Learning

Many articles are being written about the high school drop out rate. Recently one appeared about the drop out rate in the Los Angeles City high schools.

I am somewhat familiar with the high school scene in Los Angeles having taught at two of them (one in an African-American neighborhood and the other in a Latino neighborhood)—as well as having served in the district as a high school demonstration teacher, department chair, instructional coordinator, counselor, and athletic director—plus having used nine of their high schools for my dissertation.

Two parts from the article give an indication of the philosophy of the high school reported on—and neither is unique to Los Angeles.

The first: "Seniors looked for their names posted on … >>>

Emotions drive attention.
Attention drives learning.
Emotionally blocked; learning stopped.

Spence Rogers of Peak Learning Systems is recognized for being one of the top experts in effective instruction and assessment.

He shared with me an e-mail he received from a counselor whose job it is to intervene with kids sent to the office for misbehavior. He had introduced the counselor to information from my book.

“I try and intercept as many as I can before the principal visits with them. I work with them with ideas from Dr. Marshall’s book. After coaching four students (all boys) from one first grade class, they wanted to share what they learned from Dr. Marshall’s work with their teacher. The teacher decided to … >>>

All students have two questions when they first enter any classroom:
(1) Will I fit in?
(2) Will I succeed?

Following are two simple ways to empower students so that their SELF-TALK will be in the affirmative:

For the first, (Will I fit in?) REDUCE ANONYMITY.

Start the class by having students share the name they would like to be called AND have them share one personal fact about themselves. This can be a hobby, a special interest, how they enjoy spending their time, a favorite movie, a special song—anything that others in the class can relate to and remember about the student.

For the second, (Will I succeed?)

USE SOME EMPOWERING APPROACH.

Start an … >>>

The book, "Discipline without Stress^® Punishments or Rewards – How Teachers and parents Promote Responsibility and Learning," has three sections online. One of them has to do with reducing perfectionism. A major point of this section is that a person can not learn and be perfect at the same time. Failure only arrives when a person no longer tries. Failed attempts are learning experiences.

The following is illustrative of this point. It is from one of the support groups (mailring/forum) at DisciplineWithoutStress@yahoogroups:

I used the Raise Responsibility System (RRS) from the teaching model in kindergarten and first grade. There is just no better time to teach responsibility and control. There will be lots of mistakes … >>>

Kids who can control their impulses do better in school.

Most people believe that intelligence plays the key role in children's academic achievement. A recent study by Pennsylvania State University researchers, however, found that the ability to self-regulate—to pay attention to a task and inhibit impulsive behavior—was more important than intelligence for early academic success.

The study focused on three-to-five-year-olds and showed that preschoolers' capacity for self-control was the best predictor of their performance in math and reading in kindergarten. Scores on intelligence tests were not as closely correlated with academic achievement.

A child's ability to monitor his or her thinking and behavior develops rapidly during preschool. The data gives concrete support to preschool programs that focus more directly on … >>>

You might have read recently that some school districts are beginning to offer money as an INCENTIVE to students to increase school attendance. Since the incentive of money appeals to most people, this may appear to be a rational approach.

Let's start with a clarification regarding INCENTIVES, REWARDS, AND EMPLOYMENT.

An INCENTIVE, such as money, can be a MOTIVATOR.

Receiving money, which occurs AFTER the action, is the EXTERNAL REWARD.

It is important to remember, however, that the REWARD TEACHERS receive can be such things as satisfaction from the creativity of lessons and instruction, watching the young grow and mature, and relationships with students.

The TEACHER'S REWARD IS NOT MONEY—as many teachers assume, e.g., "I wouldn't be working if I … >>>

The University of Manchester in England set up a “Babylab” to investigate how babies think. The laboratory measures the diameter of the pupils in eyes 50 times a second as a 9-month-old follows a train that performs the improbable: The train enters a tunnel in one color and comes out another color.

