Many of the concerns of students and parents involve a need to improve study habits. This article, containing recommendations for students and parents, was written by the Colina's Counseling Department and appeared in the Thousand Oaks Star, Wednesday, Aug. 25, 1999:

Proper Study Habits Ease Transition to Middle School
By Sam Kane, Counselor, Colina, for the Thousand Oaks Star

Excitement and anxiety often co-exist in an adolescent who is about to enter middle school. Conflicting thoughts race. Wow! I'll have four, five, or even six teachers spicing up each day. And I'll get to change classrooms every 45 minutes.

But wait, there's bound to be more homework.

How will I keep track? I'll have tons of books! Where will I keep them? Ahhh...I'll have a locker—my own!

But what if I leave my book in my locker, or forget my locker combination?

This ambivalence can contribute to an initial feeling by students—and their parents—that middle school's demands are insurmountable.

But rest easy. Students can help ensure academic success by cementing some basic study habits:

1) When it comes to homework, rely on an assignment notebook, not your memory. Why clutter memory with what page your fraction problems are on? Reserve memory for how to do the fractions.

2) Write each subject every day in the assignment book. And be specific; don't enter "bookwork" but "Page 87, Numbers 1-30 odd." (When your mom or dad writes an appointment on their calendar, do they write "11 a.m.: client; 11:30 a.m.: other client"? Of course not. They name the client.) Include long-term assignments and upcoming tests.

3) Study, in short bursts, for about 2 hours on average per weeknight: First, do what's due tomorrow, tackling your toughest subject first. Next, work on long-term assignments. Then, study for upcoming tests. Finally, each evening, take time to review.

4) Knock Ds and Fs out of the realm of possibility in most classes by abiding by a simple premise: Do all assignments.

Parents can foster good study skills by implementing interventions as needed:

1) Check the assignment notebook daily, and help your student establish study priorities.

2) Check each assignment for completeness and overall quality, asking for correction as needed. Don't just ask, "Did you do it?"; instead say, "Show me."

3) Some schools have a homework hot line. At Colina Middle School in Thousand Oaks, virtually every academic teacher posts the daily assignment on the hot line. A parent may call, compare what he hears to what the student has written in the assignment book, and help him keep a more accurate calendar.

4) Some schools allow for assignment notebook monitoring, with teachers' initials signifying that what was listed is correct.

5) Some have guided study or a similar program. At Colina, parents can contract for a recorded phone call any time the student misses submitting an assignment. No call equals peace of mind.

Played right, the transition to middle school can be smooth, with student and parent teaming toward success.

Back to Top

Each year Mr. Kane visits grade 6 SURE and other classrooms, to discuss the below measures students should take to help ensure success in their academic courses:

Steps to Success

1) Write every assignment every day in the assignment notebook.
2) Complete every assignment to the best of ability. Assignments should be neat, and complete, with proper heading and in compliance with any other instructions given.
3) Place the finished work in a safe place in the binder. Place the work so that it may be found immediately to be hand in.
4) Hand in the work on time the next day or when it is due.

If students are absent of if they have questions with regard to the evening's homework, they may consult:
1) A study-buddy (students should have the names and telephone numbers of at least two reliable classmates.)
3) Zangle ParentConnect.

Parents may lend valuable support to their students by checking the assignment notebook daily, by checking the finished work, and by watching the student place the work in a safe place for ready access when the teacher calls for it.
For each academic class (English, science, math, social studies, foreign language), students should spend an average of half an hour on homework every night. If a student quickly finishes the assignment that is due the next day, then the balance of the time may be spent reviewing for tests and/or working on long-term projects.

Students should remember to work to the best of their ability every day in class, asking questions when necessary.

Following these steps will ensure success for the vast majority of students. If students encounter obstacles to following these steps and being successful, they or their parents should contact the Counseling Office at 374-1168.

Ever been name-called or teased or had rumors spread about you? We want to assure you that at Colina any form of harassment or bullying* is unacceptable. If you are bothered by another student, we need to know right away.

Sometimes, students are reluctant to tell us that they’re being bothered by someone. They’re afraid that matters will get worse. Or, they think they’re being tattle-tales. Besides, it’s tough to report being bullied because it’s embarrassing and humiliating.

Perhaps you’ve been advised to “just ignore them” or “ask them to stop” when someone bullies you. To be sure, ignoring or asking may be a first attempt to solve a problem, especially if it’s a single and relatively minor incident. Sometimes ignoring or asking works; there’s no second occurrence.

