School uniform improves pupils' behaviour both in and out of school

Having a uniform helps to reduce bullying in school, makes children better behaved outside the school gates and even aids concentration in class, researchers said.
Pupils at schools without uniform codes were liable to be bullied for the way they dressed, the study found.

Teenagers who took part in the Oxford Brookes University survey said dress codes acted as a social leveller and reduced the risk of children being picked on for wearing "weird" clothes.
Youngsters also admitted they were less likely to misbehave outside the premises because their uniform instantly identified their school.
Pupils were more conscious of their behaviour in public and aware that "old ladies will ring up and report it if you've dropped an apple core in the street".
Others noticed that security guards were more likely to follow children around shops if they were wearing their uniforms.
Professor Margaret Harris, who led the study, said uniforms "often directly contributed to a feeling of school pride, which they did not want to compromise by misbehaving outside the school gate".
She added: "The easy identification also acted as an important preventative factor." Overall, pupils favoured uniforms because they instilled a sense of pride in the school and prevented them having to choose fashionable outfits each morning.
Professor Harris, head of the psychology department at Oxford Brookes, added: "Students tended to be most in favour of smart and distinctive school uniforms."
Pupils at one school without a compulsory dress code hankered after a "proper uniform - with matching socks and blazers".
But one pupil from a school perceived as "posh" voiced concerns that they became more attractive targets for muggers because "people expect you to have a fancier phone or more money".

Ministers have been keen to encourage uniforms but as many as one in five schools does not have them.
The Government has also said schools should scrap exclusive deals with uniform suppliers and ensure clothing is widely available on the High Street or at supermarkets.
This will enable parents to take advantage of massive savings on uniforms offered by supermarkets and over the Internet, but there have been warnings that it could spell the end of distinctive uniforms steeped in tradition, for example sweaters with crests.
The Oxford Brookes study, which involved interviews with 13 to 17-year-olds at a range of schools in Oxford, found they welcomed uniforms because they stop "some pupils wearing Ralph Lauren school jumpers".

One participant said: "There cannot be any, 'Let's group up and laugh at the weird person'."
In schools without uniforms, "students tended to adopt one of a series of dress codes labelled chavs, skaters and preps - and were seen as part of that group". Chavs are known for wearing fake designer sportswear and ostentatious jewellery, while skaters refers to skateboarders. Preps dress more smartly, for example in polo shirts, and boys may have floppy hair.
Girls particularly appreciated uniforms because they prevented male classmates and teachers considering their dress inappropriate and removed a potential source of harassment.
Uniforms were also claimed to improve behaviour in lessons themselves. Pupils reported being more focused on their work because a significant distraction - whether their clothes were "cool" enough - had been removed.

by LAURA CLARK   Online Exam Prepare Log On To www.Prepcentral.in or www.swottr.com

School discipline

School discipline is the system of rules, punishments, and behavioral strategies appropriate to the regulation of children or adolescents and the maintenance of order in schools. Its aim is to control the students' actions and behavior.

An obedient student is in compliance with the school rules and codes of conduct. These rules may, for example, define the expected standards of clothing, timekeeping, social conduct, and work ethic. The term discipline is also applied to the punishment that is the consequence of breaking the rules. The aim of discipline is to set limits restricting certain behaviors or attitudes that are seen as harmful or going against school policies, educational norms, school traditions, et cetera.

Theory

School discipline practices are generally informed by theory from psychologists and educators. There are a number of theories to form a comprehensive discipline strategy for an entire school or a particular class.

• Positive approach is grounded in teachers' respect for students. Instills in students a sense of responsibility by using youth/adult partnerships to develop and share clear rules, provide daily opportunities for success, and administer in-school suspension for noncompliant students. Based on Glasser's Reality Therapy. Research (e.g., Allen) is generally supportive of the PAD program.

