News Herald – Juliann Talkington
Technology is changing so fast, it is impossible to know what the world will be like in a year, much less four or five. Just 25 years ago, the Internet was still in its infancy, mobile phones were just gaining popularity, and genetically modified foods were not yet on the market. Now we are worried about biological computers, electronic currencies, and the health impacts of genetically modified foods.
For decades, education experts encouraged schools to track kids into narrow areas like molecular biology, medieval history, copyright law, or Fortran programming. As technology advanced, the lines between disciplines began to disappear and some areas vanished.
Now a person’s long-term employment prospects are based on his/her ability to quickly learn new things, interact with others, and change. This means everyone needs a strong understanding of all the disciplines including the arts, math, history, science, languages, etc. In addition, employers need people who can communicate, listen, and empathize with others; have a strong work ethic; and possess good character. This means our kids need a completely different type of education than we did when we were growing up.
Here is a list of the skill gaps that exist in our education system and parenting approaches.
1. Ability to think critically and assess and analyze information
The problem often develops in elementary school. Primary school teachers need strong proficiency in this area.
Students need practice working with others. Schools are not structured to provide exposure to different ages.
Schools/parents want stability. Students need exposure to change.
Students need opportunities to start new programs, etc.
5. Effective Written and Oral Communication
Schools need step by step teaching approaches and effective ways to assess proficiency.
6. Curious, Imaginative, Creative
Schools should foster these abilities with short creative blocks during the teaching day.
Parents need to demonstrate acceptable behavior.
8. Polished and Courteous
Parents need to teach their children basic life skills – allow others to finish speaking before you begin, chew with your mouth closed, etc.
Parents should discuss world affairs and technological advances with their kids.
10. Strong work ethic
Parents need to teach their children about self-discipline, punctuality, follow-through, etc. and then allow them to experience consequences when they do not deliver.
Once we realize what worked in the 1900s no longer makes sense today, we can work together to make sure our kids are ready for life on their own.
News Herald – Juliann Talkington
Do high standardized test scores assure success?
Many highly-accomplished people had far from perfect scores on the SAT test. Some struggled to get through college and others dropped out. With these results, there must be more to success than academic brilliance.
Granted, technological advances have made academic knowledge, especially in math and the sciences, more important. However, common sense is just as vital as it was fifty years ago. Sadly, many parents have become so focused on academic knowledge and fame that common sense has fallen by the wayside.
Common sense is something most of us understand intuitively, but is difficult to define. It is a combination of wisdom and self-discipline.
According to Wordnik wisdom is, “The ability to discern or judge what is true, right, or lasting.” Wisdom is not something that can be found in a textbook, taught in a classroom, or downloaded from the Internet. It is not tested through standardized tests like the SAT, MCAT, or GRE. Instead it is something that comes with exposure and experience.
The same dictionary defines self-discipline as, “Training and control of one’s conduct.” Self-discipline is generally modeled and taught at home through structure, responsibility, consequences, and praise.
Before the age of helicopter parents, most kids developed common sense as part of everyday life. Children were given considerable responsibility. Parents set expectations and there were consequences for poor choices. Only the winners received trophies. Through the school of hard knocks kids gradually learned how to present ideas, communicate with others, and alert people of delays. They came to understand the importance of punctuality and how to diplomatically address problems.
Now many parents are so worried about the “perfect” D1 sports program, landing a lead movie role, etc. that they do too much of their kids. It is often better to set general extra-curricular involvement requirements and establish minimum effort expectations rather than micromanage.
Finally, it is important for children to take responsibility for their actions. If a child is going to be late, he/she should notify the adult in charge. When a child damages property, he/she needs to earn money for the repair. And when a child performs poorly on a test, he/she needs to get a poor grade rather than have his/her parent negotiate with the principal.
Stepping out of the micromanagement role is challenging. However, it is easier once we realize our children need an environment that fosters common sense to become truly brilliant.
News Herald – Juliann Talkington
Over the past fifty years what Americans believe makes a child well-adjusted has changed. Today many parents think a youngster is well-balanced if he/she interacts easily with his/her peers. Even though this type of social interaction is important, it is only part of what is necessary for a child to be happy, secure, and successful.
