Two of the focuses of my blog are General Education and Mentoring. In recent years, there are have been several publicized fatal encounters with Law Enforcement. In these instances, there are a lot of dynamics happening at once and the wrong actions or words can impact the outcome. As civilians coming into contact with Law Enforcement, are there actions that can be taken to avoid escalation? The following contributed post is entitled, Teaching The Youth How To React To Authority.
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For many young men, a figure out authority is seen as a figure of oppression. It’s an easy way to think because that person is telling you what to do. However, without the authority figures in their lives, children grow up to behave in a manner that is reckless. Mentoring the youth is something every adult should be trying to do and help in achieving. You can’t expect the government to be the parent of children that are lost and come from a rundown home. That is a big problem in many cities and towns where there are young boys and girls that have never had a father. Even if they did, sometimes fathers can be aloof and not very interested in what they do so children seem to not care what they are told to do. If you can mentor a young child how to behave, you will give them the mental tools to be successful in like. They can take that attitude and put it into business, be their own boss and respect authority. Law and order, the courts, common courtesy are all things that need to be respected as they are effectively neutral. So how do you instil respect within the youth for authority?
It works for them too
Here’s a very simple mental exercise you can do with the youth that you meet, whether it’s in school, your own children, or with the local youth groups where you live. Sit them down and ask them what would they do if there weren’t any police or laws? Most of the time they will say that they will have to take care of each other as there is no singular rulebook that is followed by everyone. This is going back to the tribe way of living which is the early beginning of civilization. Next ask them how would they take care of each other in the circumstance that one of the tribe hurts another? They will eventually say that there needs to be a trial and evidence before they mete out justice. This is when you interject and show them that, this is what law and order is about. It works in their favor too, it’s not about targeting someone, but making sure everyone plays by the same rules.
Don’t panic
Sometimes you also have to teach the parents along with the youth what they should do to help each other. It’s common for youth to be arrested and taken into custody for doing minor violations such as causing a disturbance due to loud music. However, all too often members of the youth can lash out at the police and this causes their charge list to grow into something major. Inform the parents to consider bail bonds if their child has been picked up and held in jail. Bail bonds are there to be used by people who don’t have enough money at the present time to pay for their son or daughter to be released from a holding cell.
The youth and parents need to talk about authority and what law and order is. More people need to mentor the young and show them that they need to think about society’s early beginning.
The first principle of my blog is Creating Ecosystems of Success and some of its focuses are: Career Discussions, Education, and Financial Literacy/Money. I originally published this piece in 2015 on the Examiner as I started to understand some of the nuances of being a federal employee. While the employment in the government is relatively stable in comparison to the private sector, there are some other unique differences which I thought were worth discussing. If you or someone you know is considering a federal career, this is a good and insightful read.
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My last article gave an overview of my experience as a federal employee in a general sense. This article will talk about one of the more intriguing parts of being a federal employee; the General Schedule (GS). The GS is particularly relevant when one is looking to get hired into the federal government and it takes on more significance when seeking promotion within one the federal government’s many agencies.
The General Schedule is a payroll scale which dictates the salary of each federal civilian employee. The scale spans from levels 1-15, with 15 being the highest paid and most senior. The only levels higher than the GS are the Senior Executive Service (SES) and then becoming an elected official.
Within the GS some promotions to the next grade are automatic without competition. Within grades, there are ‘steps’ where one automatically gets a raise periodically. There are 10 steps to each grade, and the first four step increases are automatic annually. Afterwards they are every two years. This seems like a really good deal right?
Reaching the GS-14 and 15 levels from the 13 level involves competition. That’s assuming that there’s money in the federal budget or ‘continuing resolutions’ for those promotions to become available in the first place. Another caveat is that one cannot jump to a higher grade without proving that they adequately performed the functions of the grade below it – going from a 13 to a 15 for example. A 13 must first become a 14 before reaching a 15.
What does all of this matter? As with everything, it isn’t a perfect system depending on your point of view, and there are pros and cons to working in the public vs. the private sector vs. academia. As described in my Earning a Ph.D. series, ascension within the federal government isn’t entirely dependent on one’s degree level. Having a Ph.D. for example doesn’t guarantee a promotion or even favor within an agency, and there are scenarios where Ph.D.’s can end up being supervised by master’s and in some cases bachelor’s level staff, something that would almost never occur in the private sector or in academia.
“We have Ph.D.’s.!!! We shouldn’t be making the same amount of salary as those filing records or who are doing administrative things,” a former colleague who has since gone to the private sector often lamented. That’s another caveat, tenure is an important component to federal employment. Specifically, there are instances where someone with a lower level of education who has been in the system longer, can make equal or more salary than someone with greater academic credentials who has been the system for less time. Ponder that.
“I wanted to move to Washington DC, so that I could get my 11,” a friend with a background in Human Resources who was a GS-9 said upon moving to the Washington, DC. Because the federal government is centralized in Washington, DC, the opportunities to get promoted are more plentiful there. Likewise, once promotions are achieved, that level is typically maintained wherever one goes afterwards throughout their career.
“When I first moved here, a couple of men told me they had achieved their ‘14s’ when we first met and I didn’t know what that meant,” a female acquaintance shared with me about her early dating experiences in the area. A funny but true and in some ways disturbing aspect to all of this is that in the DC Metro area, your GS-level can have huge social implications. In the minds of some, it represents: power, prestige and status in addition a considerable salary, the latter probably being the most important though they are generally lower than comparable private sector positions.
In closing, none of this information is confidential so I won’t get in trouble for sharing any of this. The salaries of federal employees are readily available to the general public online. Thus, when you know someone’s GS-level, you have an idea of what they earn, unlike in the private sector – an unsettling thought in terms of privacy to some degree. Nevertheless, it’s one of the cons that come along with being a public servant. The bonuses tend to also be more robust in the private sector.
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There are other aspects to being a federal employee such as the Thrift Savings Plan (TSP) which is the retirement plan/system for civilian employees. I will probably discuss it in a subsequent post about retirement as it’s something I didn’t quite understand when I started my federal career.
I’m going to close by going back to stability, but in a different way. In some instances, federal employees may perform at low levels for their given duty for any number of reasons. This likewise can earn consecutive poor ratings at their annual performance appraisals. This is difficult for supervisors because it’s classically hard to fire federal employees as there’s a long and involved process for letting go of them once they’ve passed their probationary period – again something very similar to academia.
Thank you for taking the time to read this blog post. If you enjoyed this one you might also enjoy:
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A key principle of my blog is Creating Ecosystems of Success, and a key focus is awareness of the Science, Technology, Engineering and Mathematics (STEM) fields. Several years ago, I tutored in the former Northern Virginia Tutoring Service to earn some extra income outside of my federal science career. The subject that gave me the most business year after year was International Baccalaureate (IB) and Advanced Placement (AP) General Chemistry for high school students – both college-level courses.
On a few occasions I tutored some students in Physics – the ‘Grandfather’ of all the sciences. Physics has a special place in my heart as it was a milestone for me during my growth as a student. I didn’t take to ‘Physical Science’ as an eighth grader, and I struggled with high school Physics as a junior. Midway through my junior year, I figured out what was going on and ended the year respectably. I discovered that I could succeed in a ‘quantitative’ science course.
With a younger cousin now taking IB Physics as a freshman in high school and struggling early on herself, I’ve decided to craft a piece about the keys to learning college-level Physics. As a Pharmacologist/Toxicologist, I’ve tried to be as accurate as possible in this piece. Please excuse me if I’ve misspoken about anything or even leave a comment below this post.