• Teacher effectiveness training differentiates between teacher-owned and student-owned problems, and proposes different strategies for dealing with each. Students are taught problem-solving and negotiation techniques. Researchers (e.g., Emmer and Aussiker) find that teachers like the programme and that their behaviour is influenced by it, but effects on student behaviour are unclear.
• Adlerian approaches is an umbrella term for a variety of methods which emphasize understanding the individual's reasons for maladaptive behavior and helping misbehaving students to alter their behavior, while at the same time finding ways to get their needs met. Named for psychiatrist Alfred Adler. These approaches have shown some positive effects on self-concept, attitudes, and locus of control, but effects on behavior are inconclusive (Emmer and Aussiker). 
• Not only were the statistics on suspensions and vandalism significant, but also the recorded interview of teachers demonstrates the improvement in student attitude and behaviour, school atmosphere, academic performance, and beyond that, personal and professional growth.
• Appropriate school learning theory and educational philosophy is a strategy for preventing violence and promoting order and discipline in schools, put forward by educational philosopher Daniel Greenberg^[3] and practised by the Sudbury Valley School

Corporal punishment

Main article: School corporal punishment

Throughout the history of education the most common means of maintaining discipline in schools was corporal punishment. While a child was in school, a teacher was expected to act as a substitute parent, with many forms of parental discipline or rewards open to them. This often meant that students were commonly chastised with the birch, cane, paddle, strap or yardstick if they did something wrong.
Corporal punishment in schools has now disappeared from most Western countries, including all European countries. Thirty-one U.S. states as well as the District of Columbia have banned it, most recently New Mexico in 2011. The other nineteen states (mostly in the South) continue to allow corporal punishment in schools. Paddling is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it, though many choose not to do so.
Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries.
Most mainstream schools in most other countries retain punishment for misbehavior, but it usually takes non-corporal forms such as detention and suspension.
In China, school corporal punishment was completely banned under the Article 29 of the Compulsory Education Act of the People's Republic of China,but beating by schoolteachers is still common.

Detention

Detention is one of the most common punishments in schools in the United States, the United Kingdom, Ireland, Singapore, Canada, Australia, South Africa and some other countries. It requires the pupil to report to a designated area of the school during a specified time on a school day (typically either recess or after school) and remain there for a specified period of time, but also may require a pupil to report to that part of school at a certain time on a non-school day, e.g. "Saturday detention" at some US, UK, and Irish schools (especially for serious offenses not quite serious enough for suspension).
Typically, in schools in the US, UK, and Singapore, if one misses a detention, then another is added or the student gets a more serious punishment. In UK schools, for offenses too serious for a normal detention but not serious enough for a detention requiring the pupil to return to school at a certain time on a non-school day, a detention can require a pupil to return to school 1–2 hours after school ends on a school day, e.g. "Friday Night Detention". 
In Germany detention is less common. In some states like Baden-Württemberg there is detention to rework missed school hours, but in others like Rheinland-Pfalz it is prohibited by law. In schools where some classes are held on Saturdays, pupils may get detention on a Saturday even if it is a non-school day for them.
In China, long time detention is less common than those in the United States, the United Kingdom, Ireland, Singapore, Canada, Australia, South Afica and some other countries. However, short time detention by schoolteachers is still common, but no more than 3 to 4 hours time usually.

Suspension

Suspension or temporary exclusion is mandatory leave assigned to a student as a form of punishment that can last anywhere from one day to a few weeks, during which time the student is not allowed to attend regular lessons. In some US, UK, Australian and Canadian schools, there are two types of suspension: In-School (ISS or Internal Exclusion) and Out-of-School (OSS). In-school requires the student to report to school as usual but attend a designated suspension classroom or room all day. 
 Out-of-school suspension bans the student from being on school grounds during school hours while school is in session. 
 Schools are often required to notify the student's parents/guardians of the reason for and duration of the out-of-school suspension, and usually also for in-school suspensions. 
 Suspended students are often required to continue to learn and complete assignments from the days in which they miss instruction. 
 In some British schools, there is a reverse as well as normal suspension. A pupil suspended is sent home for a period of time set. A pupil reverse suspended is required to be at school during the holidays. Sometimes pupils have to complete work while reverse suspended.

Expulsion

Main article: Expulsion (education)

Expulsion, exclusion, withdrawing, or permanent exclusion terminates the student's education. This is the ultimate last resort, when all other methods of discipline have failed. However, in extreme situations, it may also be used for a single offense. Some education authorities have a nominated school in which all excluded students are collected; this typically has a much higher staffing level than mainstream schools. In some US public schools, expulsions and exclusions are so serious that they require an appearance before the Board of Education or the court system. In the UK, head teachers may make the decision to exclude, but the student's parents have the right of appeal to the local education authority. It was completely banned for compulsory schools in China. This has proved controversial in cases where the head teacher's decision has been overturned (and his or her authority thereby undermined), and there are proposals to abolish the right of appeal.
Expulsion from a private school is a more straightforward matter, since the school can merely terminate its contract with the parents if the pupil does not have siblings in the same school.

