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Children rewarded for being smart, in study after study, become more likely to shy away from hard assignments that might tarnish their star reputations.
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Instead, children praised for trying hard or taking risks tend to enjoy challenges and find greater success. Children also perform better in the long term when they believe that their intellect is not a birthright but something that grows and develops as they learn new things.” Source: Chandler, Michael Alison. “In Schools, Self-esteem Boosting Is Losing Favor to Rigor, Finer-tuned Praise.” http://www.washingtonpost.com. Washington Post, 15 Jan. 2012.
Who’s afraid of “The Tempest”?
Salon writer Jeff Biggers takes on the Tucson Unified School District’s decision to ban a number of books in an attempt to come into compliance with Arizona’s law stopping the teaching of Ethnic Studies in that state.
What Do the Common Core State Standards Mean for History Teaching and Learning?
Six educators from around the country share their take on what the Common Core Standards will mean for social studies instruction.
What’s Missing From Education Reform Debate
Mark Naison, professor of African and African-Americans Studies at Fordham University, maintains that the methods used to rate teacher effectiveness cannot measure those things that truly matter - a teacher’s ability to connect with and inspire students to achieve beyond what they thought was possible.
Helping Students Motivate Themselves
Teacher and author Larry Ferlazzo discusses ways to help students develop an intrinsic motivation to learn.
Teaching Historiography to Secondary Students
High school social studies teacher Aaron Eyler makes the case for teaching students how to construct historical narratives.
Sunni Brown makes the case for doodling, claiming that it can improve both our creative thinking and our comprehension.