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“Physics is a different way of looking at the world,” my father, a Physics major himself in college said when I was a junior in high school and didn’t understand the class initially. It was a vague explanation and I still didn’t get it. My teacher at Hutch-Tech High School in Buffalo, NY also didn’t give a nice comprehensive explanation of what the class was about before going into his discussion of “Scalars” and “Vectors”. He was a very robot-like, studious-looking, middle-aged gentleman, with a graying beard and glasses who almost never blinked as one classmate humorously pointed out one day. To give him the benefit of the doubt, I’ll say that he might’ve given us a nice introduction and perhaps I just wasn’t paying attention.
In terms of my cousin who is struggling with Physics, one of the first questions I asked her coincidentally was if she knew what Physics was all about. She of course quickly answered, “No.” When learning anything, I believe that context is critical because it lets us know the ‘why’ and makes attacking the ‘how’ much easier. I explained to her that Physics itself is a broad field, but most importantly that it’s a way of mathematically explaining the natural world around us: calculating the masses of things, the speeds of objects, understanding how light and sound travel, understanding gravity, etc.
When NASA, SpaceX or their collaborators and competitors send astronauts and rockets into space for example, there’s a whole series of calculations that need to be performed and worked out ahead of time. Understanding “Time Dilation” in outer space requires some knowledge of how gravity and light work together. This gives us insight as to why individuals age more slowly in low-gravity environments. Calculating how fast a football ball travels, understanding the acceleration of cars, building high-speed rail systems, building bridges and buildings, and understanding how cell phones work – this all involves Physics.
Partway through my junior year struggles, something ‘clicked’ and I realized that we were being asked ‘word problems’ – problems where we were given multiple pieces of evidence and then having to solve for an unknown – usually having to use an Algebraic equation. I’ll use an example from the ‘Mechanics’ chapter of most Physics curricula. Mechanics deals with the movement and speeds of objects and thus involves concepts like: ‘Force’, ‘Momentum’, ‘Velocity’, ‘Acceleration’, ‘Friction’, and ‘Inertia’. The word problems typically involve giving two to three pieces of the puzzle and then asking the student to solve for the unknown.
An example is being given the mass of car, the speed of the car and then being asked to determine its Momentum (p). To answer the question, students must understand what Momentum is in terms of ‘units of measure’. In this case, Momentum is represented as: mass (m) * velocity (v) – the units usually being kilograms (kg) for mass and meters per second (m/s) for velocity:
p = m (kg) * v (m/s)
The measurement of speed is a ‘rate’ and in the United States, we typically measure speed in miles per hour (m/h). Canada uses kilometers per hour (km/h). Most Physics curricula express it as m/s. Underneath the Mechanics umbrella there is also Acceleration (a) which is very, very close to Velocity except for one subtle difference – the units are meters per second squared (m/s²). Instead of Momentum (kg*m/s) this one little change creates the unit for Force (F) (kg*m/s²) which is referred to as the “Newton”. The actual formula is:
F = m (kg) * a (m/s²)
This is just a piece of Mechanics. There are many more calculations in the: Circuits and Electricity, Dynamics, Kinematics, and Thermodynamics chapters just to name a few. This meticulousness with formulas and units of measure is what my father meant by, “looking at the world differently.” He meant looking at the world mathematically and in terms of formulas, laws and ‘constants’. And with that, I’ll discuss some simple keys to excelling at college-level Physics. They are as follows:
Understanding Physics at a high level: While the goal is to understand the world in a mathematical way, context is critical in my opinion because otherwise you’re just needlessly doing calculation after calculation. Again, my high school Physics teacher may have given us a nice comprehensive introduction and I was either daydreaming about basketball or girls, but my first memories of the class were ‘Scalars’ and ‘Vectors’ as described above. Once I got older and understood that Physics is everywhere, and its great history, I developed a great respect for the field and those who work in it.
Understanding the scientific and mathematical relationships: At some point during my junior year of high school, the ‘light bulb’ in my brain turned on. I realized that most of the questions we were being asked involved a principle of some sort and there were corresponding equations and formulas. The examples cited above involved Mechanics but there are many other modules in Physics. Students must be able to quickly read a question and identify which principle and the corresponding formula/equation being called upon. From there it’s pretty much ‘plugging and playing’.
Students must become meticulous about the units measure and your calculator must become your ‘best friend’ just like in Chemistry. Some questions give the student two different units of measure and the units for the answer may be a combination of the two, a constituent of the two, or something completely different if a ‘physical constant’ value is involved – the speed of light or sound for example or the Earth’s gravitational constant. Some questions even involve multiple equations. You get the point, and this is what makes the final key is so important; practice. By the way, many teachers and professors allow their students to write down their equations and formulas and bring them to the tests eliminating the need to memorize them.
Being disciplined about practicing the problems and seeking help: The final important key in my opinion, is taking the time outside of class to go over the practice problems and being ruthless about it. Depending on how long a given test is, students will usually only have about an hour to complete the questions. For that reason, it’s critical to be able to identify what’s being asked quickly, and then being able to quickly calculate the answer. To do that, students must practice as many problems as possible in their spare time – if the teacher assigns only the odd numbers in a chapter, then the student must also be willing to do the even numbered questions to master the principle.
Religiously doing the practice problems takes a certain amount of discipline, foresight and drive. More importantly it also builds confidence. This is the point I tried to drive home to my cousin and others in her situation. If students are confused about something when practicing their problems, they should seek out their teacher or a knowledgeable peer for more help. Once again, a key pillar of science is asking questions and knowing when you’ve arrived at the boundaries of your own personal knowledge.
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“I want to congratulate you. You’ve really turned things around this year,” my high school Physics teacher said to me late in my junior year. His words surprised me, and they showed that he was paying attention to how his students were doing. He saw me flounder early in the year, and then start to grasp the material as time went on. My early grades in the class were in the mid- to high-60s, but I recovered to finish in the high-70s to low-80s. As an undergraduate, I knew what to do immediately and scored in the 90s both semesters.
So, there you have it. Keep in mind that this is for high school and college-level Physics and it can get much more complex. There is for example “Calculus-Based Physics“, which gives me the chills just thinking about it. I imagine that the keys I gave still apply though the material is far more complex. Lastly Physics in addition to being a prerequisite class for many STEM-hopefuls, it’s also a bit of ‘gatekeeper’ course which can derail the dreams of many Medical School hopefuls and other aspiring healthcare professionals.
Undergraduate Physics is as far as I went, though some of the principles did come into play once I started my graduate research. For the sake of this piece though, like Chemistry, students can get overwhelmed and lose hope once they fall behind early, which is dangerous because some may never want to participate in the STEMs afterwards.
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The first principal of my blog is Creating Ecosystems of Success, and two of its focuses are General Education and Career Discussions. Sometimes early on in school we wonder about how our classes will be useful in the real world. The further we progress it likewise becomes important to know where can apply what we’ve learned in a practical way. The following contributed post is thus entitled; Applying School To The “Real World”: Turning Subject Knowledge Into A Career.
