For decades, the prevailing wisdom in education was that high self-esteem would lead to high achievement 다운로드. The theory led to an avalanche of daily affirmations, awards ceremonies and attendance certificates — but few, if any, academic gains.
Now, an increasing number of teachers are weaning themselves from what some call empty praise 카드워즈 다운로드. Drawing on psychology and brain research, these educators aim to articulate a more precise, and scientific, vocabulary for praise that will push children to work through mistakes and take on more challenging assignments 윈도우 8.1 순정 iso파일 다운로드. Consider teacher Shar Hellie’s new approach in Montgomery County.
To get students through the shaky first steps of Spanish grammar, Hellie spent many years trying to boost their confidence 다운로드. If someone couldn’t answer a question easily, she would coach him, whisper the first few words, then follow up with a booming “¡Muy bien!”
But on a January morning at Rocky Hill Middle School in Clarksburg, the smiling grandmother gave nothing away 리눅스 이미지. One seventh-grade boy returned to the overhead projector three times to rewrite a sentence, hesitating each time, while his classmates squirmed in silence 베를린 필하모닉.
Via Washington Post: In schools, self-esteem boosting is losing favor to rigor, finer-tuned praise