Adult-child bonding achieves results. "Skin," the live action short film that won an Academy Award last month, featured a father proudly training his son to master a gun and hate black people. Through a plot twist and a bit of Hollywood magic, the father's skin turns black. His son shoots and kills him.
Research by the National Scientific Council on the Developing Child also found a lack of adult-child bonding in abusive environments and those with uncaring adults leads to kids with no motivation to learn, to explore, or to try new things. In a negative situation, kids can become fixated on fear, avoiding punishment, and the immediate danger of failure.
When children lack positive experiences with adults, they are apt to resist pressure to do things in a particular way, such as form cursive letters according to a prescribed method. Even guiding some children through mindfulness by requiring them to close eyes, sit up straight, and conform to other unnecessary procedures can undermine the positive benefits of mindfulness.
Teachers need to realize not all kids come into a room with a background of adult-child relationships that make them ready to answer an adult's question, volunteer an opinion, or ask for more information. A teacher needs to find ways to help students succeed, to feel a task is not impossible. It helps to lead into discussions with phrases like "I notice" and "I wonder." In other words, teachers need to give the impression all ideas are welcome and all subjects are worth exploring.
My mother was a math teacher who always tried to figure out what students were doing when they arrived at the wrong answer. She learned there were lots of things you could do with a column of numbers. "That's interesting," she would say, "I never thought of that." No matter how "crazy" a student's manipulation of numbers was, she'd caution other students not to laugh before they listened to and understood a classmate's reasoning.
Not every student is going to be good or poor at the same subject. Unless all kids begin to develop positive face-to-face interactions with adults, they may shut down and stop learning before they hit their strides. This goes for gifted and talented kids also. When an eight-year-old British boy, with Egyptian parents, perfect pitch, a knack for coding, and a sense of humor, told an international education conference, "(G)etting a few spelling words or facts wrong is not the end of the world," teachers needed to avoid taking offense. He also felt free to suggest learning to type on a keyboard saved trees and was more important in the digital age than learning cursive.
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Monday, March 18, 2019
Saturday, March 17, 2018
How Globalization Can Be Fun
When I taught selling, before each class I used to assign a student to come up with news of the day or another topic (never the weather) he or she would use to engage a customer with some small talk before making their sales pitch, if they were on a sales call that day. I was reminded of this device, when I read about a Latin teacher who begins classes by asking if anyone has a silly question to ask the class in Latin.
With a globalization twist, I thought parents and teachers could ask young people, "Who can stump the family/class with a question about world affairs?" They could ask questions, such as, "What percentage of the Russian electorate voted in the March, 2018 presidential election?"
"Where does the Nile River split into the Blue Nile and the White Nile?"
"What is the native language of Kim Jong Un?"
MindWare, which claims to sell "brainy toys for kids of all ages," has another fun way to stimulate interest in the world. The company sells a line of dot-to-dot activity books with an "extreme" number of dots to connect to reveal: 1) world folklore, 2) world architecture, 3) the world's cats, and 4) the world's dogs. Each dot-to-dot puzzle is on heavy paper that can be colored with markets after the picture is completed. For more information, call 1-800-274-6123.
The earlier blog post, "Talk with the Animals," also suggests ways animals prompt a student's interest in the world.
With a globalization twist, I thought parents and teachers could ask young people, "Who can stump the family/class with a question about world affairs?" They could ask questions, such as, "What percentage of the Russian electorate voted in the March, 2018 presidential election?"
"Where does the Nile River split into the Blue Nile and the White Nile?"
"What is the native language of Kim Jong Un?"
MindWare, which claims to sell "brainy toys for kids of all ages," has another fun way to stimulate interest in the world. The company sells a line of dot-to-dot activity books with an "extreme" number of dots to connect to reveal: 1) world folklore, 2) world architecture, 3) the world's cats, and 4) the world's dogs. Each dot-to-dot puzzle is on heavy paper that can be colored with markets after the picture is completed. For more information, call 1-800-274-6123.
The earlier blog post, "Talk with the Animals," also suggests ways animals prompt a student's interest in the world.
Sunday, November 29, 2015
Cheating is Easy, but...
When my daughter was using a game to teach a concept, the student who won suddenly jumped up and said, "Yes!" Whether a student is learning a new concept in a dirt floor classroom in Sudan, in an air conditioned one in Saudi Arabia, or in a slum in Chicago, the joy of understanding can't be underestimated. As Pope Frances observed last week during his trip to Nairobi, Africa, a country riddled with bribery and government graft, corruption is easy, but it robs a person of peace and joy. Conversely, mastering a concept gives joy.
