In this chapter I especially enjoyed reading about paths from genes to behaviors. I feel that I can relate to this since I have watched my children's development over the last fourteen years. I have always tried my hardest to treat and discipline my children the same to be fair. After reading this chapter I am more confident in the fact that I rarely succeed in the fairness department. Raising two totally different children, I find it very hard to react the same way to any given situation. I do agree with this chapter that each child is an individual and needs to be treated differently (within reason) for personal development. For example: my son is a highly motivated critical thinker and excels in math just like his dad. I expect more out of him becase over the years he has proven his skills to me. My daughter on the other hand is just like me, math doesn't come as easy. So I give her a bit more leniency and time to learn without consequence.
This chapter also states that children who are outgoing and smart will receive more positive attention from teachers. But the children who are more withdrawn may not get the same attention and could be easily overlooked. This doesn't make sense to me. Shouldn't it be the other way around? With this knowledge and all the steps taken to better the school system, withdrawn children should be encouraged to participate not overlooked. I would like to learn more about this topic. I think it could help prepare me for the remainder of my kids school years.
Saturday, April 19, 2014
Week 2
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I like your examination of attention and withdrawn/outgoingness. I have always been and introvert, but would interact with the teacher and excel in classes. People vary as is known, but I could see that correlation being true in most cases. I remember when I was in high and middle school that the teachers would plenty of times push for the more internalized students to move to the front and at times require that students at least ask like one question or so per class; as to bolster participance, discussion, and inquiry. great post.
ReplyDeleteI agree with you that it should be the other way around! It seems that with all the knowledge about different personalities that teachers should be encouraging and nurturing the quieter students. My son is very shy and quiet at first, it takes some gentle encouragement to get him to feel confident enough to participate and take an active role in a group. I hope that we are lucky enough to get teachers who can see the potential in many different types of personalities.
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