I really like the idea of the author that there are two kinds of mind-set: fixed mind-set and growth mind-set. However, I don’t agree that it is only educators’ fault that some kids have fixed mind-set. I think that it all starts in the family, way before school. Parents think their kids are special and tell them that they can achieve everything they want. But parents often forget to mention that the key to success is hard work.
What does the statement, “Students not only care what you know, but want to know you care” mean to you? This statement to me means, that there are students who not only seek for a teacher with knowledge, but a teacher who will appreciate them as a student, and encourage them to succeed. This is because many students are discouraged by those teachers who are in a classroom because it is their job rather than their passion. Everyday I encounter different students with different personalities, but through my experience with children, I have learned that, the most common students are those who are in need of a caring hand and support. For example, I once worked with a group of fifth graders who were all very well behaved, but there was one boy
Gatto is saying that schooling is made for kids to adapt to; it has adaptive qualities, therefore there is a chance for everyone to succeed if they really want to, but it takes away from any individual thinking. Conforming is another evil of school because it makes us forced to learn things we really have no interest in and as Gatto states “its intention is to make children as alike as possible”(153). A lot of students use this excuse while they are in high school “when am I ever going to use this again in life” ill be honest I have said it before but I don't necessarily agree with these students because you need to build a base education before you figure out what you want your schooling to focus on. Kids change their minds everyday, I realized that I’m not quite sure I want to be an art major anymore, even being in the first couple of classes I knew it wasn’t for me
Flunking students can be used as a positive tool by our education system. The consequence of flunking and holding students back alone can be used to motivate and encourage students to put full effort into class work. Most students fear flunking only because they’re afraid of what friends, peers and society will say or think about them; this is all wrong, the real fear should be failing and not being
Obviously, doing so, is most beneficial for staff, students and the community the school serves. Key Leadership Emphasis According to the authors’ extensive research, studies show that struggling schools did not improve without changing cultural patterns. Alternatively, schools showed improvement when “norms, values and beliefs reinforced a strong education mission, a sense of community, social trust among staff and a shared commitment to school improvement” (Deal and Peterson, page 8). A positive culture in a school, according to the book, increases teacher effectiveness which creates a positive desire to improve, leads to increased instances of using data, collaboration, problem solving and professional development for improvement. The authors discussed many strategies that leadership could use to turn a school around, mostly about changing the culture in the school such as using school’s symbols, history, vision and values, stories, rituals and traditions.
Children can notice the bad communication and that would not set a good example for growing, young children. Working in a school, staff will be face with having to communicate with parents of their pupils, effective communication is needed in this case because it is important that teachers, teaching assistants and parents have a positive relationship so they can communicate the outside of school and inside of school life of pupils. 1.2 Explain the principals of relationship building with children, young people and adults. The principals of relationship building There a several principals of relationship building. One of them is effective communication, this is a key to start or maintain a positive relationship.
Teachers have clear objectives to which they can tailor their lessons, and administrators have clearer means of monitoring progress in schools (Wright, 2012). During an interview with a parent of two school age children attending different schools had this to say concerning the act… NCLB is a positive approach to education because scientific studies show that children who have been held back often display a lack of confidence, social skills and often have issues with problem solving (Johnson, 2012), By getting immediate help when and where needed we can through this process avert that outcome and cause our children to be more confident and productive succeeding and achieving equally amongst their peers (Johnson,
Grades are being used for this because grades can be used to get a rough preview of the person in question. Grades show the applicant’s ability to listen accurately, communicate clearly, follow instructions, and to return a product, answer or skill on request. It is the student’s willingness and ability to apply themselves to the task at hand that demonstrates their future value to employers in the marketplace. Prospective bosses see good grades in school as an indication of the student’s ability to provide desired results, which makes them highly marketable and in demand. Without grades, how else would we assess and measure a student’s abilities in a practical way that can be used for this?
This way, researchers have found that the result of reward programs will be better for kids, especially for those kids who are struggling the most. At the same time, KIPP found that rewarding for the actions they can control, works better on kids. In the case of Fog city school district, many of the high schools have received negative accountability report cards in truancy, achievement gap and test score. It means students are not doing well, and teachers and parents can’t control them. In my opinion, they definitely should try PASS, which they are planning to do.
His parents would use positive reinforcements such as verbal praise, hugs, and money. In the aspect of negative reinforcement Anthony would use homework to escape temporarily from having to complete household chores. In this case even though Anthony was escaping from doing household chores the negative reinforcement (his homework) was helping to reinforce his achievement in school. Anthony feels that positive reinforcement works best for him because it inspires him to do more. Amanda’s parent also used reinforcement with Amanda.