Children need to know they are loved and must have daily attention and socialization. Even though our society prioritizes peer socialization, it is equally important for kids to learn how to interact with people who are older and younger, of different socio-economic backgrounds, and from other cultures. It is also important that our children have open dialog with people who have different political viewpoints, interests, and careers.
Providing broad socialization does not have to be an expensive or time consuming process. Every community has people with diverse talents, passions, and interests and almost all areas have people from different cultures and of different ages. Rather than seeking safety in people who are similar, parents can reach out to those who are distinctive and include them in family events and social gatherings. This step allows their children to experience uncommon worldviews and cultural perspectives and have exposure to new career options, hobbies, and sports.
Sometimes we forget that emotional development is tied to physical well-being. To make matters more challenging, our lives are so busy that we overlook these physical necessities. Well-adjusted children need adequate sleep and exercise and need to eat well-balanced diets that include ample unrefined and minimally processed fruits, vegetables, meats, legumes, and grains. There are many websites that include recipes for quick, healthy options and fast food restaurants that provide fresh, wholesome choices.
We have less experience monitoring how our children are progressing beyond peer to peer socialization. As a result, it will likely take a conscious effort to make sure development is on schedule. Observation is often an effective tool. Do our kids actively engage adults in meaningful dialog in a broad range of subjects? How do they respond when someone broaches a topic which is new to them? Are they able to diplomatically disagree? Do they take the opinions of adults at face value or are they able to listen and form their own opinions? Have they developed new sports, art, or community interests?
Once a parent starts monitoring a broader range of emotional and physical components, they will have a good idea if their child is well-adjusted.
Ed Source – Jane Meredith Adams
“A new review of studies from around the world found that students who were taught positive social skills at school reported higher levels of those skills months and even years afterward, compared to their peers who were not taught those skills. The long-term benefits of social and emotional learning appeared regardless of the students’ economic or racial background or the rural, suburban or city location of the school, according to the meta-analysis published this month in the journal Child Development. Social and emotional learning is an organized approach to teaching students personal skills, including how to identify emotions, empathize with others and resolve conflicts.”(more)
News Herald – Juliann Talkington
Cooperative learning first gained traction as an instructional method in the 1970s and was widely implemented in K-12 classrooms by the 1990s. It is based on the premise that collaborative participation creates an enhanced learning experience. Proponents of this teaching strategy site improved student communication, heightened oral skill development, more advanced learning, and enhanced student responsibility.
Cooperative learning, however, is not without challenges. One of the biggest obstacles to effective cooperative learning is a negative group dynamic. Conflicts between individuals can reduce a group’s ability to work together and problems are magnified when members are too immature to adequately resolve conflicts. To make matters more challenging, personality mismatches can stall learning even when no overt conflicts are present. In addition, assertive students often move into leadership roles even when they are not best suited to direct a project.
Beyond personality issues, cooperative learning can also result in uneven workloads. When this type of learning is working efficiently, students support and inspire one another. Everyone has a similar workload and everyone learns. In many instances, however, more advanced students take over projects rather than spending extra time to help struggling students. In addition, unmotivated students often rely on more conscientious team members to complete required work. The result is not only an uneven workload but also uneven learning that leaves struggling students behind, permits lazy students to slide by, and allows more advanced students to stagnate.
Also, student evaluations for group assignments are challenging. It is often impossible to evaluate group members individually. This can result in all group members receiving the same grade regardless of how much they participated and contributed. In addition to artificially high or low marks, it is difficult to determine gaps in student understanding. This proficiency issue is particularly problematic in subjects like math, science, grammar, and writing where learning is cumulative.
It is not that the skills associated with cooperative learning are not important, but that the academic classroom may not be the best place to teach these skills. Instead of compromising basic learning in science, language arts, math, history, and foreign language we should consider using electives for collaborative activities. In addition, we should give students credit for sports, theater, makerspace (cooperative technical and art gatherings), and other group activities that occur after school hours. This approach would provide kids with an opportunity to build both basic educational and soft skills that are critical for success later in life.
YouTube – Laptop Lifestyle
“Working with Millennials can be a challenge. Simon Sinek explains why…”(more)