It seems amazing that 2021 is drawing to a close. And what a year it has been, filled with both triumphs and challenges, happiness and sadness, joy and frustration, positives and negatives. It’s up to each of us to decide which parts of the year we want to hold on to and revisit, and which parts we want to release and forget. Are you learning from the past year? Or are you running from it?
As I reflect on the year, I like to assess what I have learned this year to keep pace with our ever-changing times. As creatures of habit, we often find new ways or change difficult simply because they are different. But I have tried to … >>> READ MORE >>> →
The brain evolved to use light and darkness wisely. Acquire information by day; process it at night.
The effects of sleep on learning and memory are impressive.
Recent discoveries show that sleep facilitates the active analysis of new memories, allows the brain to solve problems, and infer new information. The “sleeping brain” may also be selectively reinforcing the more difficult aspects of a newly learned task.
We may be able to get by on six hours sleep, but if we want to optimize learning and memory, then closer to eight hours is better. Only with more than six hours of sleep does performance improve over the 24 hours following the learning session, according to researchers Robert Stickgold of Harvard University … >>> READ MORE >>> →
This is the fifth part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.
School reform has now been a topic for generations but there seems to be little improvement. Any suggestions?
Any meaningful reform must affect the student-teacher relationship. I cannot think of a single school reform that started top down (and was a headline twenty years ago) that is still being used today.
Now education leaders have given their leadership over to government and business leaders. What reason do we have to think that legislators can improve education? On what basis can we assume that business is a model for education when every few months a … >>> READ MORE >>> →
REDUCING PERFECTIONISM (Conclusion)
Have the student choose two activities and anticipate the length of time he anticipates each activity will take. Then, set a timer. Let him know that he has enough control over himself to stop the first activity and start on the second. When the anticipated time for the first activity has expired, have him start on the second. At the end of the allotted time for the second activity, have him visit the first activity and determine how much more time still would be necessary for it to be of QUALITY work. The process is repeated for the other activity.
Next assignment: Have him outline a typical day in 15 minute blocks. After reviewing it, make the … >>> READ MORE >>> →
REDUCING PERFECTIONISM (Continued)
Give the student an assignment. Have him explain the following aphorism, “You cannot be perfect and learn at the same time.”
A few examples may help. (1) Have him assume that he is playing the piano and makes a false note. Ask him if he will conclude that he has no musical talent? (2) Have him assume he is playing baseball and strikes out. Ask him if he will assume that he has no athletic skills? (3) Have him assume that he misspells a word on a spelling test. Ask him if he will assume he has no writing skills?
Let him know that PERFECTIONISM is a burden no one is strong enough to carry without permanent … >>> READ MORE >>> →
I stumbled upon an article entitled, “Reducing Perfectionism,” and it was enlightening. I am a principal of two rural buildings and I often direct my teachers to articles and readings that will promote success in the classroom.
I was wondering if you had any ideas or strategies for a child we would like to help. His teacher is frustrated because he takes so very long to complete his work. He is very neat, precise and there is no issue with his learning. He is successful, but his tendency is to be perfect. It must look right, by his perception, before moving on; it’s this moving on that we need to trigger. I am open to any strategies that may … >>> READ MORE >>> →
One thing that I love about Marvin Marshall’s approach is that the results go beyond what all other discipline approaches offer. As you inquired about, teachers can easily use Discipline without Stress to inspire students to put effort into their own learning. I use it all the time for this purpose myself.
Here’s just one example.
Let’s say that you arrange for a guest speaker whose topic relates to some aspect of the course you are teaching. Firstly, it would be proactive to discuss how audience members should behave when a guest is addressing the class; a wise teacher would go over Level C expectations. Remember, in this approach it is the teacher’s expectation that all students operate at … >>> READ MORE >>> →