As kids, we all remember complaining about school. And those complaints often extended beyond a mere dislike of homework. Often, children ask themselves why they’re bothering to learn certain things. “When will this help me in real life?” That’s a question many students ask, even when studying technical subjects such as mathematics. Unless you want to become a teacher, the knowledge isn’t important. Right? And technology has made human talents redundant. Spell checkers remove the need for grammatical skills, and calculators remove the need for numerical skills. And, in fact, any piece of knowledge can be gained online. But this is too cynical an approach. There are more ways to apply school to the real world than you might realize. Whether you’re a recent graduate or somebody who’s rethinking their job role, here’s how to turn your subject knowledge into a career.
Science
STEM subjects are valued very highly in the job world, so you probably feel quite confident that there are plenty of career opportunities for somebody with scientific subject knowledge. However, you can use your qualifications for more than obvious options. You don’t have to become an academic researcher in medicine or marine biology. You’ve gained more skills than you realize if you’ve studied for a scientific subject. You’ve learned to critically think, problem solve, organize multiple projects, and adapt on a continuous basis. Those skills could suit you well in the business world if that was a route which interested you.
You could start your own business or become a consultant for other businesses. Science is an incredibly vast field, so your subject knowledge doesn’t limit you to a select few career options. You can take alternatives to the traditional route. Even a student of medicine doesn’t have to become a doctor or a surgeon. Your knowledge is valuable in the “real world”, so don’t dismiss the importance of your qualifications. If you’re not interested in the traditional career routes related to the subject you’ve studied then do some research to gain an understanding of the other options out there. You might just find something totally unexpected that fits your personality perfectly.
Geography
A geographical understanding in the modern world is also highly valuable. There’s more to this subject than knowing where places are on a globe, as you well know. Otherwise, geographical studies would be made obsolete by Google Maps. You can use your degree for more than simply teaching geography to the next generation. If you’ve studied in geographical information science then you could even consider pursuing a career in surveyance. You might want to look into land surveying jobs in your area if that type of career route appeals to you. It could be an exciting opportunity to make a difference in your community with your subject knowledge. A qualification in geography can lead to plenty of vital professions, so don’t diminish the technical weight of your subject knowledge.
History
Much like the other subjects we’ve discussed, history is a topic which is often pigeonholed into a very limited range of career options. You would probably imagine that a history graduate either has to become a teacher or a historian. But research and education aren’t career routes that appeal to everyone. Luckily, you can do more with a history degree than you might think. You could even consider a career in politics. Historical knowledge is incredibly valuable because it outlines mistakes of the past. By working in government, you could advise as to how we could avoid repeating those mistakes again. You could also look into media-related jobs. This is worthwhile subject knowledge for many career routes.
The first principle of my blog is Creating Ecosystems of Success, and a key focus is awareness of the Science, Technology, Engineering and Mathematics (STEM) fields. A key class for many STEM-hopefuls is ‘college- level’ General Chemistry, both in high school and college. Some students, particularly those attending very competitive high schools, take college-level Chemistry and struggle with it.
Several years ago when I tutored part-time, I worked with several students in Northern Virginia where taking ‘Honors’ and ‘International Baccalaureate’ (IB) General Chemistry as freshman and sophomores was a normal occurrence. For three to four years, I worked in the former Northern Virginia Tutoring service where I consistently coached lost and struggling students, and helped them confidently finish their classes strong. The service was run by my mentor and fellow blogger Dr. Ralph G. Perrino (Dr. Perrino’s blog).
I originally published this piece on the Examiner back in March of 2013. I’ve decided to republish this revised version as tutoring was a fun and rewarding experience for me, which also helped me earn some extra income. I myself didn’t fully grasp General Chemistry back at Hutch-Tech High School as a sophomore. It wasn’t until I was an undergraduate at Johnson C. Smith University (JCSU) that I understood and mastered this exciting quantitative science. I went on to use that knowledge in my graduate studies, in my federal science career, and eventually as a tutor.
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After starting my federal science career, tutoring not only allowed me to supplement my income, but it was a very educational experience for me as well. When applying to work as a tutor through the Northern Virginia Tutoring Service, I listed Biology, Chemistry, and Physics as my areas of expertise. I had some experience with all three disciplines in my undergraduate and graduate studies.
Chemistry by far was the course that generated the most demand for me, specifically ‘Honors’ and ‘International Baccalaureate’ (IB) Chemistry. IB courses are basically ‘college-level’ and can be quite a jump for some high school freshman and sophomores. Even some upperclassmen struggle in them. These classes are particularly problematic when the students fall behind in them early, lose confidence, and when the subject area falls outside of Mom and Dad’s areas of expertise – hence the need for a tutor.
The students who needed my help weren’t ‘slouches’ by any means. Most of them resided in Virginia’s Arlington and Fairfax Counties. Fairfax County is one of the wealthiest counties in the nation – a county with a very strong school system where 90% of its students matriculate to college. The parents’ vigilance and drive to assure that their children do well academically is also a hallmark of this county. This was manifested in their willingness to invest some of their hard-earned money into tutors – sometimes several at one time for multiple children. Those parents were very impressive.
When working with the students, my initial goal was to approach them with a positive and optimistic attitude. Patience, understanding and a bit of humor were parts of my approach as well. These were particularly important for students who had lost hope. After this initial part, we dove into the actual science and turning their grades around. There were four key principles that I stressed to my students: time management, taking initiative, practice and attention to detail.
The kids I worked with were ‘high achievers’ and typically juggled multiple classes, and in some instances, multiple Honors/IB courses. They were also involved in a plethora of after school activities (sports and clubs of all kinds), which often caused a bit of an overload. In cases such as these, time management for each class, especially the demanding classes, was very, very important.
The next principles I instilled were taking initiative and the importance of practice. College-level courses require students to assume more responsibility for their studies with less coddling by teachers. This is especially important for quantitative sciences like Chemistry and Physics, which are calculation-intensive and require rigorous practice. I stressed to my students that this was the only way to feel confident at test time, when students were tasked with working their way through several pages of complex problems, usually within 45 minutes to an hour.
The argument that teachers aren’t ‘teaching effectively’ in these subjects may be partially true in some instances, but what’s also true is that the teachers can’t do everything. They can’t make the students practice what they’ve learned after hours and on weekends – arguably the most important part their learning. This is where the most meaningful part of students’ learning takes place as was the case for me as an undergraduate when the light-bulb turned on one Sunday afternoon in Charlotte, NC.
Finally, I impressed upon my students the importance of learning to pay attention to several key details. Chemistry tends to start off with ‘concept-based’ learning: the trends of the “Periodic Table of Elements“, the micro-particles that comprise atoms, and then chemical bonding. With the balancing of chemical equations, the class becomes more ‘critical thought-based’.
The ‘quantitative’ phase starts with the “Stoichiometry” chapter which permeates throughout the remaining chapters. This is the phase in which the calculator becomes one of the student’s ‘best friends’ as they must calculate decimals, express numbers using ‘scientific notation’, and sometimes calculate ‘log’ values. When calculating acids, bases and pH values, students also must be able to use the ‘^’ calculator function in some instances, which admittedly confused me as the tutor once. An important part of this phase is understanding and being able to convert ‘units of measure’ – converting grams to kilograms, and then grams to moles, Celsius and Fahrenheit to Kelvin, and so on.
The calculation of moles, percent compositions, percent yields and so on, leads the class to become highly quantitative and the students then must also keep track of various equations/formulas, and chemical/physical constants, while also integrating concepts from earlier chapters. This continues into the “Solutions”, the “Gas Laws”, “Kinetics” and “Thermochemistry” chapters. While specific calculations are used throughout the course such as the conversion of grams to moles, some chapters have their own unique equations, formulas and units of measure such as ‘millimeters of Mercury’ (mm Hg) in the Gas Law chapter which is a measure for atmospheric pressure.