I have been very interested to read in Elmira Bayrasli's book, From the Other Side of the World,
how entrepreneurs in unlikely places are countering what India calls chai paani, "a little bit of extra," the tradition of taking a bribe before correcting an erroneous and costly customs classification, performing a medical test, issuing a telephone number, or awarding a construction contract.
When I taught international marketing, I used to dread teaching the chapter that discussed the Foreign Corrupt Practices Act, which prohibits US businesses from paying bribes openly or using middlemen as conduits for a bribe, when the middleman is known to use part of the payment for a bribe. I felt naive teaching that US corporations would resist the temptation to maneuver around the law when multi-million dollar contracts were at stake. I remembered the story of the overseas diplomat who took a visitor from the US to see two new office towers. "There were supposed to be three," he said, "but, after paying kickbacks, there was only money left for two."
With this background in mind, I was surprised and delighted to read how the ability to obtain licenses, register property, and obtain other government services online has eliminated contact with officials who have discretionary power to do their jobs only after they collect a bribe, the little bit of extra.
Although there are still many instances where bribes and kickbacks could help a business handle government paperback faster, companies like the "Dial 1298" private ambulance firm in India and high tech Infosys and Wipro in Pakistan refuse to engage in corruption. They decided to create a new corporate culture built on well defined and uncompromising values and standards that employees are expected to internalize. Moreover, organizations like Transparency International and Ipaidabribe.com, have sprung up to monitor corruption and to invite reports of bribes required and paid in India, Pakistan, Kenya, and Russia. Narenda Modi, India's current prime minister, considered it a winning message to campaign on a promise to end corruption.
Bayrasli observed that the middle class expects functioning public services and reliable governance. As globalization expands the middle class throughout the world, wise parents and teachers may need not only to punish cheating but to reward the value and joy of learning.
(Also see the earlier posts, "Warning to Students: Don't Cheat" and "Learning Can Be Fun.")
I have been very interested to read in Elmira Bayrasli's book, From the Other Side of the World,
how entrepreneurs in unlikely places are countering what India calls chai paani, "a little bit of extra," the tradition of taking a bribe before correcting an erroneous and costly customs classification, performing a medical test, issuing a telephone number, or awarding a construction contract.
When I taught international marketing, I used to dread teaching the chapter that discussed the Foreign Corrupt Practices Act, which prohibits US businesses from paying bribes openly or using middlemen as conduits for a bribe, when the middleman is known to use part of the payment for a bribe. I felt naive teaching that US corporations would resist the temptation to maneuver around the law when multi-million dollar contracts were at stake. I remembered the story of the overseas diplomat who took a visitor from the US to see two new office towers. "There were supposed to be three," he said, "but, after paying kickbacks, there was only money left for two."
With this background in mind, I was surprised and delighted to read how the ability to obtain licenses, register property, and obtain other government services online has eliminated contact with officials who have discretionary power to do their jobs only after they collect a bribe, the little bit of extra.
Although there are still many instances where bribes and kickbacks could help a business handle government paperback faster, companies like the "Dial 1298" private ambulance firm in India and high tech Infosys and Wipro in Pakistan refuse to engage in corruption. They decided to create a new corporate culture built on well defined and uncompromising values and standards that employees are expected to internalize. Moreover, organizations like Transparency International and Ipaidabribe.com, have sprung up to monitor corruption and to invite reports of bribes required and paid in India, Pakistan, Kenya, and Russia. Narenda Modi, India's current prime minister, considered it a winning message to campaign on a promise to end corruption.
Bayrasli observed that the middle class expects functioning public services and reliable governance. As globalization expands the middle class throughout the world, wise parents and teachers may need not only to punish cheating but to reward the value and joy of learning.
(Also see the earlier posts, "Warning to Students: Don't Cheat" and "Learning Can Be Fun.")
Friday, July 25, 2014
Learning Can Be Fun
Do longer school days and longer school years promote learning? Only, if they include time for play (and the playground is not an asphalt parking lot).
A growing body of research suggests play provides an important learning experience at any stage of a student's life. Besides, moving develops a body's core strength which enables children to pay attention and learn, and research also finds kids can develop language, math, and social skills while interacting with each other. In Finnish kindergartens, something new happens every day: Monday might have a field trip, ball game, or running activity; Friday, songs and stations of choice, such as making forts with sheets, selling ice cream (paper scoops pasted on a stick and plastic coins used for change), or doing arts and crafts. You have to wonder about China's academic schools that do not set aside any time for gym or exercise classes. Promising Olympic athletes go to separate schools.
Finland has a saying, "Those things you learn without joy you will forget easily." When it rains a bit, Finnish kindergarteners put on their rubber boots, grab shovels, and make dams in the mud. Before entering first grade, at Swiss Waldkindergartens, Canada's all-day kindergartens, and at some schools in Washington state, Vermont, and Brooklyn, four to seven year olds have child-directed free play outdoors in all kinds of weather. In contrast, a survey found 7 out of 10 children in the UK spend less time outside than prisoners.
