who to work with.
Each manager decides to group you with a different set of colleagues from the choice of 30.
You finish the day with very mixed feelings and are exhausted, get home and have to get your head around the 2-3 pieces of work that have been set by different managers all of which have to be completed that evening.
Wow!
Some of the companies and organisations we may have worked for as adults may fit this scenario (did you stay long?) but the last time this happened to many of us, we would have been, like my daughter, just 11 years old.
If you are the parent of an 11 year old who is starting secondary school this year, plan ways to support them and have some fun with him/her!!
He/she is or will be experiencing one of the biggest changes they will ever experience.
I wonder what we can learn from them?!
Bridget Clapham
BSc Hons Psychology. Dip Ed. RGN.
Master Practitioner and Licensed Trainer of Neuro Linguistic Programming.
Mum!
What would it be like?
This article was written five years ago when my daughter started at secondary school.
It received hundreds of views online and the feedback was that it helped many adults to support their 11year olds with greater understanding!
If teachers could read it, it may also affect their approach! I hope you enjoy. Let me know what you think!! I would appreciate your feedback
First day at secondary school.
I remember mine, most of it is a blur, fast and furious but my main memory is that I missed the bus home. I was in the bus layby, one minute surrounded by hundreds of children, most were bigger than me and all seemed to know exactly where to go and which of the many buses to stride and push towards.
The next minute, after a whirl of activity, I was alone—no buses and no other kids.
Just me!
No mobile phone and no idea what to do, just an overwhelming feeling of being very lost and vulnerable. I sat on the pavement and whilst thinking what to do next in my best Girl Guide "Be Prepared" way, a kindly teacher came and asked if I was alright—sort of rhetorical I suppose!!
The kindly teacher took me home in her car and handed me over to Mum who had hot tea and scones ready to eat whilst I told my adventures of the day!
(Very Enid Blyton perhaps but nevertheless true!)
When I wrote this it was my daughter's turn to start secondary school. Quite an adventure:
Think of it in adult terms, what would be a parallel situation for us now?
Imagine the following: ------
You have just left a small and friendly company where you have worked for the last 6-7 years. You knew everyone in your team and largely reported to just one manager at a time. (Rotating managers on a yearly basis)
You were one of the most senior and experienced people in the organisation.
Now…
You start at a new company/organisation with 150 other new starters on the same day (some orientation programme!)
You are put in a team with 29 other new starters (no established employees to show you the ropes!)
There is no appointed leader in the team of 30.
Everyone is uncertain about where to be for each of the 7 meetings during the day.
Each and every day you have scheduled meetings with 7 different managers, all of whom you have to report to, on the first day.
Some managers seem kind yet others are very unapproachable. Some talk kindly and others shout at you and your new colleagues.
You are scheduled to meet many more managers tomorrow.
Each manager has different expectations of you of which you are uncertain and has a separate project for you to work on.
Several projects are in subject areas that you are completely unfamiliar with.
You will be juggling around 11-13 different projects continually for the next 5 years with little choice about specialism.
Several managers give you work to do at home before the next meeting with the threat of repercussions if you don't deliver. (What happened to work life balance?).
You are told that several managers will expect a considerable amount of work to be carried out during each period of your annual leave.
Some of your colleagues seem great but some don't and you don't get to choose who to work with.
Each manager decides to group you with a different set of colleagues from the choice of 30.
You finish the day with very mixed feelings and are exhausted, get home and have to get your head around the 2-3 pieces of work that have been set by different managers all of which have to be completed that evening.
Wow!
Some of the companies and organisations we may have worked for as adults may fit this scenario (did you stay long?) but the last time this happened to many of us, we would have been, like my daughter, just 11 years old.
If you are the parent of an 11 year old who is starting secondary school this year, plan ways to support them and have some fun with him/her!!
He/she is or will be experiencing one of the biggest changes they will ever experience.
I wonder what we can learn from them?!
Bridget Clapham
BSc Hons Psychology. Dip Ed. RGN.
Master Practitioner and Licensed Trainer of Neuro Linguistic Programming.