Examples of chemical/physical constants include “Avagadro’s number”, and the “Universal Gas Constant”, which itself has many different values depending upon the units used. As we progressed through the chapters, one thing I constantly had to remind my students of was always keeping their Periodic Table of Elements handy. I consider this the student’s first best friend in the class, as it has pieces of information about every element necessary to answer questions in even the more advanced chapters.
This all sounds like a lot right? Again, it can be particularly problematic if the parents have no experience in the area. Once lost, students typically need extra help in the form of spending more time with the teacher or working with a tutor. When the above-mentioned keys are introduced and the student buys in, he or she can gain confidence, get back on track and find the class to be fun. Tutoring caused me to have to relearn some material I’d forgotten over the years, and to learn concepts we hadn’t covered when I was an undergraduate. In some instances I was learning along with the students I tutored. This was fun for me and created a sense of adventure.
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If you’re a STEM-professional, tutoring is a really good way to generate a second income depending upon the demand for your knowledge set in your area or elsewhere. With the technology available to us today, tutors can work with students remotely in some instances without having to physically be there. In either case, helping students to understand their subject matter, and ‘to get over the hump’, is a very rewarding feeling, and an accomplishment all in itself. It’s also gratifying when the parents thank you and stay on their children about when their next tutoring sessions will be.
What also helped me out during my tutoring experience was that I could go back and ask one of my veteran undergraduate Chemistry professors questions when I got ‘stumped’. In some instances, I needed to be refreshed on some of the nuances of some of the problems I was doing with my students. I don’t think he’ll mind me mentioning him, and I’m very thankful that he was willing to provide guidance when I didn’t know what to do. This underscores the importance of not burning your bridges and maintaining relationships with your professors long after you’ve earned you degree.
My former professor also pointed me in the direction of the Chemistry Olympiad Exams for challenging and fun practice problems. You can download the yearly exams as pdfs for free. The answers are in the back, so you can go over them yourself or with your student, and even work your way backwards to figure out the right answer, if either of you answered the question incorrectly.
Thank you for taking the time out to read this blog post. If you enjoyed this one, you might also enjoy:
If you’ve found value here and think it will benefit others, please share it and/or leave a comment. To receive all of the most up to date content from the Big Words Blog Site, subscribe using the subscription box in the right-hand column in this post and throughout the site, or add the link to my RSS feed to your feedreader. Lastly, follow me on the Big Words Blog Site Facebook page, on Twitter at @BWArePowerful, and on Instagram at @anwaryusef76. While my main areas of focus are Education, STEM and Financial Literacy, there are other blogs/sites I endorse which can be found on that particular page of my site.
The first principle of my blog is Creating Ecosystems of Success, and two of its focuses are Career Discussions and General Education. Even after completing school and entering the workforce, it’s important to think about where your career and your field are going. This involves several steps and points to consider. The following contributed post is thus entitled, Staying Relevant in the Workplace: The Tips To Help.
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In a job market that is as competitive as ever, employers are likely to have higher standards than ever for their employees. So in order to stay competitive and stay marketable, you need to make sure that you are relevant and up to date. By checking that you are doing things to improve yourself and your career, as well as seeing how you are doing with things, it can help you to ensure that you are not coming up short. If you’re not too sure about how you can stay relevant in the workforce, then here are some steps to help you get there. Keep going on and on, and you’ll be able to stay relevant in your career. Then you can keep your career going and achieving the things that you want to.
No doubt you will have the main qualifications to be doing the job that you do. But there are can be plenty of new technology to learn and understand, as well as software or certain operating systems. But if you don’t get up to speed, then you are going to struggle in your everyday job, as well as struggle to stay relevant. If it is kind of implied that you should know how to do something, then now is the time to learn what you need to learn, so that you can execute your work well and show your employer that you know what you are doing.
Trade Shows
It will depend on what industry you are in. But if your industry is related to an industry that works with (or in) trade shows, then it is a good idea to get yourself there. It can be something to suggest to your employer if you are not already doing it, as well as going and arranging to go of your own accord. It gives you a good chance to network, as well as a good chance to see the latest in your industry, or how other industries could be impacting the one that you work in.
If you work in quite a niche industry, or plan to in the future, then it can be a good idea to attend trade shows to get ideas, as well as seeing what is happening in similar industries.
Get Social
Social media is a great way to get in touch with others in the industry, or it can be used as a great way to read up on latest news or blog posts about what is going on in your world of work. Being online on social channels in a professional way can be a good idea to help you to stay on top of all that is going on. Not to mention that there are plenty of HR influencers online, especially social sites like Twitter. They can be sharing useful updates and relevant content, to help you to stay up to date and stay relevant in your career.
Perfect Your Skills or Specialize
If you look at people in the medical profession, for example, the ones that are earning the most are the ones that are a doctor with a specialism, rather than just a general practice doctor. Being a ‘jack of all trades’ isn’t always the best thing for your career. It can be a really good thing to specialize and to choose one route to go down. You will be staying relevant as you will be much more marketable to that specific career area than if you just kept things quite general. So if you can, look for ways to train in something more specific, but still relevant and in-demand.
Follow Competitors
Whatever walk of life we are in, there will always be competitors. Have a look at them to see what they are doing and what they do so well. If they are having more success, then follow them to see what it is that they are doing differently to you. If people in the same niche are having more success than you, then it shows that there is market for what you are doing. You just need to be the one that people want to come to. So mimicking a strategy or style can help to boost your success, and it adds value to what you are doing, and keeps your role relevant.
As you can see, these are all pretty straightforward things to be doing. But it just takes some time to plan so that you can really focus on your career goals and staying competitive and relevant within that.
The first principle of my blog is Creating Ecosystems of Success, and two of its key focuses are Education and Career Discussions. Choosing a career is one of the most important decisions one can make in life. Unfortunately many students aren’t always guided properly in this area, and have poor career prospects on the back end of their education. The following contributed post is thus entitled; Common Mistakes Made While Choosing A Career.
When choosing a career, there are so many different factors that need to be considered. Of course, you want to make sure you end up with the perfect career for you. However, this is much easier said than done. How do you know if a job is right for you until you start doing it? Well, a good place to start is by avoiding some of the common mistakes that people have made before you. With that in mind, continue reading to discover more about the common mistakes you need to avoid when choosing a career.
Taking a job with limit growth prospects – The first mistake that a lot of people make when it comes to choosing a career is going for a job that does not offer anything in terms of career prospects and growth. One of the main reasons people get frustrated with their jobs is because they feel like they have hit a brick wall and they can’t go anywhere.
Choosing money before anything else – There is no denying that money is important when choosing a career. After all, we all need money to pay the bills and to buy the things we want in life. However, you have no doubt heard the saying that money cannot bring happiness. You are going to spend most of your life working, so it is important to love what you do.
Failing to map out your route – Choosing a career is one thing, but how are you going to get there? You need to understand what is going to be expected of you and what qualifications you need. Are you going to be able to achieve these? Let’s say you want to work for a trucking firm. Do a search of trucking companies near me online so you can find out what they look from when it comes to their drivers. This is the only way you will be able to plot out how you can make it to the career you want and determine whether or not this is really for you.
Ignoring the signs of industry decline – Last but not least, another mistake you need to avoid is ignoring the signs of industry decline. Industries come and go – they aren’t around forever. Sign painters used to get a lot of business. However, that industry was replaced with vinyl and large-scale printing. When choosing a career, you not only need to consider your passions and what you are good at but you need to think about the state of the industry too.