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Factors affecting School Discipline

What School Characteristics Are Associated with Discipline Problems?

When Johns Hopkins University researchers Gary D. Gottfredson and Denise C. Gottfredson analyzed data from over 600 of the nation's secondary schools, they found that the following school characteristics were associated with discipline problems: Rules were unclear or perceived as unfairly or inconsistently enforced; students did not believe in the rules; teachers and administrators did not know what the rules were or disagreed on the proper responses to student misconduct; teacher-administration cooperation was poor or the administration inactive; teachers tended to have punitive attitudes; misconduct was ignored; and schools were large or lacked adequate resources for teaching (cited in Gottfredson 1989).

After reviewing dozens of studies on student behavior, Duke agreed with many of the Gottfredsons' conclusions. Orderly schools, he noted, usually balance clearly established and communicated rules with a climate of concern for students as individuals, and small alternative schools often maintain order successfully with fewer formal rules and a more flexible approach to infractions than large schools typically have.

How Can Schools Decrease Disruptive Behavior?

Working to change the above-mentioned characteristics may decrease disruptive behavior. First, rules and the consequences of breaking them should be clearly specified and communicated to staff, students, and parents by such means as newsletters, student assemblies, and handbooks. Meyers and Pawlas (1989) recommend periodically restating the rules, especially after students return from summer or winter vacation.

Once rules have been communicated, fair and consistent enforcement helps maintain students' respect for the school's discipline system. Consistency will be greater when fewer individuals are responsible for enforcement. Providing a hearing process for students to present their side of the story and establishing an appeal process will also increase students' and parents' perceptions of fairness.

The Gottfredsons suggest creating smaller schools or dividing large schools into several schools-within-schools (cited in Duke). This has been done in several Portland, Oregon, middle schools that have large numbers of at-risk students. For example, as Director of Instruction Leigh Wilcox explained, Lane Middle School has been divided into three minischools, each with a complete age range of students taught by a team of teachers (telephone interview, July 10, 1992).

Discipline policies should distinguish between categories of offenses. Minor infractions may be treated flexibly, depending on the circumstances, while nonnegotiable consequences are set for serious offenses. Actual criminal offenses may be reported to the police as part of a cooperative anticrime effort (Gaustad 1991).

Lack of Leadership in Teacher

1.      Teachers have no respect as they had in the past.

2.      Students do not show respect the teachers

3.      Teachers get involved in the cesspool of politics and self-interest

4.       Teachers loose their ideals and do not pay their intentions for the development of the students

5.      Teachers usually excite the students and use them as tools of private tuitions.

6.      Miserable economic condition is also one of the main reason for lack of leadership

7.      They are incapable of giving the guidance to the students

The Current Education System

1.      Current education system is always being criticized

2.      Students came to know that education given to them is not good

3.      Students have no regard for education

4.      Students just consider the education for the sake of their earning

5.      In present, primary aim of educational system is to get good position in the annual examination

6.      Students use their unfair means for achieving their objectives 

Lack of Sustaining Ideal in the Students

1.      Society has pitiable condition now a days

2.      Social changes are going to be changed

3.      Moral values have shaken our society

4.      Individual have no security of his life

5.      Lack of healthy ideals among the students

 Economic Difficulties

1.      Our economic condition has its deplorable degree

2.      Increased population created many national problems

3.       Less resources

Lack of Communication

1.      Between staff

2.      Between students

3.      Between parents

Disruptive behavior of the teacher

1.      No interest toward the students

2.      No new methodologies

3.      No interest in the curriculum

4.      No interest in the development of the students’ personalities 

 

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How to Maintain Classroom Discipline

Six Methods:Working with Elementary School Classrooms Handling the Middle School Classroom Maintaining Discipline in High School Classrooms Managing a College Classroom Handling Conflict in the Classroom Handling Angry Students in the Classroom Questions and Answers

Educators learn good classroom discipline strategies through academic preparation and on the job. Great teachers adapt basic techniques to find best practices that work in their classrooms. These can change depending on the types of students, classes and experiences. Finding the best discipline methods can take time. But great teachers always look for new and innovative ways to connect with their students to ensure a fun and safe learning environment.