But other times, the problem persists. Especially in those instances, it’s important for you to tell an adult in charge. Reporting is not tattling**; it’s taking good care of oneself, and everyone deserves that!

Bullies pick targets they think will be weak and afraid. “If I tell, it’ll get worse. They’ll get their friends to hate me. They’ll beat me up—they even told me they would.”

But a bully’s “power” is tenuous: Be silent and miserable, and the bully stays in charge; respond with appropriate steps, and the control is yours and the torment, over.

It takes courage to report. But what’s tougher: Dealing with your fear (that the bully will retaliate) and embarrassment (that you’re being picked on)? Or dealing with a slow, lingering pain to the point that you can’t concentrate or even don’t want to come to school any more? Once you’ve taken the bold step of reporting, you’re on a fast track toward solving the problem. A top priority at Colina is to resolve each reported harassment.

Step by step
Here are sequential steps to take if someone bothers you:

1) Try one or both of these strategies:
a) ignore the bully if what they did is relatively minor, or if the bully doesn’t know you;
b) calmly and clearly tell the bully what you don’t like and what you do expect instead; for example, “I don’t like when you call me four eyes; I want you to call me by my name.”

2) If the problem continues, report it privately to the adult in charge: the teacher in whose classroom the harassment is occurring; another teacher; the yard supervisor; an administrator on duty outside. (As a reminder, “Report Bullying and Harassment” signs are posted in many classrooms.)

3) If the harassment hasn’t stopped, report it to your counselor—Mr. Kane for grades 6 and 7, and Ms. Fagan-Simpson for grade 8. (It’s okay to tell a parent, who’ll then call the counselor, but it’ll save time if you yourself tell us.) Here’s how to report to your counselor:

a) Come to the Counseling Center and get a Counselor Request form from the tray near the entrance;
b) Print your name in the space provided;
c) Where it states “Concern,” either describe the situation specifically or just write “Bullying” or “Someone’s bothering me” or something similar;
d) Place the completed form face down in the tray, or hand the form to the counseling secretary and ask her to give it to your counselor.

Your counselor will make it a priority to resolve the situation. As a starting point, the counselor will call you in, and talk with you about what has been occurring. Depending on the nature of the bullying, the counselor may involve a second counselor or an administrator. The counselors and administrators have years of experience dealing with harassment, and virtually 100% of cases are resolved.

4) Report again if the bullying persists. (There’s no such thing as reporting too many times.)

No one goes around wearing a “Kick me” sign. Colina personnel will support and help you. Your counselor may suggest strategies to get better and better at avoiding being bothered or solving similar situations by yourself. For additional information, please see the District’s publication Student Guide to Understanding and Avoiding Harassment, sent to all parents as part of the summer packet for incoming students; if you did not receive this publication, please ask for a copy in the Counseling Center. See also related information on bullying on Colina’s website (colinamiddle.org; click the link on the home page).

* In this article, the words “bully” and “bullying” are used to include name-calling, teasing, rumor-spreading, threatening, hitting, etc.

**Tattling, on the other hand, is inviting unnecessary problems. For instance, if you see a fellow student in class throwing a wad of paper toward the trash can but missing the can, and you holler out that Johnny threw a piece of paper, then you might be inviting unnecessary trouble. Was it nice of Johnny to litter? No. Is it good for the environment to litter? No. But maybe it’s best to let an authority catch Johnny eventually.

Student Guide to Understanding and Avoiding Harassment
Published by Conejo Valley Unified School District

Remember the old saying. "Sticks and stones may break my bones, but names will never hurt me?

Many people believe this old saying is only partly true. Being called rude or obscene names may not break bones, but it can damage attitudes about school or how students feel about themselves. This guide is designed to remind everyone that "harassment" of any kind is against school rules. Sticks and stones and names that hurt are not welcome at any school in the Conejo Valley Unified School District.

We believe that every student has the right to learn Without being called names. Without being threatened because they are a girl or a boy, or from a certain religion or a particular race.

Everyone is equal, and everyone deserves respect!

Harassment - a definition: Harassment is unwanted and unwelcome behavior from other students or staff members which interferes with another individual's life. When it is sexual in nature it is "sexual harassment." When it is racial in nature, it is "hate-motivated behavior" or sometimes a "hate crime."