Hopefully, you now have a better understanding of some of the most common mistakes that people tend to make when they are selecting a career. This should give you a better understanding of what you should and should not do regarding your professional future. But if you do make a mistake, don’t fret about it! Lots of people end up changing their mind regarding what they want from a job.
The first principle of my blog is Creating Ecosystems of Success, and a key focus is Education. When pursuing a college education, it’s important to know how to get the most out of the experience both in and out of the classroom so you’re as marketable as possible when you finish. What are some of the important considerations? The following contributed post is entitled; Making The Most Of Your Education.
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Making the most of your education is crucial, whether you’re going to college, university, or even doing an online course. You want to make sure you retain as much information as possible and that you are able to use what you’ve learned to do something great when all is said and done. Whether you want to start a business of your own or land your dream job, below we have three ways you can go about making the most of your education.
Don’t Be Afraid To Ask For Help
You can’t be afraid to ask for help if you’re struggling with something you’re supposed to be learning. Approach your lecturer, ask classmates, and even look at online forums that you can use to make sure you get it. Having a positive, solution focused attitude is everything.
Get A Part Time Job
A part time job can help to give you more money towards school supplies, and can even allow you a bit of a social life (if you can find the time). If you can get a part time job in the industry you’re looking to work in, or even just a voluntary position, this can support your learning and look great on your CV.
Find Your Learning Style
Finally, figure out what your learning style is so you can consume the course material in a way that is enjoyable and stress-free for you. Everybody learns differently. Some people are hands on, some are visual. There were 419 graduates from Effat university in 2016-2017, and chances are, the majority of those students figured out their learning style early on. Below, you can find more information on Effat university.
“Somewhere there was a disconnection between the parents and what the students should’ve been doing at home, particularly their homework. The parents should’ve been helping to reinforce our program at home. If we could’ve just gotten the parents on board, things would’ve gone more smoothly.”
The first principle of my blog is Creating Ecosystems of Success, and a key focus is Education. Dad was a critical piece of my journey towards my earning my STEM degree and starting my career. I originally published this piece in the Examiner back in 2012, shortly after he retired from education. I lived with him for almost three years prior to starting my federal science career, and learned some things about his career in education simply through watching, observing and talking to him.
Dad taught in one of the ‘lower’ two districts in New York State’s “Capital Region”, and this account captures what it’s like for some teachers who work in ‘lower income’ communities. While Dad agreed to let me publish this piece, there was some deliberation over its content as he wanted to be truthful while not offending anyone. This piece raises several key questions. Do parents have a role in their child’s education? Is it the school’s job to do everything? Lastly, what are the ramifications for kids getting passed through the system without doing the work, and what ultimately happens to them?
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Dad retired from education after 20 years of teaching Life Science in junior high in one of New York State’s eastern central school districts. When asked about being an educator and the daily issues he faced, he focused mainly on the attitudes and preparedness of his students and their parents. He also focused on an administration that highly emphasized passing its students, probably due to outside pressure which eventually trickled down the to its faculty. The issues he discussed were not unique to his district, and were common in lower income communities across the nation.
“One of the hardest parts of the job was getting the students to believe that I knew what I was talking about,” he said. The adolescent years are known to be the start of a rebellious period in the lives of young people. It’s not only challenging for parents, but also for educators. He further added, “Many of my students came to school hungry and without having breakfast. It’s hard to learn that way!”
Dad spent a lot of time discussing parenting saying, “Somewhere there was a disconnection between the parents and what the students should’ve been doing at home, particularly their homework. The parents should’ve been helping to reinforce our program at home. If we could’ve just gotten the parents on board, things would’ve gone more smoothly.”
“Parents aren’t what they used to be. They seem to act as though they can just make babies and it’s the school’s job to raise them,” he lamented about parents who weren’t proactive and vigilant about their children’s education.
“When I came home, I frequently saw my father reading,” he continued. “In some families, kids come home and see Mom and Dad watching TV and not reading, and will do the same thing. For African American and Latino kids, reading is very, very important,” he said passionately.
Whether it’s a low income district or a high income district as described in the writings of Dr. Ralph G. Perrino of the former Northern Virginia Tutoring Service, strong parental involvement seems to be a key ingredient in the success of students.
When he visited the University of Michigan when I was in graduate school, the famous (and now maligned) neurosurgeon Dr. Benjamin Carson, originally from inner-city Detroit, openly acknowledged that he wasn’t a strong student early on in his life. He further acknowledges that it was his mother’s insistence that he read and continually expand his mind that set the stage for his successes.
Dad finally voiced his frustrations with the school system itself saying, “In many districts there is a lot of pressure on teachers to pass students who may not be measuring up to the teacher’s expectations and what’s outlined in the curriculum.” In short, whether intended or not, the expectations for his students were being lowered. He further encountered quite a few students and parents who expected passing grades without the work being done.
“The school district was phasing out effort, good behavior, homework, and classroom participation. My students’ grades were eventually based mostly on tests and quizzes,” he said. He closed by saying (with conviction), “The problem is that when these students go out into the real world, they’ll be in trouble in job settings.”
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I want to close by acknowledging all the educators who go to work every day preparing our future generations. It’s a very important and sometimes underappreciated career/job. I’ll always remember seeing Dad go away to school every day, grading papers on the weekends, and enjoying his summer vacations. His experiences weren’t unique, and they applied to many schools in other cities across the country.
Thank you for taking the time to read this blog post. If you enjoyed this story, you might also enjoy:
For the next phase of my writing journey, I’m starting a monthly newsletter for my writing and video content creation company, the Big Words LLC. In it, I plan to share inspirational words, pieces from this blog and my first blog, and select videos from my four YouTube channels. Finally, I will share updates for my book project The Engineers: A Western New York Basketball Story. Your personal information and privacy will be protected. Click this link and register using the sign-up button at the bottom of the announcement. If there is some issue signing up using the link provided, you can also email me at [email protected] . Best Regards.
The first principle of my blog is “Creating Ecosystems of Success”. As a part of a book project I’m working on regarding my high school basketball experience and what it taught me about life, success and failure, I was granted an interview with Western New York coaching legend, Pat Monti who was the Architect of the LaSalle basketball dynasty. My book project is entitled, The Engineers: A Western New York Basketball Story. I’ve already published parts one and two of the interview, but Coach Monti blessed me with enough material for one more piece. His was unlike any interview that I’ve done up this point, in that during the interview, he told numerous ‘stand-alone’ stories in addition to the question and answer portion of our interview.
The following are the numerous stories Coach Monti told about his coaching career and the LaSalle basketball program – stories which were too long to publish in parts one and two of our interview, but which also were too valuable to not share. I hope you enjoy them as much as I have. The pictures in this interview come from an archive of Western New York basketball assembled over the years from issues of the Buffalo News, the Rochester Democrat & Chronicle, and Sections V and VI playoff programs by my first Coach at Hutch-Tech High School, Dr. Ken Jones. Other pictures were generously shared by Coach Pat Monti himself. Click on any of the images to enlarge them.
The Syracuse Parochial Schools
Back in Syracuse we had what we called the “Parochial” league which were ten small Catholic schools. You went to school and right across the street was a church. All we had was basketball and baseball as our sports. It was an unbelievable basketball league – phenomenal. We used to beat up on all the public schools. I went to St. Patrick’s High School in Syracuse, but there was also St. John the Baptist, the Evangelist, St. Lucy’s, Cathedral, Assumption – there were ten and none of them exist anymore obviously – they just got devoured and private education was taken over by a couple of bigger Catholic schools.