Method 1

Working with Elementary School Classrooms

1. 
   1
   Decide which rules are most important. Think about which rules will keep your class a safe and fun learning environment. Design rules to reflect this goal. These rules will be different depending on the ages of the students and the type of class you’re teaching. Some sample rules might include:

   • Treat others with respect.
   • Take care of yourself.
   • Take care of classroom property.
   • Raise your hand to speak or to get someone’s attention.
2. 
   2
   Choose no more than 5 rules for your classroom. This will make it easier for students to remember them. These rules will guide behavior in a variety of circumstances so that you don’t need to spell out rules for every scenario.
3. 
   3
   Make sure students know the rules. Take time on the first day of class to cover your classroom’s rules. Explain what each rule means. Give examples of how rules are followed or not followed.
4. 
   4
   Outline consequences. Tell students about consequences for breaking the rules. These might occur in stages, such as a warning, then staying after class, then detention, then visiting the principal, and so on.

   • You might include a time-out or break for younger students. Younger students who are disruptive may need to be removed from a situation for a few minutes to recover their attention. Then they can rejoin the class.
5. 
   5
   Post the rules. Make a rules poster and hang it in the classroom. Phrase the rules in positive ways. For example, instead of saying, “Don’t push other people,” you can write, “Treat others with respect.”
6. 
   6
   Have the students make a commitment to the rules. Ask the students to come to an agreement with you about the rules. They can sign a pledge form or even just raise their hands. In doing so, they will promise to uphold the class rules. 

   • Another way to get students to buy into the rules is for students to take ownership of them. Get their input when developing rules for the classroom.
   • Take time every now and then to talk about the rules and review them with students.
7. 
   7
   Use non-verbal communication. Using hand signals, body cues and other tactics can be helpful in getting students’ attention. For example, you might turn the lights off and on when it’s time to wrap up an activity.

   • Hand signals work particularly well with primary grades. Changing the non-verbal cues periodically will keep students from getting bored with them.
8. 
   8
   Praise students for acting appropriately. Make a positive example of students behaving properly by letting students know when they have followed the rules. By showing students what good behavior looks like, they will know how to model the behavior.

   • Make sure to praise different students. Don’t always praise the same few students.
9. 
   9
   Get parents involved early on. If there are discipline problems at the elementary school level, it can be helpful to get in touch with the child’s parents. Think about doing this before the discipline problem becomes serious. Earlier intervention can redirect a child away from problematic behavior.
10. 
    10
    Give students tools for interacting with each other. Reinforce positive interactions by giving students tools to handle disagreements and miscommunications. Having tools to use for these interactions may help diffuse potential discipline problems.

    • For example, talk about how students should ask another student for permission to take something. A student should look directly at the other student, wait until she is listening, and ask politely.
    • Give students tools if they disagree with each other. For example, have students look calmly at each other and say, “I understand how you feel.” Then the student can explain his opinion calmly.

    
    
    by-  wikihow  online exam prepare log to www.prepcentral.in .... www.swottr.com
    

Top Tips to Score Highest Marks in 12th Board exams

• Always feel Positive:-

Positive attitude is the key to solve many of the problem which you face in your life, During exam time this is an important feature to have in you for success & Crack the your exams with blushing colors. Attitude is the main for all the students because it reflects your personality as well as your confidence or self confidence we always makes you at the top of everything whether It is for exams or interviews or for your Life.
Positive attitude will make you through to the door of success and make you feel full of self confidence.

• Plan well for studying:-

You must make an schedule for your studies followed by strict implementation of that schedule. make that schedule dealing with days or even with hours when your exams are really closed or it is high time for you in exam.
You should must Interact with your teachers for the important topics or topics which needs more hardwork or time then any other topic. use last year exam papers Or sample papers for the proper schedule of your study. you may also take help of your friends which you think can help you in an particular topic and make Imply that in your schedule too.
You must study more or gave more interaction to that topics which you feel you are not that up to mark ior which your teachers recommended you to study more . you should study that topics 1st during your exams high time preparation.