It is against the rules for students to make remarks that embarrass others or make them feel uncomfortable with actions or remarks that are sexual or racial in nature. No one can claim that another's grades or participation in any school activity or a school award depends on their willingness or unwillingness to cooperate in sexual activity. ;

Examples of actions which interfere with a person's education ar prohibited for both students and staff:

Unwanted touching
Sexual innuendos
Obscene comments
Gender specific comments
Physical threats
Requests for sexual favors
Obscene gestures
Racial-specific comments
Indecent exposure
Suggestive looks

Some advice: ,

Don't ignore it. Harassment does not usually "go away." Though it may be hard to do, tell your harasser to stop. (You might write a letter that describes the behavior in detail, keep a copy for yourself and have a supportive adult deliver the letter to the harasser.) Don't blame yourself and don't feel helpless, trapped, or confused. Seek help. Keep a written record of every incident.

What's the difference between harassment and flirting?

What to do if it happens to you: There are several important things you should know about if you feel you are being harassed.

First: Tell a teacher, a counselor, or a school administrator. Remember to be specific. If you want to bring a parent or guardian along with you, that's fine. ANY REPORT YOU MAKE IS PRIVATE. Unless you talk about it yourself, no one from the school or District will make it public. Any witnesses will be directed to keep the information about the situation to themselves.

Second: Don't worry about someone "getting even" with you for telling. The school is here to support you and will investigate your concern quickly. School administrators will do their best to not allow anyone to "get even."

Third: Tell the truth. Any student who falsely accuses another student or staff member of sexual or racial harassment is subject to disciplinary action.

Beating Back the Bully
By Bob Ehlert, reproduced from Better Homes and Gardens, April 2000

Earlier this year, for reasons only the bullies themselves know, two boys began to taunt and tease him. They accused Steven of being ‘gay’ and, eventually, they punctuated their harassment to punching him. "They would choose moments when the teacher wasn’t looking to pick on me," said Steven, who kept to himself about the bullying incidents for weeks. "I was worried that if I told, they would get me after school."

Finally one day, when prompted by an innocent question from his grandmother about school, Steven broke down in tears. "I don’t like school! I never want to go back!"

Until then, Steven had loved school. The classroom was the one place he could compete with peers. Much to his relatives’ shock and dismay, Steven told about the bullies in his life.

Everyone Suffers
There are more than 2 million bullies and nearly 3 million victims in American schools, according to SuEllen Fried and Paula Fried, authors of Bullies and Victims. Experts don’t believe there is an increased incidence of bullying—which includes severe forms of teasing, verbal, emotional, or sexual abuse; and physical intimidation. However, the severity of cases, including the use of weapons in school, has reach crisis level.

According to studies cited by the Frieds, three out of four kids report bullying or teasing episodes in the course of a typical school year. An estimated 160,000 a day miss school because of the verbal or physical intimidation by their classmates.
Repeated cases of bullying have been tolerated because, as Frieds point out, society considers bullying a rite of passage. As long as nobody gets hurt, the message is to just deal with it. The truth is, the bullies as well as the victims suffer.

Back to Top

Bullies Lead Unhappy Lives
Leonard Eron, a psychology professor at the University of Michigan, has been studying aggressive kids for more than 30 years. Though he believes there could be a genetic component to aggressive behavior, he’s convinced bullying is largely learned, partly from too much viewing of aggressive television programming, but mostly from parent who are bullies themselves. He cautions today’s parents that child bullies may grow up to be adult bullies, and to live very unhappy lives.

"Those youngsters at age 8 who aggressive often continue to be so at age 19, at age 30," he said, referring to his research at Michigan and at the University of Illinois at Chicago. "They do not achieve as much socially. They don’t get as much education and don’t experience as much success in their careers."

A lot of them get into trouble with the law, he said, and often their childhood bullying turns into domestic abuse leveled against their spouses and family members.

"By the time a youngster is 8, characteristics have developed and crystallized," Eron said. "They are so well learned by then, it’s hard to unlearn them."

Even though the behavior is often learned from a parent, Eron says that doesn’t mean parents can’t do something about it. Eron encourages parents to monitor the whereabouts of their children, use nonphysical discipline to correct antisocial behavior, and attempt to be better examples by exercising appropriate conflict resolution. Parents can ask a school principal or counselor to information on conflict management, or work together on a course of action to help correct a child’s bullying.

Monitoring a child’s television viewing can also help. "Kids watch an awful lot of it and are exposed to (on screen) examples where aggressiveness is the norm, the expected way to solve problems, "Eron said. "Children have to learn that there are consequences (in real life) for aggressive behavior, for them and their victims."

