The Mistakes Of Yesterday For Tomorrows Assignment Management

Most of the students detest doing homework. Some students find it time-consuming, other might complain about the busy schedule, while there are also students who find homework a boring task. But if you have not completed your homework, you need to be well prepared with an excuse because whenever you are given any task, your teacher might ask you to submit it the next day or at a specified date.

If you fail to submit your work and don’t have a convincing explanation; you are sure to be punished. So, to be saved from punishment; you need to provide a good Excuses for not doing homework. But using the same excuse again and again can be risky since your teacher will have a doubt you. So, I have listed 12 excuses that can work well when you miss your homework. If you have already applied one, go for the second.

This list provides a number of options that can fit your sack.

1. I forgot to bring my notebook

forgot to bring my notebook

This is one of the most common and genuine excuse that you can use. If it’s the first time you missed your homework, this trick of defence work very well. In a hurry, most of the students normally forget some of their notebooks. Hence, teachers can easily trust this reason for yours. But again, remember that don’t give this justification time and again. Because it is illogical that every time when you are assigned task, you tend to forget your notebook.

2. I couldn’t complete the work because I wasn’t feeling well

not feeling well

If you have already made the above excuse once or twice, go for this one. Any diseases, infections or problems never come with an invitation and teachers to understand this well. So, if you tell that you fail to complete your work because you were sick, they will surely not punish you. Most importantly, even teachers know that students frequently face health issues, so your reason will be satisfactory for your teacher.

3. I tried doing the homework, but I failed to understand the topic

failed to understand the topic

This reason depends on the homework that you are given. If you are assigned task that is not explained properly in the class or if you are provided with the topic for writing, just like an essay that is quite difficult; you can undoubtedly apply this reason. You can tell your teacher that you tried researching the topic, but you failed to understand the core meaning of it. So, the teacher will automatically stand up to clear your concept or explain you the topic of your work. But again, remember that don’t give this reason if any topic is explained to you clearly in the class or if the topic of your written work is already explained to you in details.

4. My little brother tore my notebook

My little brother tore my notebook

If you have younger brother or sister of age 5-10 years old, you can give this excuse for not doing homework. Yes, many times we complete our work but fail to pack up things. Thus, they remain scattered on our bed or table. Moreover, if we have little brother or sister, it is quite predictable that they pick our notebook and play with it, not knowing how important it can be. So, if you give this reason, your teacher might rebuke you for being careless but ultimately you will be saved from getting punishment for your incomplete work.

5. I was absent that day

I was absent that day

If your teacher hardly notices the number of students present in the class or if they hardly care to look at the attendance register; you can apply this reason for missing your homework. If you tell them that you were absent on the day when homework was assigned; they will grant you some more time to complete your homework.

6. I bought my notebook, but I’m not finding it anywhere now

Not finding it anywhere now

This reason displays that you have completed your homework and bought in the class, but somehow it got misplaced and you are not able to find it. So, in the class of 20-40 students, teachers will hardly have time to ask every student to check their bags and look for your notebook (which means someone might have mistakenly kept your notebook assuming that it belongs to them). Yes, most probably your teacher might tell you that “fine, search it and submit it to me tomorrow”’. This way you can have some more time to complete your work.

7. My PC or laptop didn’t work last night

Laptop didn’t work last night

This excuse again depends on the homework that you are given. If your homework requires the use of computer or laptop; you can give this reason. You can just say that “I have completed half of my task, but unfortunately my laptop automatically shut down and it was too late to find any repair shop open”. This reason will reflect the problem of your laptop and your teacher will not raise an eyebrow at you.

8. My friend borrowed my homework but he didn’t turn up today to give it back to me

borrowed my homework

Make up an imaginary friend, who need your completed homework as a reference of the topic that he failed to understand. So, you can tell your teacher that your friend didn’t understand the topic, so he borrowed your homework and promised to return back before the school time. But unfortunately, he didn’t turn up. Present it in a way that you tried helping your friend. Your teacher might get angry at you but ultimately they will consider your excuse for not doing homework.