Mum!
Tuesday, 4 May 2010
Meatballs and metaphors
Welcome to May everyone! Here is a recent article of mine published in the Society of NLP newsletter for May 2010.
http://www.nlp-newsletter.com/articles/#BC
Whilst assisting on the Mastering Advanced Techniques seminar with Richard Bandler and John La Valle recently we had a rare and unexpected treat.
"A flash of genius from Richard or yet more inspired linguistic sleight of mouth from John?" I hear you ask?
Those were indeed key ingredients throughout the three days yet as a privileged member of the assisting team we are frequent witnesses to such magic so would hardly classify those particular treats as rare!!
No. What I'm, talking about is something else entirely as those of you who follow John or team members on a popular networking site will know.
Over lunch one day, the team were captivated by La Valle talking about his love of cooking. As a boy he learned from other family members, Grandma, mother and father and is now (we have yet to taste the evidence) an accomplished cook, chef, preparer of delicious food!!
So, he learned from those who had skill and modeled the excellence of senior La Valles' . . . an NLP student before he even knew it!!
Nowadays he talks with passion about cooking and, as with what both John, Richard, Kathleen and we, the trainers that they have trained, teach about NLP . . . it's all in the detail!
It occurred to me as he was talking and, when I later reflected, that within John's explanations and stories about cooking was the most wonderful metaphor.
I invite you to join me in exploring it now, in relation to working with personal or corporate clients and using and applying the knowledge and skills of NLP.
Back to the cooking or maybe not!?
You firstly decide what you are making… what you want (the meatballs sounded sublime!) You consider and imagine what they will look like, taste like, smell like and how it will be to enjoy them. You imagine the difference that this dish will make to the whole meal and the expressions on the faces of friends and family as they enjoy the dish. Even the thought of that finds you with the same expression on your face and as you enjoy experiencing that wonderful and delicious feeling, even before you start working with the ingredients!!
Then you look at what ingredients you have gathered to work with, knowing the phenomenal potential of each and every one and how they can work in combination to create just the right result. Then decide on how you work with them, step by step to transform them into the finished product that will be oh, so good and perhaps even unrecognisable from the raw ingredients that are in front of you as you begin.
There is no particular set recipe to follow when you cook the La Valle way and much essential learning is done through creative experimentation.
If what you are cooking doesn't turn out, make a change in what you are doing . . . add something, take something out and . . . next time, do it in which ever way gets the best result. Each time you cook, you apply what you learned last time and before you know where you are you have some excellence going on in the kitchen.
You also get to learn that ingredients don't always behave in the same way . . . onions can be strong or less so, tomatoes ripe or just a little bitter. So, you become even more creative and flexible. You begin to trust that what you know already, combined with your intuitive ability, will guide you to know just what is needed to get great results whilst at the same time being aware that each dish is unique!!
When I thought about how John had spoken about the art of preparing food, it occurred to me that when cooking, at every stage, it matters so much that you pay attention to the detail of what you are seeing, hearing and sensing in other ways.
You need to notice exactly how, at every stage in the process, the raw ingredients that you started with are changing as a result of what you are doing. Know just what to chop and change and get to recognise the precise moment when you will get maximum effect from adding a little extra something into the pot!
Also, notice that, although you may be tempted to add a little more of something or to stir up a little, there are times when you need to step back and leave well alone.
Simple is good. Less is often more.
All great chefs love to taste and check and this is not necessarily a sign of just greed! When cooking it is important to pay attention and to test your work at all stages
Notice what you notice, use all of your senses and pay attention to the detail so that you can judge just exactly when the dish is perfectly cooked!
Now I wonder just how much of the above is relevant to those of us who work with clients? There are many obvious aspects that are missing (yes, I know human beings are different to onions - be more creative!) yet, I invite you to enjoy playing with the metaphor.
I have and I keep finding more ways to develop it!
©2010 Bridget Clapham
Keeping your success in mind
http://www.nlp-newsletter.com/articles/#BC
Whilst assisting on the Mastering Advanced Techniques seminar with Richard Bandler and John La Valle recently we had a rare and unexpected treat.