Play at the Nordahl Grieg Upper Secondary School takes a different form, video games. At Mind/Shift on July 21, 2014, Tina Barseghian called attention to Paul Darvasi's article about this Norwegian high school, where Tobias Staaby uses the video game, The Walking Dead, to pose an ethical question. Of 10 survivors, who should receive the last four pieces of food? Students were asked to use what they had learned about situational ethics, utilitarianism, or consequentialism to justify their choices.
At the same school, the history simulation video game, Civilization IV, which gives students an opportunity to make decisions that leaders have to make about setting up a government, legal system, labor laws, economy, and religious options, has been used to teach English and Social Studies. Those who were unfamiliar with the game's complexities learned from students who were pros. Lin Holvik, principal of the school, always has viewed video games as a tool to foster collaboration and an appreciation for the "art of failure."
Common Sense Graphite, a company that evaluates the learning content of computer games, gives high praise to the following:
Elegy for a Dead World
Better than other English lessons, students visit alien planets inspired by romance poets, write prose and poetry about the lost civilizations they find there, and share their literary works with other students.
Never Alone
A cultural game that incorporates stories from the Inupiat people of Alaska that demonstrate how students need to cooperate with nature to win.
Valiant Hearts
Invites students to apply facts from the history of World War I to critique war in general.
Other video games and their subject applications include:
Portal 2: Physics
The Last of Us: Literature
Republia Times: Writing, Journalism, Social Studies
Minecraft EDU: Virtual building blocks to construct a landmark or environment (Also see the earlier post, "Build a Global Icon.")
Another type of play to consider is the role playing used in the Model UN game mentioned in the earlier blog post, "Know the Issues." Also see the later blog post, "Convert Stories into Foreign Language Games."
A growing body of research suggests play provides an important learning experience at any stage of a student's life. Besides, moving develops a body's core strength which enables children to pay attention and learn, and research also finds kids can develop language, math, and social skills while interacting with each other. In Finnish kindergartens, something new happens every day: Monday might have a field trip, ball game, or running activity; Friday, songs and stations of choice, such as making forts with sheets, selling ice cream (paper scoops pasted on a stick and plastic coins used for change), or doing arts and crafts. You have to wonder about China's academic schools that do not set aside any time for gym or exercise classes. Promising Olympic athletes go to separate schools.
Finland has a saying, "Those things you learn without joy you will forget easily." When it rains a bit, Finnish kindergarteners put on their rubber boots, grab shovels, and make dams in the mud. Before entering first grade, at Swiss Waldkindergartens, Canada's all-day kindergartens, and at some schools in Washington state, Vermont, and Brooklyn, four to seven year olds have child-directed free play outdoors in all kinds of weather. In contrast, a survey found 7 out of 10 children in the UK spend less time outside than prisoners.
Play at the Nordahl Grieg Upper Secondary School takes a different form, video games. At Mind/Shift on July 21, 2014, Tina Barseghian called attention to Paul Darvasi's article about this Norwegian high school, where Tobias Staaby uses the video game, The Walking Dead, to pose an ethical question. Of 10 survivors, who should receive the last four pieces of food? Students were asked to use what they had learned about situational ethics, utilitarianism, or consequentialism to justify their choices.At the same school, the history simulation video game, Civilization IV, which gives students an opportunity to make decisions that leaders have to make about setting up a government, legal system, labor laws, economy, and religious options, has been used to teach English and Social Studies. Those who were unfamiliar with the game's complexities learned from students who were pros. Lin Holvik, principal of the school, always has viewed video games as a tool to foster collaboration and an appreciation for the "art of failure."
Common Sense Graphite, a company that evaluates the learning content of computer games, gives high praise to the following:
Elegy for a Dead World
Better than other English lessons, students visit alien planets inspired by romance poets, write prose and poetry about the lost civilizations they find there, and share their literary works with other students.
Never Alone
A cultural game that incorporates stories from the Inupiat people of Alaska that demonstrate how students need to cooperate with nature to win.
Valiant Hearts
Invites students to apply facts from the history of World War I to critique war in general.
Other video games and their subject applications include:
Portal 2: Physics
The Last of Us: Literature
Republia Times: Writing, Journalism, Social Studies
Minecraft EDU: Virtual building blocks to construct a landmark or environment (Also see the earlier post, "Build a Global Icon.")
Another type of play to consider is the role playing used in the Model UN game mentioned in the earlier blog post, "Know the Issues." Also see the later blog post, "Convert Stories into Foreign Language Games."
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