9. I didn’t find the prescribed page number in my course book

Not find the prescribed page number

Before giving this reason, you need to take a little risk of tearing the page from your book for which the homework is assigned. Tear the page in a way that it looks like the pages are missing from your book. So, if you are giving this reason; don’t forget to take your course book along with you. Your teacher might ask you to handover that book in order to check the questions. So, if they really find the pages missing; that is surely not your mistake and you can be saved from the punishment for missing your homework.

10. I was in a hurry, so I mistakenly left my notebook in my mom’s car, and now she’s in the office

mistakenly left my notebook in my mom’s car

This can instead be a good excuse for not doing homework. Many times, we tend to forget things in a hurry. So, just tell that you were carrying your notebook since it was already time for your class but you mistakenly left it in your mother’s car and since they have reached the office, you cannot ask them to bring it back to you.

11. My neighbor disturbed me a lot, so I failed to focus

what is your problem

This can be the last excuse that you can use for missing your homework. When you had applied all other reasons earlier; and you are left with no other excuse; you can tell your teacher that your neighbor came at your place and distracted you a lot. Hence, you failed to concentrate on your task.

12. State the truth

State the truth

We all know that we cannot make reasons always for not completing the task. If you make a number of excuses time and again, you will surely be caught. Sometimes it’s ok to give a reason but escaping homework every time is certainly not a good habit. So, at least give a try, and if you fail, give the true reason for it. This will build a trust and probably your teacher might appreciate you for your sincerity.

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Recently, I read about a father, Paul Wallich, who built a camera-mounted drone helicopter to follow his grade-school-aged son to the bus stop. He wants to make sure his son arrives at the bus stop safe and sound. There’s no doubt the gizmo provides an awesome show-and-tell contribution. In my mind, Paul Wallich gives new meaning to the term “helicopter parent.”

While I applaud the engagement of this generation of parents and teachers, it’s important to recognize the unintended consequences of our engagement. We want the best for our students, but research now shows that our “over-protection, over-connection” style has damaged them. Let me suggest three huge mistakes we’ve made leading this generation of kids and how we must correct them.

1. We Risk Too Little

We live in a world that warns us of danger at every turn. Toxic. High voltage. Flammable. Slippery when wet. Steep curve ahead. Don’t walk. Hazard. This “safety first” preoccupation emerged over thirty years ago with the Tylenol scare and with children’s faces appearing on milk cartons. We became fearful of losing our kids. So we put knee-pads, safety belts and helmets on them…at the dinner table. (Actually I’m just kidding on that one). But, it’s true. We’ve insulated our kids from risk.

Author Gever Tulley suggests, “If you’re over 30, you probably walked to school, played on the monkey bars, and learned to high-dive at the public pool. If you’re younger, it’s unlikely you did any of these things. Yet, has the world become that much more dangerous? Statistically, no. But our society has created pervasive fears about letting kids be independent—and the consequences for our kids are serious.”

Unfortunately, over-protecting our young people has had an adverse effect on them.

“Children of risk-averse parents have lower test scores and are slightly less likely to attend college than offspring of parents with more tolerant attitudes toward risk,” says a team led by Sarah Brown of the University of Sheffield in the UK. Aversion to risk may prevent parents from making inherently uncertain investments in their children’s human capital; it’s also possible that risk attitudes reflect cognitive ability, researchers say.” Sadly, this Scottish Journal of Political Economy report won’t help us unless we do something about it. Adults continue to vote to remove playground equipment from parks so kids won’t have accidents; to request teachers stop using red ink as they grade papers and even cease from using the word “no” in class. It’s all too negative. I’m sorry—but while I understand the intent to protect students, we are failing miserably at preparing them for a world that will not be risk-free.

