This is my response to question 3: Enjoy! As a future teacher, I would want to incorporate more conversation into discipline instead of discouragements. I think it would be helpful to discuss why someone did something wrong and to help them understand how to correct something rather than giving short, harsh commands. Canada exemplified this in his example of how parents use more discouraging words than encouraging ones. It was amazing to see how the kids in middle class households were almost inversely exposed to as many encouragements and discouragements as the kids raised in impoverished households. I want my students to constantly read and study literature, but I want them to be well rounded by exposing them to world literature and subjects when they read. I minored in Spanish and I think one of the biggest things I want to encourage my kids to do is to learn another language as well or experience other cultures through language and reading is one way to do that.
I like Canada’s idea of getting involved in the parent’s lifestyles if it is affecting the children. It's bold, daring, and completely out of the comfort zone of a lot of parents. See, these days school teachers are not really supposed to or expected to get into the lives of the students. School life and home life are supposed to be two completely separate things. But in reality, they are not. The home life of a child definitely effects a child's school life. Teachers are expected to be the mentors and not get involved with the parents. And because of this, even if they sense something is wrong at the household, they don’t pry. If I ever see if something is wrong with one of my kids, I want to talk to the parent and ask how the home life situation is. I want to make sure that the child is being raised encouragingly and appropriately. So I thought Canada's idea of teaching the parents was a marvelous idea.
5. Cananda believes that it is rather the use of encouragement (actions and words) that a child learns from and chooses to obey. A community surrounding and making up the school can influence its kids in the manner that it addresses and treats them. Like a school’s teachers, a community should desire to seek to build up (in essence building up itself) and refrain from tearing itself down by creating adults from children that were never taught that they DO offer value to the world around them.
If we expect children to grow up with dreams and desires to accomplish things that will make our society a better place, we need to treat them like they CAN do just that. Interfering with their confidence at young levels will have reverberating effects that will resound longer than the couple of seconds it takes to speak negative words, or perhaps worse, longer than the many moments of silence offered them.
Rather than exclusively teach students Jeffrey Canada’s program focuses on teaching their parents as well. Instead of “focus[ing] on small things each day” such as saving a few brilliant students or relocating a few families to better housing so they can have a better chance to move up the socioeconomic ladder Canada believes that by helping parents become better caregivers their children will become better learners with increased chances for academic and economic success. Encouraged by the baby-education revolution sweeping middle class parents Mr. Canada believed that the focus should be not only on the parents but on the children and earlier than ever. After all, if cognitive function depends on reading and language acquisition. There is a link between how many words a child hears and his or her verbal development, reading comprehension. Calendar suggests that negative language and punishments also have an impact on cognitive development and socialization, more-so than was previously thought. The Baby College Program re-educates parents to use time outs rather than corporal punishment and encourages intense parental involvement in shaping children’s cognitive development. Economic position, race, and parental education are not as important to a child’s development as the sheer number of words and positive vocabulary they are exposed to early on in their lives. In my own educational institution I would get students involved in helping their communities and future students by creating an after-school reading program similar to the “reading exercises” Esme used with her students. Older students who might have trouble reading are given books to read to younger students who are not old enough for middle or high school yet. Their parents are also given books to read in the same room so they can also benefit from improving their reading skills. This way the children are exposed to larger vocabularies which helps their cognitive function, the teens and adults are given the same opportunity in a safe environment where they do not need to worry about looking foolish for reading below their own level. Little by little the books will become more challenging; this still won’t perturb the older participants very much since they can sound out unfamiliar words “for the children” when they don’t know them either. If a child asks what a word means and an older person doesn’t know, looking it up in the dictionary or online (using the Oxford English Dictionary or some other online dictionary) will not seem “shameful” because the child asked and the older students can say they were answering the child’s question, even if they don’t know the answer either. This way research methods, reading comprehension, and vocabulary will increase not only for the little children who are being read to but also their parents and other, older students who are reading to them. This way the important cognitive functions James Hectman mentioned in the podcast when he found that traditional programs like job training were failing because basic skills like communication, simple math, reading newspapers, self-control, motivation, the ability to be on time and engage new ideas or see both sides of a problem could be developed in all the participants.
I desperately wish we could get something going in Milledgeville that educated children and their parents starting when the child was in the womb, a program that would address the needs of the whole family and the whole child.
This is my response to question 3: Enjoy!