"A flash of genius from Richard or yet more inspired linguistic sleight of mouth from John?" I hear you ask?
Those were indeed key ingredients throughout the three days yet as a privileged member of the assisting team we are frequent witnesses to such magic so would hardly classify those particular treats as rare!!
No. What I'm, talking about is something else entirely as those of you who follow John or team members on a popular networking site will know.
Over lunch one day, the team were captivated by La Valle talking about his love of cooking. As a boy he learned from other family members, Grandma, mother and father and is now (we have yet to taste the evidence) an accomplished cook, chef, preparer of delicious food!!
So, he learned from those who had skill and modeled the excellence of senior La Valles' . . . an NLP student before he even knew it!!
Nowadays he talks with passion about cooking and, as with what both John, Richard, Kathleen and we, the trainers that they have trained, teach about NLP . . . it's all in the detail!
It occurred to me as he was talking and, when I later reflected, that within John's explanations and stories about cooking was the most wonderful metaphor.
I invite you to join me in exploring it now, in relation to working with personal or corporate clients and using and applying the knowledge and skills of NLP.
Back to the cooking or maybe not!?
You firstly decide what you are making… what you want (the meatballs sounded sublime!) You consider and imagine what they will look like, taste like, smell like and how it will be to enjoy them. You imagine the difference that this dish will make to the whole meal and the expressions on the faces of friends and family as they enjoy the dish. Even the thought of that finds you with the same expression on your face and as you enjoy experiencing that wonderful and delicious feeling, even before you start working with the ingredients!!
Then you look at what ingredients you have gathered to work with, knowing the phenomenal potential of each and every one and how they can work in combination to create just the right result. Then decide on how you work with them, step by step to transform them into the finished product that will be oh, so good and perhaps even unrecognisable from the raw ingredients that are in front of you as you begin.
There is no particular set recipe to follow when you cook the La Valle way and much essential learning is done through creative experimentation.
If what you are cooking doesn't turn out, make a change in what you are doing . . . add something, take something out and . . . next time, do it in which ever way gets the best result. Each time you cook, you apply what you learned last time and before you know where you are you have some excellence going on in the kitchen.
You also get to learn that ingredients don't always behave in the same way . . . onions can be strong or less so, tomatoes ripe or just a little bitter. So, you become even more creative and flexible. You begin to trust that what you know already, combined with your intuitive ability, will guide you to know just what is needed to get great results whilst at the same time being aware that each dish is unique!!
When I thought about how John had spoken about the art of preparing food, it occurred to me that when cooking, at every stage, it matters so much that you pay attention to the detail of what you are seeing, hearing and sensing in other ways.
You need to notice exactly how, at every stage in the process, the raw ingredients that you started with are changing as a result of what you are doing. Know just what to chop and change and get to recognise the precise moment when you will get maximum effect from adding a little extra something into the pot!
Also, notice that, although you may be tempted to add a little more of something or to stir up a little, there are times when you need to step back and leave well alone.
Simple is good. Less is often more.
All great chefs love to taste and check and this is not necessarily a sign of just greed! When cooking it is important to pay attention and to test your work at all stages
Notice what you notice, use all of your senses and pay attention to the detail so that you can judge just exactly when the dish is perfectly cooked!
Now I wonder just how much of the above is relevant to those of us who work with clients? There are many obvious aspects that are missing (yes, I know human beings are different to onions - be more creative!) yet, I invite you to enjoy playing with the metaphor.
I have and I keep finding more ways to develop it!
©2010 Bridget Clapham
Keeping your success in mind
Wednesday, 21 April 2010
Exam success without the Exam Stress:- a guide for parents
Exam Success without the Exam Stress.
Supporting your son/daughter through exams.© Copyright Bridget Clapham 2010
Bridget Clapham is an performance and exam success coach who enjoys working with students of all ages so that they can achieve their potential in exams, auditions and interviews.