The 1975-76 Explorers – Coach Monti’s First LaSalle Varsity Team
First off, a little background how I landed the Varsity job. As you know I graduated from Niagara University in 1968 but being from Syracuse and not being local, there were politics like everywhere else, and I was unable to get my foot in the door as a coach even though I was teaching in the district. So, in 1968-69 I landed the Freshman job at St. John Neumann under Johnny McCarthy, former Buffalo Braves and Canisius College Coach. I did that for one year, and then the late Bob Laurrie who was the Varsity Coach at Bishop Duffy which became gave me a job as his Junior Varsity (JV) Coach for the next three years from 1969-72 which was great because I was close to home and LaSalle where I taught. By the way Niagara Catholic just closed its doors this summer.
Finally, after applying for years, I got hired as the LaSalle JV Coach from the 1972-73 season thru the 1974-75 season. At 29 years of age, I then landed the Varsity job at LaSalle replacing legendary coach Matt Mazza for the 1975-76 season. After coaching those previous three years as the JV coach, if memory serves me we had records of 15-3, 12-4, and 16-2. The Varsity team with most of those kids I coached on the JV were struggling big time. They lost their last seven games of the 1973-74 season and then went 0-18 in 74-75. I guess the administration had had enough after the 25-game losing streak and hired me for the 1975-76 season from a pool of quality applicants.
So obviously going into my first season I had nothing to lose, and we went 8-10 and became fairly competitive. Our starters on that first team were led by: Co-Captain Edwin Keith Ridgeway and “Buckwheat” Harris at the guards, Kevin Downey and Keith Taylor at the forwards, and Wayne Gould at center. Co-Captain Mike Roberts was the ‘sixth man’ and became the starter with Ridgeway when we lost Harris to grades. The rest of the squad was comprised of: Chris Hyla, Ricky Williams, Dan Ciszek, Mike Amato, Dan Coombs, and Alan Valentine!
We went 8-10 that first season and almost made the Sectionals under the leadership of seniors Ridgeway and Roberts – two very solid players and really great kids who almost immediately bought into what I was trying to accomplish with the program. With Downey and Taylor, two outstanding very strong forwards returning and many of the returning players who were juniors that first year, we went 9-8 the following season including going 8-7 in the regular season, and then winning in an upset at Amherst – the first sectional win for a LaSalle team in many years! Back then you had to qualify for Sectionals with a 0.500 or better record! We beat Amherst on the road in that 1976-77 season on a buzzer beater from Alan Valentine on a great pass from Billy Clingersmith who had come over from Niagara Falls High School that year.
It was a HUGE upset and the kids went crazy it was as if we won the Sectional Title instead of simply a first-round game! Well that was the start of it all, and the players the following years started understanding that it was all about: fundamentals, no nonsense and structure. Things at LaSalle turned around and by the 1979-80, and the 1980-81 Michael Freeney-teams, we won consecutive Niagara Frontier League (NFL) titles – the first and second of our 13 league championships. LaSalle High School basketball had arrived on the scene in Western New York after many years of mediocrity!
LaSalle’s Late 1980s matchups with Christian Laettner and The Nichols School
During Christian Laettner’s (pictured) junior year which was 1986-87 – they beat us twice – both times were single digits – six to seven points, and we hung right there with them. After not losing a game his junior year, they won the Class C state title. The next year 1987-88 was his senior year. We went to Nichols’ little dingy gym in late December and I don’t know if they took us for granted which would’ve been crazy because we had everyone back, and they lost their point guard, even though they still had Laettner.
You can look back at my teams, especially when we got really good starting in the early 1980s all of the way up until the school closed – my teams were really run and dominated by guard play. We never had any size to speak of, and that year Eric Gore was probably our best player. I had to use him inside at 6’4” though he ended up playing the two-guard position in college down in Texas. We went down to their gym and blew them out. We turned their guards over and took Laettner out of the equation because their guys couldn’t get him the ball the way they needed to and I think we beat them by 17 points.
We then went on a run where we were 19-0 and they were 18-1 – we were ranked the top ‘Large School’ and they were ranked the top ‘Small School’ in the Buffalo News, and they came into our gym for the last regular season game in the Niagara Frontier League. It was unbelievable – a zoo. If you were a Junior Varsity (JV) player, you had to be crapping in your pants. The JV game started at 6 pm, and if you didn’t get into the gym at quarter to five, you didn’t get a seat – our gym held well over 2,000 people.
Everyone was there – Mike Kryzewski (Duke) and Digger Phelps (Notre Dame) – all the bigtime coaches. It was a game for the ages. I can still see it as if it was yesterday, and it was 1988. Nobody led by more than four – they didn’t take us for granted this time – they were very well coached.
It was back and forth, back and forth – just an incredible high school basketball game. I think that with about a minute or so left, we might’ve been up four. They came down, scored, called time out and cut it to two. I only had one time out left and I’ve always taught my young coaches to save your time outs for the fourth quarter. If you know, you’re going to be in a tight ballgame, don’t waste time outs. It’s amazing how simple it sounds and how important it is in coaching.
They obviously knew us inside and out, and I should have been smart enough to change our ‘press-breaker’ but I didn’t, and they pressed us. They double teamed my point guard Michael Starks – great player – 6’1” or 6’2” – really smart with the ball – a good decision maker. His brother Frank was a 6’2” 210 lb. rebounding machine but didn’t handle or shoot the ball very well. They took Michael away and Frank had the ball coming up the right side of the court across from the benches. I couldn’t get my timeout fast enough and it was so loud that the referees couldn’t hear me. I could see it coming but it was too late.
Laettner left Gore and Frank Starks is dribbling the ball above his waist – it looked like he was dribbling a beach ball. Laettner stripped him clean and went in for what would have been a thunderous dunk which would have sent the game into overtime – there were 20 seconds left at the time. He was the only guy across half court now. He looked up just as he crossed near the foul line – I think to see where he was with relation to the basket, and he kicked the ball out of bounds believe it or not.
So, I called my final timeout and drew up a different press-breaker. At the time I didn’t give it a name, but since then I called it my “One-Breaker” where my point guard takes the ball out of bounds. Because we’re leading the game, they must go trap the ball. We got the ball back into Michael Starks’ hands. He got fouled and made both shots – we beat them by four 61-57 – we went on and went 20-0, we won the Class B Sectional pretty easily, went to Rochester and won that pretty easily, and then we went to Glens Falls and beat some really, really good teams – the state’s ‘Public School’ part of it.
The 27-0 1988 Class B State and Federation Championship Team
We beat a local team out of Gloversville that had two brothers – stars and both great basketball players – one was a quarterback who I think went on to play at Boston College – one of the Boston schools for football. But they were local – right outside of Albany in the Glens Falls area. I don’t know if you’ve ever been to Glens Falls to watch basketball, but the Civic Center is a beautiful venue for watching basketball – very unencumbered, no pillars in your way. It holds about 7,000 people and the place was a sea of red – Gloversville fans galore and the game went back and forth, back and forth. We ended up beating them in a tightly fought contest in overtime.