The pioneer in child development was the Swiss, Jean Piaget, who started his experiments in the 1920’s. They led him to conclude that infants younger than 9 months have no innate knowledge of how the world works. For example, infants do not comprehend that things actually exist when they are not seen. Babies must, Piaget concluded, gradually construct knowledge from experience.

In recent years, however, “nativist” psychologists have … >>>

I was recently asked whether or not I am a behaviorist.

My response:

Behaviorism usually refers to approaches of Pavlov (classical conditioning of stimulus/response) and Skinner (behavior modification by reinforcing behavior AFTER an act occurs).

Behavior modification is popular in schools, especially with special education teachers. Unfortunately, MANY RESEARCH STUDIES HAVE SHOWN THE APPROACH TO BE INEFFECTIVE. However, its staying power is attested to by an increasing number of states mandating that schools use “positive behavior support” that is based on a behavior modification model.

The essence of behavior modification is to REWARD DESIRED BEHAVIOR AND IGNORE UNDESIRED BEHAVIOR. The fact that inappropriate behavior is ignored can send the message that nothing is wrong with the behavior, and so there … >>>

Among the recommendations by the Commission on No Child Left Behind, a blue-ribbon panel assembled by the Aspen Institute (a non-partisan think tank), is a call to assess teachers "by their effectiveness in raising student achievement." Under the proposal a student's achievement would count for no less than half of a teacher's score.

Teachers would have to remain above the bottom 25% of teachers in their state to remain in good standing. These teachers would have seven years to move out of the bottom quarter. After two years, they would have to get training, and after three, the principal would have to write a letter notifying parents that their children's teacher is struggling to meet "highly qualified and effective" criteria.… >>>

Little children come to school filled with curiosity. They are endlessly asking “why?” questions in an attempt to find meaning and make connections. Somewhere around grade four they stop asking, “Why?” and begin to ask, “Will this be on the test?”

These two questions—more than any other observation that could be made—indicate the change in learning. The “Why?” question is an internally motivated curiosity question; the “Will this be on the test?” is a conformity question to the system.

It is essential for a civil society to follow ordinances and laws and conform to societal expectations. It is a necessary part of the culture. However, in order for a DEMOCRATIC society to flourish, the VALUES OF THE CULTURE … >>>

There is a common confusion that classroom behavior and motivation are closely related. However, responsible behavior does not necessarily prompt motivation to learn.

The data suggest that 50% of teachers leave the profession within five years because of poor student behavior. But control and compliance in behavior do not create a climate of academic achievement.

We prepare teachers to teach reading, writing, arithmetic and other useful skills and worthwhile information leading to knowledge—and, hopefully, wisdom. Unfortunately, teachers are not taught that which is most essential when first entering the classroom: How to motivate for responsible behavior AND motivate students to want to put forth effort in their learning.

As I often demonstrate in a simple exercise in my seminars to … >>>

Information may prompt people to think, but illustrations prompt people to remember.

If you want people to remember, touch an emotional chord by painting a picture, relating an experience, or telling a story. There is a greater chance of the learning staying in long-term memory using these approaches than when only focusing on information.

If you have ever listened to a professional speaker or a good sermon, you will notice that the most often used pattern is to make a point and then tell a story. Sharing information without dressing it with some clothing just slips out of short-term memory. The brain thinks in pictures, not in words. Dress the information by painting a picture, and learning will be … >>>

Although competition is a marvelous motivator to increase performance, collaboration increases student learning. This is especially the case with young people who feel that they never stand in the winner’s circle. A prime reason is that the number of winners in competition is severely restricted—usually to one. This means that competition produces more losers than winners.

A case in point is the annual celebration in the U.S.A. of Dr. Martin Luther King, Jr.’s birthday and legacy that features a Martin Luther King, Jr. essay writing contest. Where is the wisdom in turning children into essay writing losers in the name of Dr. King?

When did Dr. King ever stand to make anybody a loser? I suggest he never … >>>