Back to Top

Empowering Victims and Witnesses

The victims, as well as the witnesses involved in the bullying scenarios, need to learn to speak up and report aggressive behavior to parents, teachers, and other authorities. Robin Kowalski, associates professor psychology at Western Carolina University, in Cullowhee, North Carolina, believes this will happen more often when authority figures take the charges seriously.

"Parents and teachers have a tendency to ignore bullying and to tell kids to ignore it,: said Kowalski. "They believe it will go away—that’s the worst thing to do."

In Steven’s case, Kowalski said, he had to come forward. When he told his parents, they were correct in immediately telling his teacher. The teacher recommended a meeting with Steven’s parents and the principal. The principal had a conference with the two boys who had been punching and harassing Steven, and made it clear they would be suspended if there was another incident.

"One of them yelled at me for telling on them, but they haven’t bothered me since then," said Steven, who is happily pursuing his education now, no longer intimidated by any classmates.


How to Deal with Bullies
•Tell your child that being bullied is not his or her fault. Help your child find a safe route to and from school. Point out places where your child can go for help. Encourage your child to travel with friends.

•If the bully is a classmate, encourage your child to speak to the bully in a calm and clear voice to name the behavior he or she doesn’t like and state what is expected instead. (However, ignoring a bully is the best strategy when the bully is unknown or someone capable of hurting the child, or when the bullying occurs for the first time.)
• Tell your child that sometimes it’s possible to make things better with a joke or a question such as, "Tell me what I did wrong and I’ll apologize." Most bullies back down when they don’t get the response they expect.
• Talk to your child about handling the situation. Ask if help is needed. If not, wait a few days and ask again.
Inform school staff if there is a problem. Keep records of dates, times, and names of those involved.

About Mr. Kane

Mr. Kane began his career in education in our district in 1970. He has taught math at Sequoia, Redwood, and Colina middle schools, and at Westlake High School. He has also taught methods courses for other educators through UCSB Extension, and math at Moorpark and Oxnard colleges, in addition to teaching adult education in CVUSD.

Mr. Kane has been honored with the 1994 Amgen Tri-County Educator of the Year Award—the only counselor ever so recognized. He was named Teacher of the Year in Conejo Valley in 1971, and was first runner-up for Outstanding Young Educator in California in 1972. In 1974, the California Teachers Association bestowed upon Mr. Kane the Merit Award for Innovative Development in Mathematics. Our counselor was named a CTY Johns Hopkins Fellow in 1989, the only counselor up to that time to earn that honor. Mr. Kane has received various PTSA awards, including the prestigious Golden Oak Award in 2005.

Your counselor was a math major at UCLA, and received his teaching and counseling credentials, along with his Master’s degree in Counseling and Guidance, from Cal State Northridge. He is a licensed Marriage and Family Therapist.

At Colina, Mr. Kane is technology chairperson and webmaster. He created a comprehensive database and communication system that was used schoolwide from 1993 to 2006. Mr. Kane conducts 12 bees and contests offered at Colina.

Mr. Kane and his wife, Bonnie, have been married since 1977. They have two adult children—Michael and Elise. Mr. Kane enjoys playing and watching baseball (GO Dodgers!), collecting baseball cards, playing chess, listening to all kinds of music, pursuing photography, developing databases and websites (for Colina, namely!), reading, and attending plays and art exhibits with his wife. Mr. Kane especially enjoys teaching and counseling kids.

About Ms. Fagan-Simpson

Ms. Fagan-Simpson began her career in education in 1985.  After earning her BA in History at the University of Montana (where she played Division 1 Volleyball for the Grizzly’s) she began coaching volleyball at the high school level.  She attended Humboldt State University where she earned her Teaching Credential.  For the next 10 years she taught History, English and Physical Education and coached varsity volleyball at Willits High School in Willits, CA and South Torrance High School in Torrance, CA.

Ms. Fagan-Simpson is passionate about counseling, coaching and teaching.  She has been honored both as a coach and teacher.  A program she developed at South High in partnership with the Private Industry Council was awarded the National Association of Counties award for excellence.  Many of the varsity teams she coached won league championships.

After earning her Master’s degree in counseling at California State University Dominguez Hills she counseled at Torrance High School and Beverly Hills High School.

