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YOU are better than YOU think. Show yourself how:
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-/[]\- Logic chapters 1 to 5 re- appear not in sequence, as is or longer, in Volume 1A, Pattern Based Reason, Bon Appetite. Logic
Mastery Logic mastery makes the hard, easier. Logic mastery leads to better, stronger and richer comprehension. Logic mastery improves reading and writing. Logic mastery ease learning difficulties. Logic mastery gives a headstart. In sum, logic mastery will develops critical thinking, improve reading and writing, and give a firmer base for work and studies at many levels. Good luck. After logic, (a) continue reading Three Skills for Algebra, chapters 8 to 14 and do so alongside site area on solving liinear Equations ; or (b) see this calculus starter lesson and Volume 3, Why Slopes & More Math, chapters 2 to 6;
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-/[]\- What may be learnt and when depends on how skills and concepts are developed. Making the hard easier and clearer will allow earlier & richer development of skills and concepts. Try the Twiddla
Whiteboard. In principle, it allows
to people to draw and chat together online on a copy of this webpage or a clean
sheet. The chat may be via text or audio. Visit www.twiddla.com
to set up whiteboards to work with the webpage of your choice. |
Discipline in the Schools: Let the Student Decide
How does one in general provide teachers with easier classroom management in public secondary schools and at the same time provide a better and safer school environment for most students? The answer is Let the student decide, be that alone or with the advice of guidance counselors and parents. Imagine an instructor Henderson with a subject expertise in say chemistry or
physics, and great talent for skill and concept development there-in. In
the school, the principal should be able to tell students, Henderson is a great
teacher but to be Henderson’s classroom you have to co-operate and be well
behaved. Otherwise, you will be expelled from that class and put somewhere else.
Then student in Henderson class will have a good learning environment and a
chance to sit down and study. The chance to be in such an environment in physics
or mathematics or another subject may drive students to be well behaved. No
force is involved. The academic environment may gradually become safer and more engaging as students are forced to decide by this self-imposed streaming to make a choice. The introduction of such streaming may take a few years but as it proceeds students will strive and their parents will lobby for access to the stream noted for student co-operation in their own instruction. Let the student decide. Students who decide to behave may be placed in larger groups as classroom management is less difficult with them. That regroupment could release teachers for the small group instruction of the difficult students. We hope that latter are not deliberately difficult to have small group instruction. No scheme is perfect. The instruction of that small group may have to be shared between those teachers able to manage difficult students. Each teacher is different. There is no need to insist all instructors who works well with cooperative students have the ability to work with the difficult ones at the start of a teaching career. In this matter, there will be invariable students who are difficult, who do not see the point of being in school or lack self-control. That is where small group instruction and guidance counselors may help. But there is always hope. The onset of teenage years or puberty is a time of unsettling changes for students in which rationality may not always be present. The teen that is difficult today may become more responsible over time. The growing teen is not on drugs, he or she is on hormones whose effects are unpredictable and whose effects will hopefully reduce over time, so that growing maturity is seen.
Youth Offenders and Graduated Penalties: There is no magic age at
which a teenager should be considered an adult. Instead of saying there is one
law for youth and another law for adults, with a sudden change in status at say
18 years of age, I would recommend a transition period in the interval 11
to 21 say, where sentencing guidelines for youth are linear interpolated
between those applied to kids who may not know better to those of adults
who should. Graduated reaction to misdeeds would set limits on youth who decide
to act badly now, and then having escaped consequences, decide to continue to do
so. Some choice, no matter how arbitrarily about the form of graduation or
interpolation between reactions to misdeeds of kids and reactions to the
misdeeds of adults, could be better than none, or the abrupt transition zone
question of whether to try a youth as an adult. That being said, formal and
informal judges will still have leeway in deciding appropriate
consequences. |
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www.whyslopes.com
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