Psychologists in Europe have discovered that if a child doesn’t play outside and is never allowed to experience a skinned knee or a broken bone, they frequently have phobias as adults. Interviews with young adults who never played on jungle gyms reveal they’re fearful of normal risks and commitment. The truth is, kids need to fall a few times to learn it is normal; teens likely need to break up with a boyfriend or girlfriend to appreciate the emotional maturity that lasting relationships require. Pain is actually a necessary teacher. Consider your body for a moment. If you didn’t feel pain, you could burn yourself or step on a nail and never do something about the damage and infection until it was too late. Pain is a part of health and maturity.

Similarly, taking calculated risks is all a part of growing up. In fact, it plays a huge role. Childhood may be about safety and self-esteem, but as a student matures, risk and achievement are necessities in forming their identity and confidence. Because parents have removed “risk” from children’s lives, psychologists are discovering a syndrome as they counsel teens: High Arrogance, Low Self-Esteem. They’re cocky, but deep down their confidence is hollow, because it’s built off of watching YouTube videos, and perhaps not achieving something meaningful.

According to a study by University College London, risk-taking behavior peeks during adolescence. Teens are apt to take more risks than any other age group. Their brain programs them to do so. It’s part of growing up. They must test boundaries, values and find their identity during these years. This is when they must learn, via experience, the consequences of certain behaviors. Our failure to let them risk may explain why so many young adults, between the ages of 22 and 35 still live at home or haven’t started their careers, or had a serious relationship. Normal risk taking at fourteen or fifteen would have prepared them for such decisions and the risks of moving away from home, launching a career or getting married.

2. We Rescue Too Quickly

This generation of young people has not developed some of the life skills kids did thirty years ago because adults swoop in and take care of problems for them. We remove the need for them to navigate hardships. May I illustrate?

Staff from four universities recently told me they encountered students who had never filled out a form or an application in their life. Desiring to care for their kids, and not disadvantage them, parents or teachers had always done it for them.

One freshman received a C- on her project and immediately called her mother, right in the middle of her class. After interrupting the class discussion with her complaint about her poor grade, she handed the cell phone to her professor and said, “She wants to talk to you.” Evidently, mom wanted to negotiate the grade.

A Harvard Admissions Counselor reported a prospective student looked him in the eye and answered every question he was asked. The counselor felt the boy’s mother must have coached him on eye-contact because he tended to look down after each response. Later, the counselor learned the boy’s mom was texting him the answers every time a question came in.

A college president said a mother of one of his students called him, saying she’d seen that the weather would be cold that day and wondered if he would make sure her son was wearing his sweater as he went to class. She wasn’t joking.

This may sound harsh, but rescuing and over-indulging our children is one of the most insidious forms of child abuse. It’s “parenting for the short-term” and it sorely misses the point of leadership—to equip our young people to do it without help. Just like muscles atrophy inside of a cast due to disuse, their social, emotional, spiritual and intellectual muscles can shrink because they’re not exercised. For example, I remember when and where I learned the art of conflict resolution. I was eleven years old, and everyday about fifteen boys would gather after school to play baseball. We would choose sides and umpire our games. Through that consistent exercise, I learned to resolve conflict. I had to. Today, if the kids are outside at all, there are likely four mothers present doing the conflict resolution for them.

The fact is, as students experience adults doing so much for them, they like it at first. Who wouldn’t? They learn to play parents against each other, they learn to negotiate with faculty for more time, lenient rules, extra credit and easier grades. This actually confirms that these kids are not stupid. They learn to play the game. Sooner or later, they know “someone will rescue me.” If I fail or “act out,” an adult will smooth things over and remove any consequences for my misconduct. Once again, this isn’t even remotely close to how the world works. It actually disables our kids.

3. We Rave Too Easily

The self-esteem movement has been around since Baby Boomers were kids, but it took root in our school systems in the 1980s. We determined every kid would feel special, regardless of what they did, which meant they began hearing remarks like:

  • “You’re awesome!”
  • “You’re smart.”
  • “You’re gifted.”
  • “You’re super!”