For information visit www.bridgetclapham.co.uk or call 01869 277348 to discuss exam success or interview coaching. You can also follow Bridget on Twitter bridgetclapham
Celebrating exam success is fabulous for the student as well as for the teachers who have taught them and we, the parents who have supported and shared the exam journey with them. To open the results letter and see successful grades jump out from the paper brings, for the student, and also for parents, a mixture of feelings from relief, excitement, joy, exhilaration, confidence and pride.
We invest in our children's education in the belief that we are enabling them to reach their potential. However the school, its teachers and the students are not the only vital ingredients in the recipe of exam success. Parents also play a crucial role.
Our children in the UK are the most consistently and highly assessed children in the world today. Many children feel pressurised to achieve highly and increasing numbers of young people are suffering every year from stress related symptoms and health problems relating to the pressure of exams. Childline recently reported a 50% rise in the number of calls and increasingly GPs are prescribing medication for teenagers who are stressed and overwhelmed by exams.
ChildLine’s Chief Executive, Carole Easton, said:
"Exam stress affects almost every child at some point in their education and we are hearing from hundreds of children at this time of year who are struggling to cope with the pressure they are under. It is vital to reassure children that there is life after exams, that they are not the only route to success, and that they will still be loved and valued no matter how they perform"
So- how can our children achieve success without the stress? What can we do to help them to manage the pressure and confidently reach their potential?
This is a huge topic area but here are a few proven suggestions to get you started.
Quotes from GCSE and sixth form teenagers are in italics.
Help your child find the inspiration to do well.
“Study and revision — no thanks!”
Many teenagers, when asked about GCSE, AS and A levels find them as inspiring as wading through mud in concrete boots! You may remember that feeling!!!
Help your child see beyond the exams to the future opportunities that their success will bring.
Help them understand that each exam is the equivalent of a stepping stone or a key to get them to the next level.
The more keys they have, the more choices they will have about which doors to open for their future!
Make sure that you and your child share a view on what their success looks like!
Sometimes as parents we have visions of success which don’t match those of our children, or their teachers.
“Whatever I do isn’t good enough for my parents. They want me to get A stars and I’m just not an A Star student.” GCSE student.
Being interested in what your child is learning as well as being supportive and encouraging is far more valuable than setting unrealistic, stressful targets for your child.
Talk with them and with teachers about their potential success. For some children success is A or A star, for others it is a C or D grade.
Celebrate the potential of YOUR child and encourage them to reach it!
Make the most of resources.
“My Mum has bought every study guide published. I’m surrounded by them and I don’t know where to start!!”
This is a common one. there is still time so, check with teachers which revision guides and websites are most suited to the syllabus that your child is studying for each subject.
Check with your child which approved guide suits their style best!
Encourage your child to ask teachers if unsure. Use the subject experts!
Make sure that there is a comfortable area in which to study and that the environment is well equipped.
If possible keep study separate from your child's bedroom. Switching off and relaxing is important!
Mindset Matters
“I wish I felt more confident about my exams” A Level student
Confidence and self belief are vital to success. Talk with your child about what is going well, praise and encourage their efforts and think of ways that you can boost their confidence whilst studying and doing exams. Make sure that you celebrate every achievement along the way.
Talk to teachers if you feel that more confidence is needed. Your child may be presenting a different persona at school from the one you experience at home and teachers will help once they are aware there is a need.
After every exam get your child to focus on what they COULD answer and what they thought went well. Encourage them to be the best they can be. That's all anyone can ever ask!!
A positive mindset matters
“Whether you think you can or whether you think you can’t---you’re probably right.” Henry Ford.
Organisation and planning
“My time just disappears I spend hours planning and not enough time doing” GCSE student.
Help your child devise a study timetable and then, importantly to stick to it!!
Find out what help students are having with revision techniques. Some children lack skills in HOW to revise.
Encourage revision in small chunks broken up by something fun or relaxing.
Make sure your child is aware of the different ways to revise- study guides, mind mapping, past papers and on line quizzes and resources all add variety.
Help your child work out which best suits their learning and study style.
Balance.