It was funny because we used to play the semifinals on Friday nights and the finals on Sunday – later in my career it was Saturday and Sunday. On Saturday, our kids would go and watch the Cs, the Ds and the As, and the talk all over the Civic Center, and even the local newspapers was, “How is little LaSalle going to handle this Nottingham team out of Syracuse with Dorsey Levens?” – the great running back who would go on to star for the Green Bay Packers. He was a tremendous basketball player.
Jason Buchanan went on to star at St. John’s as a point guard. They had won something like 45 straight games, they were the defending state champions, and they were undefeated as we were so you had two great teams. We ended up beating them and people were talking as though they were going to blow us out of the gym by 30 because we barely beat Gloversville 61-60 who was good, and they crushed a team from Section XI on Long Island by 35 points.
But what they didn’t see was the real Eric Gore because he was scoring 27 points a game, and I hate to say it but against Gloversville it was a ‘home job’ – a setup, and the poor kid couldn’t breathe without being called for a foul – it was ridiculous. He finished the semifinal game zero points. He got his third foul at the start of the second quarter. I joke with my old assistant coach who is still works in the Niagara Falls school system Frank Rotundo, who coached for a while at Niagara County Community College.
Frank came down to me with about five minutes left in the game and we were up by six against this great Nottingham team out of Syracuse coached by the legendary Jim McGrath. Coach Rotundo said, “Look at Eric. His head is down at the end of the bench.” I said, “We’re doing okay.” We had Elon McCraken who played at Niagara who stepped in as a junior at Eric’s spot for me and we were handling them with no problem.
Coach Rotundo asked, “Would we be here without Eric?” It gnawed at me and gnawed at me, so I put him in. We had the game basically won. We had no shot clock back then and I ran a really good “delay and strike” game back then where we could kill the clock and surprise you with a back-door layup every once and a while.
I shouldn’t have put him back in, but I listened to my assistant whom to this day I jokingly say to Frank, “You know that’s the last time I ever listen to an assistant.” Eric having such a bad performance got in the game, turned it over, took a couple of bad shots and before you know it, here we are tied in a game that never should have been like that. It ended up going into overtime and Eric fouled out in regulation anyway.
We were down three to Nottingham with ten seconds play in regulation. We had just fouled Dorsey Levens. It was a ‘one and one’, and I called one of my timeouts. I told my players, “Okay remember the power of positive thinking,” hoping it happens but never expecting it to.
They had just instituted the three-point line. If Dorsey missed his shot, we’ll fire up the court and if we don’t get a good shot, we’ll call a time out, draw up a play and get the ball in Michael Starks’ hands. He misses it, and Frank Starks his brother gets the rebound – the player who turned it over against Laettner and Nichols. We never let him shoot it beyond eight feet because he has no touch at all. He pulls up right in front of our bench – it was almost an NBA three – nothing but net, we go into overtime and we win the game going away. It was an incredible game.
That week after we won the State Championship for the public schools, we had to go back and play for the Federation Championship. We played two really good teams out of the Public School Athletic League in New York City – Samuel Gompers and then Nazareth out of Brooklyn who had Robert Phelps who went on and started at Arizona. We beat both of them and ended up 27-0 and I still think that’s a Western New York record. We had successes before then but nothing like that.
The Closing of LaSalle Senior High School and Retiring
Don’t get me wrong, Niagara Falls High School was built in the 1920s and it needed to be replaced, but if it were up to me, I would’ve built Niagara Falls a new high school downtown somewhere on Main Street to try to revitalize the inner-city area there. Leave us alone and let us have the 1,200-1,250 kids like we had. That was another amazing thing in New York State – you had some of these Class A schools who had 3,000 to 4,000 students, and we had 1,250 kids when we would go to Glens Falls and play some of these schools from around the state, and some of the New York City schools.
To me building that one big mega-school with the four towers was crazy. You had teachers who didn’t like each other. You had students who didn’t like each other because of the rivalry and that’s when I retired. Niagara Falls High School has only won one New York State title in 18 years with twice the enrollment since the two schools combined in 2001. That was the year they had Paul Harris and Jonny Flynn amongst other Division I players.
Coaching at Niagara Catholic after the closing of LaSalle Senior High School
“Coach I know you’re not going to the new high school. Would you be interested in helping us out at Niagara-Catholic?” When they tore LaSalle down in 2000, that was it for me, and because my wife was still working, the President of the Board of Trustees at Niagara Catholic Judge Bobby Restino reached out to me. I was down here vacationing in my condo in Naples, FL at the time during Easter when LaSalle was closing.
“You just hired a young guy who graduated from Niagara last year, and he did an okay job for the amount of talent that he had,” I said.
“Well if we can get a Pat Monti, we’d love to have you come in,” he replied.
“You know what, when I get back from Naples Judge, I’ll sit down and talk with you,” I said.
“Your gym is atrocious. You have to renovate it,” I told him – I had some demands.
“It’s in the budget for next year,” he said.
“Well if it can be done this year, I might consider it. Plus, I’d have to bring my assistant Frank Rotundo with me, and Modie Cox,” who was helping us at the time I continued.
“Let me bring it up to the board’s attention,” he said and did, and they agreed.
We were the little guy and I’ll never forget our first time playing St. Joe’s. We had some great run ins with St. Joe’s when I was at LaSalle, but I didn’t have that kind of talent when I was at Niagara Catholic. The year before I want to say that St. Joe’s beat Niagara-Catholic by 54 points. My first year at Niagara Catholic, we lost by two and it was like we had won the freaking NCAA championship and we lost the game.
I coached there three years while my wife was still working and had a lot of fun building up the Niagara Catholic program. Matty Clingersmith who is the really good Baseball Coach at Niagara Community College now. He’s taken them to the National Junior College Tournament just about every year – last year they lost in the National Championships. He was a junior the year before I arrived and sitting the bench at Niagara Catholic. We turned him into an All-Western New Yorker his senior year – he led us in points and rebounds and I want to say that we probably went 15-5 – the year before they might’ve gone 6-14.
The only schools we lost to were the big schools. That was the last head coaching I ever did. Even though in name I’m not the Head Coach, I’ve really called a lot of the shots most of the years I’ve been coaching down here. My system is in place – a lot of the ‘gimmick’ defenses I used to use to shut down big-time scorers, we still use down here. So, I did that at Niagara Catholic and I see this year they had a really good year.
Coach Monti on what should’ve been his first State Final Four team
I’ll be honest with you, what I thought should’ve been our first Final Four team in Glens Falls was our 1983-84 LaSalle team. I had an unbelievable team I thought – no tremendous size. Joe Etopio played at the University at Buffalo (UB) – a 6’4” kid with monster hands (pictured to the left in the middle). If you got him the ball inside, he either got a layup and got fouled, or he just got fouled. I had a really good point guard, “Rockin” Rodney Ingram (pictured above to Joe Etopio’s right). That should’ve been a Final Four team but unfortunately, we just had a bad break.
We played in “The Aud’” (Buffalo Memorial Auditorium) and we were leading South Park who was heavily favored by 15 points in the third quarter. Joe Etopio goes down with a horrendous “charley horse” cramp where he couldn’t even bend his leg so obviously I couldn’t play him. So, they worked on him, and worked on him, and little by little, South Park whittled the down the lead and towards the end they started fouling us – we missed so any freaking front ends of one and ones. It ended up becoming a one-point game with 15 seconds to go. I called a time out, and I asked Joe, “Do you think you can go back in and just throw a pass?” He said, “Yeah Coach I can do that.”