ReplyDeleteAs a future teacher, I would want to incorporate more conversation into discipline instead of discouragements. I think it would be helpful to discuss why someone did something wrong and to help them understand how to correct something rather than giving short, harsh commands. Canada exemplified this in his example of how parents use more discouraging words than encouraging ones. It was amazing to see how the kids in middle class households were almost inversely exposed to as many encouragements and discouragements as the kids raised in impoverished households. I want my students to constantly read and study literature, but I want them to be well rounded by exposing them to world literature and subjects when they read. I minored in Spanish and I think one of the biggest things I want to encourage my kids to do is to learn another language as well or experience other cultures through language and reading is one way to do that.
Here is my response to #2:
ReplyDeleteI like Canada’s idea of getting involved in the parent’s lifestyles if it is affecting the children. It's bold, daring, and completely out of the comfort zone of a lot of parents. See, these days school teachers are not really supposed to or expected to get into the lives of the students. School life and home life are supposed to be two completely separate things. But in reality, they are not. The home life of a child definitely effects a child's school life. Teachers are expected to be the mentors and not get involved with the parents. And because of this, even if they sense something is wrong at the household, they don’t pry. If I ever see if something is wrong with one of my kids, I want to talk to the parent and ask how the home life situation is. I want to make sure that the child is being raised encouragingly and appropriately. So I thought Canada's idea of teaching the parents was a marvelous idea.
5. Cananda believes that it is rather the use of encouragement (actions and words) that a child learns from and chooses to obey. A community surrounding and making up the school can influence its kids in the manner that it addresses and treats them. Like a school’s teachers, a community should desire to seek to build up (in essence building up itself) and refrain from tearing itself down by creating adults from children that were never taught that they DO offer value to the world around them.
ReplyDeleteIf we expect children to grow up with dreams and desires to accomplish things that will make our society a better place, we need to treat them like they CAN do just that. Interfering with their confidence at young levels will have reverberating effects that will resound longer than the couple of seconds it takes to speak negative words, or perhaps worse, longer than the many moments of silence offered them.
Rather than exclusively teach students Jeffrey Canada’s program focuses on teaching their parents as well. Instead of “focus[ing] on small things each day” such as saving a few brilliant students or relocating a few families to better housing so they can have a better chance to move up the socioeconomic ladder Canada believes that by helping parents become better caregivers their children will become better learners with increased chances for academic and economic success. Encouraged by the baby-education revolution sweeping middle class parents Mr. Canada believed that the focus should be not only on the parents but on the children and earlier than ever. After all, if cognitive function depends on reading and language acquisition. There is a link between how many words a child hears and his or her verbal development, reading comprehension.
ReplyDeleteCalendar suggests that negative language and punishments also have an impact on cognitive development and socialization, more-so than was previously thought. The Baby College Program re-educates parents to use time outs rather than corporal punishment and encourages intense parental involvement in shaping children’s cognitive development. Economic position, race, and parental education are not as important to a child’s development as the sheer number of words and positive vocabulary they are exposed to early on in their lives.
In my own educational institution I would get students involved in helping their communities and future students by creating an after-school reading program similar to the “reading exercises” Esme used with her students. Older students who might have trouble reading are given books to read to younger students who are not old enough for middle or high school yet. Their parents are also given books to read in the same room so they can also benefit from improving their reading skills. This way the children are exposed to larger vocabularies which helps their cognitive function, the teens and adults are given the same opportunity in a safe environment where they do not need to worry about looking foolish for reading below their own level.
Little by little the books will become more challenging; this still won’t perturb the older participants very much since they can sound out unfamiliar words “for the children” when they don’t know them either. If a child asks what a word means and an older person doesn’t know, looking it up in the dictionary or online (using the Oxford English Dictionary or some other online dictionary) will not seem “shameful” because the child asked and the older students can say they were answering the child’s question, even if they don’t know the answer either. This way research methods, reading comprehension, and vocabulary will increase not only for the little children who are being read to but also their parents and other, older students who are reading to them. This way the important cognitive functions James Hectman mentioned in the podcast when he found that traditional programs like job training were failing because basic skills like communication, simple math, reading newspapers, self-control, motivation, the ability to be on time and engage new ideas or see both sides of a problem could be developed in all the participants.
I desperately wish we could get something going in Milledgeville that educated children and their parents starting when the child was in the womb, a program that would address the needs of the whole family and the whole child.
ReplyDelete