“Nothing but work, work, work. My Dad rings me every night to check how much I’ve done” GCSE student of divorced parents.
Balance is important. Encourage your child to plan breaks as well as study.
Learning and memory function is reduced when stress levels are high. The brain chemistry associated with stress and anxiety is not conducive to feeling good or to focus, study, and memory or recall function.
Fun and relaxation create endorphins- the body’s “happy hormones” and brain function improves on many levels. Fun and relaxation thus create a great balance to study and the student can return refreshed with something else always to look forward to!
Ensure that they are sleeping well and eating healthily.
Plan something to look forward to during study and after the exams!
In conclusion,
As parents we may not be curriculum experts but through the love that we have for our children we can do a great deal to support them through the pressure of exams, and encourage and guide them on their way to success.
Do message me via the blog, via Twitter bridgetclapham or via my website on www.bridgetclapham.co.uk
Supporting your son/daughter through exams.© Copyright Bridget Clapham 2010
Bridget Clapham is an performance and exam success coach who enjoys working with students of all ages so that they can achieve their potential in exams, auditions and interviews.
For information visit www.bridgetclapham.co.uk or call 01869 277348 to discuss exam success or interview coaching. You can also follow Bridget on Twitter bridgetclapham
Celebrating exam success is fabulous for the student as well as for the teachers who have taught them and we, the parents who have supported and shared the exam journey with them. To open the results letter and see successful grades jump out from the paper brings, for the student, and also for parents, a mixture of feelings from relief, excitement, joy, exhilaration, confidence and pride.
We invest in our children's education in the belief that we are enabling them to reach their potential. However the school, its teachers and the students are not the only vital ingredients in the recipe of exam success. Parents also play a crucial role.
Our children in the UK are the most consistently and highly assessed children in the world today. Many children feel pressurised to achieve highly and increasing numbers of young people are suffering every year from stress related symptoms and health problems relating to the pressure of exams. Childline recently reported a 50% rise in the number of calls and increasingly GPs are prescribing medication for teenagers who are stressed and overwhelmed by exams.
ChildLine’s Chief Executive, Carole Easton, said:
"Exam stress affects almost every child at some point in their education and we are hearing from hundreds of children at this time of year who are struggling to cope with the pressure they are under. It is vital to reassure children that there is life after exams, that they are not the only route to success, and that they will still be loved and valued no matter how they perform"
So- how can our children achieve success without the stress? What can we do to help them to manage the pressure and confidently reach their potential?
This is a huge topic area but here are a few proven suggestions to get you started.
Quotes from GCSE and sixth form teenagers are in italics.
Help your child find the inspiration to do well.
“Study and revision — no thanks!”
Many teenagers, when asked about GCSE, AS and A levels find them as inspiring as wading through mud in concrete boots! You may remember that feeling!!!
Help your child see beyond the exams to the future opportunities that their success will bring.
Help them understand that each exam is the equivalent of a stepping stone or a key to get them to the next level.
The more keys they have, the more choices they will have about which doors to open for their future!
Make sure that you and your child share a view on what their success looks like!
Sometimes as parents we have visions of success which don’t match those of our children, or their teachers.
“Whatever I do isn’t good enough for my parents. They want me to get A stars and I’m just not an A Star student.” GCSE student.
Being interested in what your child is learning as well as being supportive and encouraging is far more valuable than setting unrealistic, stressful targets for your child.
Talk with them and with teachers about their potential success. For some children success is A or A star, for others it is a C or D grade.
Celebrate the potential of YOUR child and encourage them to reach it!
Make the most of resources.
“My Mum has bought every study guide published. I’m surrounded by them and I don’t know where to start!!”
This is a common one. there is still time so, check with teachers which revision guides and websites are most suited to the syllabus that your child is studying for each subject.
Check with your child which approved guide suits their style best!
Encourage your child to ask teachers if unsure. Use the subject experts!
Make sure that there is a comfortable area in which to study and that the environment is well equipped.
If possible keep study separate from your child's bedroom. Switching off and relaxing is important!