• What to do night before the exam:-

The night before the exam is very much crucial for your exam and your exams performance pretty much dependent upon that. you must not cram before the exams to follow or you should just take review for each topics you feel important or less confident. never think of cramming too much before the exam It will mix your topics and also make to feel low in confidence for the exams.
You should sleep as soon as possible to make your brain as well as body to relax a bit and to be well prepared for the exams. as our brain too need a rest to be fresh and remember well for the exam.

• Time Before the exam:-

never try to read anything or to study or cram just before the exam time even if your friends ask you for the topic he miss or leave during preparation of exams. close your book 1 hour before the exam starts and feel relaxed and worry free and full of self confidence before the exam.
Also get up early in the morning and take another review of the important topics and make your self filled with confidence as confidence is the main key to score well.

• During Exam time:-

Checkout all your things you required during exam time i.e.., Pen , Pencil, sketch Pens, rubber , sharper ,each and everything whether it is small or big matters a lot during your exam time.
Read all the instructions carefully before giving exam and keep that in your mind during exam time and don’t make any foolish mistake regarding your exam paper Instructions.

• Time management is important:-

Read out all the questions carefully before writing anything on answer sheet and always start your answering from the questions which will carry maximum  marks as well as which you think is tougher , need much time to think before when you start exam from small questions you will always feel the problem of question left.
So, that’s why Time management is very much important during exams, you can write small questions even in last 30 mins but you will never able to write enough for the large questions in last moments which will eventually results in sadness.

• when you feel Stuck during Exam:-

There will also a moment comes in your exam time when you feel stuck with some questions or an single questions . you just need to be relaxed and calm , don’t be panic in that situation and make your self be confident and try to think that answer with an cool mind.
If you are not feeling like giving that answer then make any resembles sign or tick that question with pen and move on to the next question and try doing that question after you finish your exam and still left with time.
Never try to think about that question when you are writing answer to any other question, this will reduce your concentration and when you feel no way out just make a guess and feel like attempting that question this will leave you with something in that space you left for that question.

• Answer sheet should be neat & clean:-

Handwriting matters a lot for good or highest marks during your exam as your writing makes 1st impression on the checkers mind and make your answer sheet more filled with glow and read for the examiner or checker of the answer sheet.
Underline the lines you feel important and want to attract the examiner towards that so that he/she can be able to make a right mindset about your answer given and also rewards with the full or maximum marks.

• After Completion Of exam paper:-

when you ends up with exam paper or question paper don’t feel like running out of examination hall, Sit there and review each n every answer before depositing that to the invigilator also, look for the questions you left during answering or in which you stuck.
Search for the mistakes you have done during writing and tuned in towards the hardest question you think and also feels uncomfortable of answering that review that well and looks for to add any other important lines you missed to answer in that.
We hope that these Important tips must have helped you in your exams. Every students must implement these Tips for success in 12th class exams. Share these tips with your every friends and Ask any query below regarding your exam preparations. We are very happy to help you.
by http://myyouthcareer.com online exam prepare www.prepcentral.in