So just inside half court, I drew up an unbelievable ‘big box’ play with some ‘misdirects’. One of our non-scorers was Darnell Bones – a tremendous rebounder on that team and the least likely scorer out of the five starters. I ran a middle misdirect where they thought my guard was going to get the ball, but my guard basically threw a screen while my two big guys cleared out underneath. I had Joe Etopio throw a baseball pass from half court right to the rim to Darnell Bones.
To this day I can see this because there was no three-point shot at the time and I knew that if we got the ball in the backcourt they would foul us, and I didn’t want that the way we were shooting one and ones. I decided to get the three-point lead and the game would be over. With about 15 seconds to go, Joe threw a beautiful pass, the lane was totally cleared out – Rodney threw a beautiful screen on Bones who curls around, catches the ball and goes up.
Back in the day the expansions came off the floor – they’re not bolted to the ceilings the way we do it high school – they’re a little ‘loosey-goosey’. Darnell goes up and who knows why to this day – he was a strong kid at 6’2” – but instead of just laying the ball up, he slaps the backboard and the ball rolls arooound the rim and comes out. One of South Park’s many big guys – they had a big team, threw a full court pass down the left side, and this kid from South Park, their best player catches the ball on the left corner, fires it up on the buzzer and it freaking banks in and we lost by one! That should’ve been the first team to go.
On when the program became successful and point guard Tim Winn
Little by little each year, the persona of the team changed – everything was built around all of our point guards, and it culminated in the last two with Timmy Winn – he’s one of the kids we brought up as a seventh grader, an eighth grader, and then halfway through his ninth-grade season he was on the Varsity team. We went to Glens Falls all four years he played Varsity ball – I don’t know if anybody has ever done that. He played in Glens Falls four years in a row, and he was the MVP of the state tournament his junior and senior years.
He was a tremendous ‘lock down’ defender, and a scorer. His scoring was overshadowed by his defense, and he had a phenomenal career at St. Bonaventure. People think that he went to a little school – St. Bonaventure was a big-time basketball school. He was recruited by a lot of big schools. Bobby Cremins from Georgia Tech at the time which I called ‘Point Guard U’, they wanted him badly and that’s where I wanted him to go because I thought it would give him a better opportunity to play at the next level. He opted to go to St. Bonaventure because of Rob Lanier who played back in the day in Buffalo – Bob Lanier’s cousin – he’s the top assistant for Rick Barnes at Tennessee now.
He used to be with him at Texas, and I think Rob might’ve had a little coaching stint at Siena, but Timmy fell in love with him after he recruited him for Jim Barron who ended up going to Rhode Island. Timmy just like the proximity and being close to home – people could come and see him play in the “Atlantic 10 Conference” which is a good league, and Tim is now in their St. Bonaventure Hall of Fame. He played overseas, and in the old Continental Basketball Association and now he’s in Charlotte with a nice job at Wells-Fargo he’s got a nice family and is doing well.
As a matter of fact, I got inducted in my sixth Hall of Fame last December. I never even knew that Section VI had started a Hall of Fame, but somebody contacted me and said, “You know you’ve been nominated for the Section VI Hall of Fame.” I said, “What the hell are you talking about?” The person replied, “Oh about two to three years ago, they started a sports Hall of Fame and you’re going to be inducted on December 8, 2017.”
I couldn’t believe it, but Timmy drove up that morning from Charlotte to be there. Several of my former players showed up. The last year before the school closed, Dewitt Doss who starred at Canisius – a former gym teacher and now the Athletic Director in the Baltimore Public School System now – he also drove up from Baltimore to be there.
If I had my choice, I’d say give me a great point guard over a big man any day of the week at the high school level and you’ll win. That’s your coach on the floor. Point guards just step up and do the job! I saw in your article with Jason Rowe that we played Buffalo Traditional, but Timmy came up with a severely sprained ankle, and we still gave Traditional a heck of a game because of Jody Crymes and Terry Rich. I think they ended up beating us by three. At that time, those two kids were by far the two premier point guards in the area – Tim and Jason.
On Coaching and Teaching
There’s so much talent down here in Florida and I watch it and there’s no shot clock, but you can put in a 10 second shot clock the way that some of these teams play. It’s like being at the YMCA, it’s crazy – there’s hardly any real coaching going on – they just let them do what they want to do. I never allowed that. We did drills every day in practice – drill, drill, drill and drill again.
Whatever offenses or defenses we ran, we did it again, again, again and again until it became second nature. It was homework and I’d tell the kids, ‘This is what you need for tomorrow. This is your homework.’ I always used to say, ‘This is my classroom – the classroom after the classroom!’
I teared up at one of the hall of fames I got into – it might’ve been the Niagara Falls Sports Hall of Fame – one of my buddies who has since passed away, he was my presenter and the last thing he said before he called me up for my award was, ‘People probably don’t know this, but Coach Monti is a better classroom teacher than he is a basketball coach.’ That really resonated with me – it gave me goosebumps honest to God.
That’s probably why I never went to coach at college where I had some other coaching opportunities – nothing to blow your socks off, but I enjoyed the class room as much as I did the court from a teaching standpoint and that’s why I’m still doing it 50 years later – because I really enjoy sharing what I’ve learned and what I’ve been taught with these young coaches and these young players – teaching them the right way to play the game.
A special thank you is extended to Coach Pat Monti for taking the time out to discuss his story and the LaSalle basketball program. I’d also like to thank Coach Monti’s Wife Kathleen for proofreading this three-part series and polishing it up for us. In case you’ve missed them, see parts one and two of my interview with Coach Monti. Also see my interviews with legendary LaSalle point guard Tim Winn, legendary Buffalo Traditional point guard Jason Rowe, some of my personal basketball stories surrounding my book project, and a piece I wrote up regarding former college and professional basketball player Chris Herren who now tours and speaks about substance abuse and wellness for teens:
I intend to create more promotional/teaser pieces for The Engineers: A Western New York Basketball Story, both via print and video as I journey through the final steps of completing the book. I created a page on Big Words Authors for the purpose of giving a background of the book and grouping all the promotional pieces, such as this in one, for interested readers.
The Big Words LLC Newsletter
For the next phase of my writing journey, I’m starting a monthly newsletter for my writing and video content creation company, the Big Words LLC. In it, I plan to share inspirational words, pieces from this blog and my first blog, and select videos from my four YouTube channels. Finally, I will share updates for my book project The Engineers: A Western New York Basketball Story. Your personal information and privacy will be protected. Click this link and register using the sign-up button at the bottom of the announcement. If there is some issue signing up using the link provided, you can also email me at [email protected] . Best Regards.
The first 
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This is just a piece of Mechanics. There are many more calculations in the: Circuits and Electricity, Dynamics, Kinematics, and Thermodynamics chapters just to name a few. This meticulousness with formulas and units of measure is what 
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“I want to congratulate you. You’ve really turned things around this year,” my high school 
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After starting my federal science career, tutoring not only allowed me to supplement my income, but it was a very educational experience for me as well. When applying to work as a tutor through the Northern Virginia Tutoring Service, I listed 
When working with the students, my initial goal was to approach them with a positive and optimistic attitude. Patience, understanding and a bit of humor were parts of my approach as well. These were particularly important for students who had lost hope. After this initial part, we dove into the actual science and turning their grades around. There were four key principles that I stressed to my students: time management, taking initiative, practice and attention to detail.
Finally, I impressed upon my students the importance of learning to pay attention to several key details. 
What also helped me out during my tutoring experience was that I could go back and ask one of my veteran undergraduate 