Mindset Matters
“I wish I felt more confident about my exams” A Level student
Confidence and self belief are vital to success. Talk with your child about what is going well, praise and encourage their efforts and think of ways that you can boost their confidence whilst studying and doing exams. Make sure that you celebrate every achievement along the way.
Talk to teachers if you feel that more confidence is needed. Your child may be presenting a different persona at school from the one you experience at home and teachers will help once they are aware there is a need.
After every exam get your child to focus on what they COULD answer and what they thought went well. Encourage them to be the best they can be. That's all anyone can ever ask!!
A positive mindset matters
“Whether you think you can or whether you think you can’t---you’re probably right.” Henry Ford.
Organisation and planning
“My time just disappears I spend hours planning and not enough time doing” GCSE student.
Help your child devise a study timetable and then, importantly to stick to it!!
Find out what help students are having with revision techniques. Some children lack skills in HOW to revise.
Encourage revision in small chunks broken up by something fun or relaxing.
Make sure your child is aware of the different ways to revise- study guides, mind mapping, past papers and on line quizzes and resources all add variety.
Help your child work out which best suits their learning and study style.
Balance.
“Nothing but work, work, work. My Dad rings me every night to check how much I’ve done” GCSE student of divorced parents.
Balance is important. Encourage your child to plan breaks as well as study.
Learning and memory function is reduced when stress levels are high. The brain chemistry associated with stress and anxiety is not conducive to feeling good or to focus, study, and memory or recall function.
Fun and relaxation create endorphins- the body’s “happy hormones” and brain function improves on many levels. Fun and relaxation thus create a great balance to study and the student can return refreshed with something else always to look forward to!
Ensure that they are sleeping well and eating healthily.
Plan something to look forward to during study and after the exams!
In conclusion,
As parents we may not be curriculum experts but through the love that we have for our children we can do a great deal to support them through the pressure of exams, and encourage and guide them on their way to success.
Do message me via the blog, via Twitter bridgetclapham or via my website on www.bridgetclapham.co.uk
Simon Mayo and sympathy for parents of GCSE students!
I see from Simon's tweet this morning that he wants sympathy for all suffering parents of GCSE students.
Sympathy can be useful sometimes! I hope you find the next blog of additional benefit at a time when our children are doing GCSE AS and A levels, we can play a stronger role and be of more support than we realise.
It is an article that I wrote that gives hints and tips to parents on how to help our children achieve and celebrate their success without Exam Stress
Email me via my website about it or tweet me! Let me know how helpful it is as an article or what else you as parents need to support your sons and daughters through the challenges of exam time!
Sympathy can be useful sometimes! I hope you find the next blog of additional benefit at a time when our children are doing GCSE AS and A levels, we can play a stronger role and be of more support than we realise.
It is an article that I wrote that gives hints and tips to parents on how to help our children achieve and celebrate their success without Exam Stress
Email me via my website about it or tweet me! Let me know how helpful it is as an article or what else you as parents need to support your sons and daughters through the challenges of exam time!
Bridget on Twitter
Hi all. I am pleased to announce that I have taken another firm step into the 21st century and am now on Twitter.
Look for bridgetclapham ( sort of makes sense really!!)
I am getting used to confining myself to 140 characters-- very tricky for someone who likes to say a lot!!
Feel free to follow and tweet me!
Bridget
Keeping your success in mind!
Look for bridgetclapham ( sort of makes sense really!!)
I am getting used to confining myself to 140 characters-- very tricky for someone who likes to say a lot!!
Feel free to follow and tweet me!
Bridget
Keeping your success in mind!
Back on the blog
Dear All,
Apologies for the temporary silence. Variety of reasons including PC probs! Can email and Twitter on my phone and will have to learn how to blog from it which I guess must be possible!
I am back!
Lots to blog about so watch this space!
Best wishes to all
Bridget
Apologies for the temporary silence. Variety of reasons including PC probs! Can email and Twitter on my phone and will have to learn how to blog from it which I guess must be possible!
I am back!
Lots to blog about so watch this space!
Best wishes to all
Bridget
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