Tuesday, March 21, 2017

Helping Children Succeed - Reading Together - Relationships and Pedagogy


"The central premise of EL schools is that character is built not through lectures or direct instruction from teachers but through the experience of persevering through challenging academic work."
(page 98, Kindle Edition)

"In order for a student to truly feel motivated by and about school, he also has to perceive that he is doing important work— work that is challenging, rigorous, and deep."
(page 99, Kindle Edition)

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Tuesday, March 14, 2017

Helping Children Succeed - Reading Together - Messages and Mindsets


"Moments of failure, Farrington believed, are the time when students are most susceptible to messages, both positive and negative, about their potential. If they hear the message that a failure is a final verdict on their ability, they may well give up and pull back from school. But if instead they get the message that a failure is a temporary stumble, or even a valuable opportunity to learn and improve, then that setback is more likely to propel them to invest more of themselves in their education."
(page 75, Kindle Edition)

"She distilled the voluminous research on student mindset into four key beliefs that contribute most significantly to students’ tendency to persevere in the classroom: I belong in this academic community; my ability and competence grow with my effort; I can succeed at this; and this work has value for me."
(page 78, Kindle Edition)

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Tuesday, March 7, 2017

Helping Children Succeed - Reading Together - Motivation and Assessment


"Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy— challenges just a bit beyond their current abilities."
(page 63, Kindle Edition)

"Teachers create a certain climate, students behave differently in response to that climate, and those new behaviors lead to success."
(page 72, Kindle Edition)

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Tuesday, February 28, 2017

Helping Children Succeed - Reading Together - Discipline and Incentives


"And it suggests that school-discipline programs might be more effective if they were to focus less on imposing punishment and more on creating a classroom environment in which students who lack self-regulatory capacities can find the tools and context they need to develop them."
(page 54, Kindle Edition)

"But researchers are increasingly coming to understand that there are limits to the effectiveness of rewards and punishments in education, and that for young people whose neurological and psychological development has been shaped by intense stress, straightforward reward systems are often especially ineffective."
(page 57, Kindle Edition)

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Tuesday, February 21, 2017

Helping Children Succeed - Reading Together - Beyond the Home and Building Blocks


"At age three and four, they need a high-quality preschool that provides them with a solid grounding in letters and numbers as well as a stable base of interpersonal, motivational, and psychological capacities."
(page 43, Kindle Edition)

"The students improved academically for the simple reason that they were able to concentrate on what was being taught, without their attention being swept away by conflicts and disagreements."
(page 47, Kindle Edition)

"A lot of it has to do with problems of focusing attention, working memory, and cognitive flexibility. And you may not have developed those capacities because of what happened to you early on in your life."
(page 51, Kindle Edition)

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