Attend a little league awards ceremony and you soon learn: everyone’s a winner. Everyone gets a trophy. They all get ribbons. We meant well—but research is now indicating this method has unintended consequences. Dr. Carol Dweck wrote a landmark book called, Mindset. In it she reports findings about the adverse affects of praise. She tells of two groups of fifth grade students who took a test. Afterward, one group was told, “You must be smart.” The other group was told, “You must have worked hard.” When a second test was offered to the students, they were told that it would be harder and that they didn’t have to take it. Ninety percent of the kids who heard “you must be smart” opted not to take it. Why? They feared proving that the affirmation may be false. Of the second group, most of the kids chose to take the test, and while they didn’t do well, Dweck’s researchers heard them whispering under their breath, “This is my favorite test.” They loved the challenge. Finally, a third test was given, equally as hard as the first one. The result? The first group of students who were told they were smart, did worse. The second group did 30% better. Dweck concludes that our affirmation of kids must target factors in their control. When we say “you must have worked hard,” we are praising effort, which they have full control over. It tends to elicit more effort. When we praise smarts, it may provide a little confidence at first but ultimately causes a child to work less. They say to themselves, “If it doesn’t come easy, I don’t want to do it.”

What’s more, kids eventually observe that “mom” is the only one who thinks they’re “awesome.” No one else is saying it. They begin to doubt the objectivity of their own mother; it feels good in the moment, but it’s not connected to reality.

Further, Dr. Robert Cloninger, at Washington University in St. Louis has done brain research on the prefrontal cortex, which monitors the reward center of the brain. He says the brain has to learn that frustrating spells can be worked through. The reward center of our brains learns to say: Don’t give up. Don’t stop trying. “A person who grows up getting too frequent rewards,” Cloninger says, “will not have persistence, because they’ll quit when the rewards disappear.”

When we rave too easily, kids eventually learn to cheat, to exaggerate and lie and to avoid difficult reality. They have not been conditioned to face it. A helpful metaphor when considering this challenge is: inoculation. When you get inoculated, a nurse injects a vaccine, which actually exposes you to a dose of the very disease your body must learn to overcome. It’s a good thing. Only then do we develop an immunity to it. Similarly, our kids must be inoculated with doses of hardship, delay, challenges and inconvenience to build the strength to stand in them.

Eight Steps Toward Healthy Leadership

Obviously, negative risk taking should be discouraged, such as smoking, alcohol, illegal drugs, etc. In addition, there will be times our young people do need our help, or affirmation. But—healthy teens are going to want to spread their wings. They’ll need to try things on their own. And we, the adults, must let them. Here are some simple ideas you can employ as you navigate these waters:

  1. Help them take calculated risks. Talk it over with them, but let them do it. Your primary job is to prepare your child for how the world really works.
  2. Discuss how they must learn to make choices. They must prepare to both win and lose, not get all they want and to face the consequences of their decisions.
  3. Share your own “risky” experiences from your teen years. Interpret them. Because we’re not the only influence on these kids, we must be the best influence.
  4. Instead of tangible rewards, how about spending some time together? Be careful you aren’t teaching them that emotions can be healed by a trip to the mall.
  5. Choose a positive risk taking option and launch kids into it (i.e. sports, jobs, etc). It may take a push but get them used to trying out new opportunities.
  6. Don’t let your guilt get in the way of leading well. Your job is not to make yourself feel good by giving kids what makes them or you feel better when you give it.
  7. Don’t reward basics that life requires. If your relationship is based on material rewards, kids will experience neither intrinsic motivation nor unconditional love.
  8. Affirm smart risk-taking and hard work wisely. Help them see the advantage of both of these, and that stepping out a comfort zone usually pays off.

Bottom line? Your child does not have to love you every minute. He’ll get over the disappointment of failure but he won’t get over the effects of being spoiled. So let them fail, let them fall, and let them fight for what they really value. If we treat our kids as fragile, they will surely grow up to be fragile adults. We must prepare them for the world that awaits them. Our world needs resilient adults not fragile ones.


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February 15, 2013

Posted in Culture, Education, Featured, Generation iY®, Leadership, Parenting, Workplace and tagged administrators, mentors, parents

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