“I just cram for the exam and then forget everything.”
“If I can just get this last paper done I am in the clear.”
Comments like these make us cringe, but we all know the external factors that motivate students: grades, grades, grades. I spend a great amount of time providing students with concrete, detailed feedback on papers only to hear someone say, “Oh, I didn’t look at the feedback, just the grade.” From a faculty perspective, the grade is the least important. The joy of student engagement and learning drives our work. We ended up in higher education for a reason—most of us see great value in the learning process.
Showing 1000 posts tagged students
Although most American children receive some pre-K child care and education, kindergarten still represents many children’s first exposure to formal schooling. Kindergarten supports children’s cognitive, social, and emotional skills, leading to rapid gains in knowledge during this first year of education.
However, not all children enter kindergarten equally prepared to meet the challenges ahead of them. Researchers have found stark differences in kindergartners’ language, literacy, and math abilities as well as their social skills and behavioral approaches to learning. These areas are interdependent, and children who start kindergarten behind in math, reading, and attention-related skills risk being unable to catch up to their peers later on.
Cognitive-behavioral therapy (CBT) has been shown to greatly reduce anxiety levels in schoolchildren ages nine to 10 years old, according to new research from Oxford University. Researchers believe that this therapy would benefit all children, regardless of their anxiety levels.
During CBT, students learned how to identify and handle their emotions and replace their anxious thoughts with more constructive thought patterns. They also developed their problem-solving skills so they could better deal with anxiety-provoking situations.
image via flickr:CC | Holtsman
That’s Lesson Number One that I wish I knew as a student: Sometimes you aren’t going to be motivated but do it anyway — such a simple lesson that has propelled me into action. Maybe motivation is overrated. Maybe in order to be successful we don’t really need a whole lot of it.
image via flickr:CC | bastique
Two recent documents — NSBA’s Data in the Cloud and the U.S. Department of Education’s Protecting Student Privacy While Using Online Educational Services — offer good introductions to issues of student privacy in the cloud-computing era. Both also provide practical tips to help protect student privacy. While these tips are geared towards the district level, it is vital that all educators — teachers, principals, school counselors and others — understand the implications.
Another resource to help district-level educators maintain student privacy is iKeepSafe’s Digital Compliance and Student Privacy: A Roadmap for School Systems.
A new study holds up a mirror to America’s parents. A surveyed 10,000 middle and high school students in 33 different schools around the nation about what they thought their folks cared about most: that they achieve at a high level, that they are happy (defined as “feeling good most of the time”), or that they care for others. Almost 80 percent of youth picked high achievement or happiness as their top choice, while about 20 percent selected caring for others. The survey also shows that about 80 percent of kids themselves rank achievement or happiness as most important, paralleling what they believe their parents value most.
American young adults are more racially and ethnically diverse, more likely to graduate from high school, and attend college, and less likely to smoke than previous generations, according to a report by the Federal Interagency Forum on Child and Family Statistics. However, the young adults have more student debt than generations past, earn less than their counterparts in the year 2000, and more than 1 in 5 are obese, the report says.
The findings are among those reported in a statistical collection by the forum titled, America’s Young Adults: Special Issue, 2014. Young adults are identified as between the ages of 18–24.
Is social media the “big fake?” Fake because there is so much more than what we see; fake because we post only what we want others to see: the good pictures, the happy moments, the extraordinary experiences, maybe even devastating occasions from which we seek someone with whom to commiserate. We post as if we live every moment looking our best and engaged with the spectacular, the proud, and/or the most disappointing. It works. We have an audience. But, social media is also hiding something – the rest of the story, the untold filler, the process of arriving at the captured moment. Process matters.
Help your student figure out how they learn best. What promotes curiosity and persistence? What promotes understanding? Help them do more of what works in and out of school.
It’s the hunger for learning rather than raw intellect that distinguishes Extreme Learners from the gifted. Intensely motivated and harboring a breadth of interests, they also consider ignorance a temporary and reparable condition.
The Centers for Disease Control tells us that in recent years there has been a jump in the percentage of young people diagnosed with Attention Deficit and Hyperactivity Disorder, commonly known as ADHD: 7.8 percent in 2003 to 9.5 percent in 2007 and to 11 percent in 2011. The reasons for the rise are multiple, and include changes in diagnostic criteria, medication treatment and more awareness of the condition.
In the following post, Angela Hanscom, a pediatric occupational therapist and the founder of TimberNook, a nature-based development program designed to foster creativity and independent play outdoors in New England, suggests yet another reason more children are being diagnosed with ADHD, whether or not they really have it: the amount of time kids are forced to sit while they are in school.