Emerson questions. 2. The relationship between Genius and Drill is Paradoxical because Genius means to practice what comes naturally to a child, however, Drill means to drill out the bad things that become naturally to a child. 3. Emerson’s purpose for writing a long explanation is to prove his point about the Genius and Drill, he uses the example of Fellows to demonstrate that whatever we have a strong interest in we should be educated.
It has been said that all the violence in the world would slow down if we showed our children love and attention. So does that mean give them everything they want and never punish them? What about special needs children is it appropriate to us corporal punishment on them? So many people say do not use spanking as a form of punishment children with special needs children. Some kids with special needs do not feel pain so to spank them would be pointless.
It is surely wrong and unfair to punish a child for responding in a natural way to having important needs neglected. For this reason, punishment is not only ineffective in the long run, it is also clearly unjust. 3. Punishment distracts the child from learning how to resolve conflict in an effective and humane way. As the educator John Holt wrote, "When we make a child afraid, we stop learning dead in its tracks."
I have chosen to compare and contrast John Dewey and Nel Noddings views on their educational goals, a social justice curriculum, liberation education, issues of standardized testing and the effects on students and teachers. Dewey’s main educational goal is that education should have two sides: social and psychological. His evaluations are based on how the child interacts with society and how he/she contributes to the good of society. Dewey was the first one to say we need to look at the students to decide how to teach, a modern-day form of ‘differentiation’. He believed that all students should have the opportunity to take part in their own learning.
Reproof is a repeated form of discipline in which the child learns if they continuously act a certain way then there will be a negative consequence given for each instance that the behavior occurs. For example.. If the child chooses not to use the classroom toys in a proper manner then that particular toy will be taken away, this is re-proven by consistently taking away an object that is being misused. The other side of this is punishment which is described as giving a child something they will not enjoy (quiet-time, Time-out, extra chores, etc...) This will have the same effect as reproof the child will learn that in order to avoid these negative consequences that they need to fix the way they are acting. The idea that combines these two forms is the consistence that is necessary to make it effective.
This is yet another factor to be taken into consideration when assessing the reasons as to why it is only natural for laymen to accede to how they are expected to live. In the Milgram experiment, we see a similar relationship being formed between the teacher and the subject, only on a smaller scale and in a slightly different context. When the subject takes notice of the fact that he is inflicting serious pain upon the learner, he attempts to resist authority by claiming that he is no longer willing to participate in the experiment, as it violates his moral code. In Chapter 5 of Obedience to Authority, this concept is exhibited in many dialogues between the experimenter and subject. “Subject: Well, that’s your opinion.
For example if you tell a child not to do something they are likely to wonder why they cant do it, and do it anyway as they are curious of the reasons why they are not allowed to do it. Allowing children to take risks also enables staff the opportunity to assess them efficiently which may enable them to provide the support the child needs. The UNCRC states that every child has the right to make choices, this means children should be allowed to make choices about managing their own risks in a controlled environment. Depriving children of taking risks can: Lack of experience to carry out tasks efficiently Decrease opportunities for physical opportunities An inability to cope in stressful situations Problems managing other forms of risks Poor social skills Children should be able to take both physical risks, social risks and intellectual risks. It is important for children to take physical risks because; Helps them to learn to negotiate natural hazards such as ice Learn to use equipment safely and purposely Developing control and coordination Children should also be allowed to take social and moral risks because; Helps them to develop an understanding of expectations and rules within different social settings Develops reasoning skills Helps them to negotiate with others including learning to say ‘no’ It is also important for
I agree with this because I could not imagine living in the world and having no sympathy for anyone or anything. He point out that these people in which we call psychopaths, can have different explanations behind why they lack this important key to being “normal”. Some grew up without love or empathy from his or her parents. It is common to find many different factors of being a psychopath because something occurred (or did not occur) within ones childhood. The setting and environment in which a child is raised can highly effect his or her future.
Learning Theories PSY 331: Psychology of Learning Learning can be considered as the “process leading to relatively permanent behavioral change or potential behavioral change. As one learns, perception of environment is altered by interpretation of stimulus and the interaction or behavior” (Lieberman, 2012). Many Behaviorists believed the study of behavior had to be done in an observable manner with no thought of internal mind states. These behaviorists believed there was no way to study behaviors in regards to the internal mind states due to cognition, emotion and mood was useless and could not be tested or verified to provide an explanation of the behavior (Lieberman, 2012). Therefore, this paper will view the three
Yelling is not the right way to teach a child that they just did something wrong. When you explain to a child in a positive yet strict way that their actions were not pleasing, they perceive the information so much better than when being yelled at. Just like with my own children, I always reassured my classroom children that even though they made a bad decision, I still love them. The challenge didn’t come from my own classroom, the challenges came from the guardians. Through our program, we had to have several “workshops” with the guardians each year.