10 useful tips to get a first-class degree

Suraj Oyewale http://www.10minuteswith.com

One of the most popular questions I get from my younger ones and mentees who are about to or have just gained admission into university is what they have to do to graduate with a first-class degree after their studies.
Unfortunately, there are no hard and fast rules on how to make this class of degree. What works for one person may not work for another.  What works in one institution may not automatically work in another. The principles also differ across courses; for instance, what a Law student needs to do to make excellent grade may be a little different from what an engineering student needs to do.
I am fortunate to have graduated with one, and a good number of my friends also made the degree across different courses of study – from engineering to natural sciences to social sciences. I have also guided a couple of mentees to making decent grades in school. Below are some tips that have proved helpful from my experience, and that of friends and mentees.
1. You need a minimum level of natural brilliance.
You know yourself probably better than others. The first step is to discover your own academic ability. You can have an idea about this by looking at the grades you made in lower levels of education (elementary school, high school, A levels etc). Most times, if you did very well in those stages, you stand a good chance of repeating same – or doing better – in the university. If your performance at those levels was not outstanding, but you know deep inside you that it was below your potential, you can still go ahead to pursue a first-class degree.
2. Do you have interest in the course you want to study or have just been admitted to study?
It must be a course you are comfortable with and passionate about. This keeps the dream of getting a first-class degree going.
3. Look for students in higher levels in your department who are in the first-class bracket.
Make friends with them. Ask for mentorship. Ask them how to go about each course, how they did their own.
4. Develop a positive mindset that you can do it.
Don't listen to prophets of doom that tell you that you can never get a first-class degree. This is very common in African universities. Please don’t listen to people that instill fears in you.
5. Take your department’s handbook that shows all courses you are to offer from year one to final year.
Write down the courses, set a target of say 4.70 (in a 5 point system) or 3.75 (in a 4-point system) for yourself, and calculate what you need to score in each subject to make the targeted CGPA or GPA. Break it down further into semesters. At the beginning of each semester, set a sub-target.
6. Choose your electives wisely.
At the early years, go for the "quick-win" elective courses even if they're the least rich. At higher levels, you may begin to rank value of elective over cheapness.
7. Learn the art of taking exams.
Study the course takers. At the beginning of each course, ask your immediate seniors what the lecturer likes. This will give you an idea about how to approach exams.
8. Be an all-rounder.
Don't say you're only good in calculation and not theory. You have to learn how to be good in theory too. If it involves cramming, so be it. Being very weak in one aspect can hamper your chance of graduating with a first-class degree.
9. Target being the highest scorer in each course in your class.
At the beginning of every course, set a target to score the highest in the course among your classmates.
10. Bear in mind that a first-class degree will provide you a better employment or scholarship opportunity when you graduate.
The mere knowledge of this will make you want to make sacrifice now so as to enjoy later.

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How to Archieve the First Rank in Your Class

To achieve the best doesn't come naturally and most certainly not without hard work! The only way to be the best is to study hard and learn the tricks of the teachers.

Steps

1. 
   1
   Hand in your homework on time. This goes without saying, if you want to become the top of the class then you need to make sure that you are organized. Also homework tasks are always set for a reason which may mean that if you don't do your homework, you might suffer during the final exam.
2. 
   2
   Use your time wisely. Becoming top of the class is going to take time and if you are extremely sporty/musical and have lots of other clubs which occupy you, then you will have to work extra hard to keep on top. So keep a planner so you know when all your homework is due.
3. 3
   Practice and enrich your learning. If you are studying a book in English, read it! So then you will have the upper hand over the rest of the class. Little things like this really make a difference to your grades.
   

   • Read the content that will be taught before class and revise anything taught in missed classes, this can help you to catch up in the class.
     
4. 
   4
   Find out the course you are on for each subject. This is so you can buy the related textbooks which are specific to your course. This will help make sure that you spend your time studying the right topics and not wasting your time on notes that you will never be tested on!
5. 
   5
   Study the specifications. These may look complicated at first, but after a while they will become your bible. These notes tell you exactly what you need to know for the exam. So you can use them as a checklist while revising.
6. 
   6
   Revise before your test. Start revising well ahead of the exam to make sure all the information sinks in properly, give yourself time to carefully work through all the topics in your course.
7. 
   7
   Keep calm during the test: Take deep breaths and let all your knowledge flood back into your mind. Take it question by question.
8. 
   8
   Be active and always participate in class. This way you will enjoy every minute of your class. You will have high grades if you participate in class because you are actively testing your knowledge as you learn. Participating means that you are also paying attention to your teacher and will surely be a great way to achieve the first rank in your class.
9. 
   9
   Avoid bad influences. These "friends" will become barriers to your education and they can ruin your future.
10. 
    10
    Befriend your teachers. Never answer back to them and make sure you show them respect. Don't make fun of them and always obey them. By doing this, your teachers might think that you are worthy to be the first in class.
11. 
    11
    Study hard. Study everything that you want and need to know. Study as best as you can so that you can be ready for unexpected recitations and quizzes.
12. 
    12
    Write neatly and correctly. This way others can understand your writing and your work will not be marked down.
13. 
    13
    Do your assignments on time. Do them as early as you can so you can have time to do other important things. However, if you need help on anything, don't be afraid to ask to your teacher or parents or even look on the internet.
14. 
    14
    Do everything creatively. A creative yet clean piece of work will force your teacher to give you high grades and you can also have the chance for your work to be posted in your school !
15. 
    15
    Run in elections in your school. It will provide you popularity and extra grades that you will surely love.
16. 
    16
    Avoid missing classes. You do not want to skip important lessons, do you?
    
    by http://www.wikihow.com  online exam Prepare www.prepcentral.in