While at Beverly Hills High School she filmed and produced a College Admissions film of the East Coast Colleges, including the Ivy League Schools.  She was also instrumental in designing the “School to Career” program in Torrance in partnership with the community college and community business.  After moving to Westlake in the year 2000 she brought her college and high school counseling experience to the 8^th grade class at Colina where she helps students navigate the transition from middle school to high school.  She truly enjoys Colina Middle School and working with the students and families in the Thousand Oaks and Westlake area.

Ms. Fagan-Simpson and her husband Greg have been married since 1992.  They and their son Jeffrey (who was born in 2000) enjoy swimming, hiking, and volleyball, piano and reading together.   Ms. Fagan Simpson has a passion for athletics (she is currently on the Westlake Moms In Motion running team); a passion for being a mom and a passion for helping students and parents as a counselor at Colina Middle School.

About Ms. Boe

Jeanne Boe has returned to Colina as a counselor after a thirteen-year assignment at Sequoia Middle School.  Prior to that she was with Colina for four and a half years.

She has interacted with approximately 20,000 students in her career as a counselor, and since the ‘70s has taught U.S. history, world history, English, science, P.E. and speech at Sequoia, Los Cerritos, and Colina. 

Remembering that, “all of your work begins and ends with and for the children” has been at the center of Mrs. Boe’s work for the past thirty-two years.  Whether it is counseling one child, a group of children or adults in charge of a school full of children, Mrs. Boe has dedicated her life to being of service. 

Ms. Boe obtained a B.A. in Social Science from Northern Arizona University, and a Pupil Personnel degree from California Lutheran University.

She has been involved with: We The People, Academic Rodeo, English Language Learners’ enrichment, Celebration of Learning, School to Career, Restructuring, Western Association of Schools and Colleges (WASC), a Distinguished School Evaluator, Facilities Goals Committee, Budget Task Force, and as an Instructor of Study Skills. 

When asked about her educational philosophy Mrs. Boe quotes Rachel Kessler, PassageWays Institute:  “When soul is present in education, attention shifts.  As the quality of attention shifts, we listen with great care not only to what people say but to the messages between the words—tones, gestures, the flicker of feeling across the face.  And then we concentrate on what has heart and meaning.”

“We must give young people voice in their own direction.  We must listen intently to both what they say and what they cannot yet tell us.  This is how they learn who they are.  This is how they grow.”

When Mrs. Boe is not working she enjoys film and traveling. Her travels have taken her to Timbuktu, Mali, Botswana, South Africa, Senegal, The Gambia, China, Japan, Galapagos, Chile, Buenos Aires, Brazil, Scandinavian countries, Russia, South Seas,Czech Republic, Poland, and many countries in Europe.   She has been to every continent except Antarctica to which she will travel in December. 

Favorite Books:  The Immense Journey by Loren Eiseley, Lucky Jim by Kingsley Amis, Random House Webster’s Unabridged Dictionary.

Mrs. Boe and her late husband, Jonathan, were Danforth Scholars.  Jonathan was Dean of Arts and Sciences at CLU and a professor of American History.

Back to Top

About Ms. Johnson

Born and raised in Southwestern Minnesota, Mrs. Eileen Johnson moved to Thousand Oaks in 1977, where she has resided since. Mrs. Johnson began working as a secretary 10 years before starting a family. She is married and has three children, ages 24, 20 and 17. Our secretary previously worked part time in retail and as a campus supervisor at Westlake Hills; that schedule allowed her to stay at home with her family for substantial portions of each day. Now, her youngest is a senior at TOHS, so that the time was right to go back to work full time. The Johnson family enjoys water skiing and any other types of sports.

About Ms. Johnson
Mrs. Rachel Elman was born and raised in Michigan.  She attended Interlochen Arts Academy for high school (majoring in writing and drama) and then graduated with a B.A. in Communications from the University of Michigan.  She worked behind the scenes in the news department at WJBK in Detroit before marrying.  15 years ago Mrs. Elman's husband, Ken (a California native), finally convinced her to move the family to the Conejo Valley.  She and her husband have two teen-aged daughters, four cats and two dogs.  When her children attended Westlake Hills Elementary, Mrs. Elman became a professional volunteer there.  She ran the student store and was co-president of the PFA.  Her volunteerism continued in middle school when her girls attended Colina.  Just as her youngest daughter was about to move on to Westlake High School, Mrs. Elman took a job in Colina's Counseling Department where she had been volunteering because she really enjoyed working with Colina's staff.  Besides spending time with her family Mrs. Elman loves to read, watch TV and volunteer at her Temple (Adat Elohim).