Many a man [sic] would rather you heard his story than grant his request.
Boys can be physically aggressive and violent, but mean girls can be aggressive in often subtler ways, and it starts early--at preschool or kindergarten. Social scientists describe this systematic teasing as "relational aggression" or "social cruelty." Relational aggression actually leads to physical symptoms, such as headaches or stomachaches, as well as often have more long-lasting effects than physical aggression.
Unfortunately, these behaviours are often hidden in girl culture, so adults are often oblivious of what's happening.
One common aggressive behaviour displayed by mean girls is exclusion, one of the most hurtful actions for most people, and in particular, girls. These actions lead to problems to girls' psyches and self-esteem, as well as affect their learning and achievement.
Girls are often stuck in a social system known as a yo-yo friendship; in other words, best friends one day, then worst enemies, and then best friends again--and on and on it goes.
Source: Little Girls can be Mean, Michelle Anthony & Reyna Lindert, 2010.
Richard Watson works at Imperial College London. His main thesis in the chapter Education and Knowledge is that technology and education don’t play well together. I will highlight some of the research and evidence he uses to support his thesis.
According to a 2015 OECD study of students in 70 countries, the high-achieving schools use less technology, and those who do receive lower results.
He feels the recent focus on STEM only creates employees with a narrow interest that meets the goal-driven, economy-serving nature of education.
Former CEO of Lockheed Martin, Norman Augustine, said his most successful employees were those who could read and write clearly, and think broadly. Watson worries that devices keep young minds from being reflective and thinking deeply.
A study by the Perimeter Institute for Theoretical Physics and the University of Waterloo says a smarter curriculum would eliminate grades and exams and move towards portfolios of projects.
Patricia Greenfield, a psychology professor at UCLA, led a study of pre-teens (10-12 years old) who spent five days at a nature camp with no screens compared to a control group who had the usual amount of available technology. She found those at camp were much more adept at understanding others’ emotions and reading nonverbal cues.
Slow education stresses more inquiry-led and reflective learning. It involves more calm, attentive ways of thinking, along with deep reading and listening. Time is an important element, as kids learn at different rates and adults continue to participate in lifelong learning. Slow education is about interest and understanding, not memorization and facts. It is primarily people-centric and relationship-centered.
Sleep is critical for young minds and bodies. With TVs and computers and devices in the bedroom, screen time can barely be monitored, especially for teenagers. A study in Norway found using cell phones before bed doubles the change for teens to have a bad night’s sleep. Many teens sleep only five hours, checking their social media at all hours of the night. Some high schools are experimenting with later start times with improved results.
Ultimately, Watson feels that ideal students need the following qualities and values (not technology-based): resilience, empathy, compassion, honesty, humility, hard work, understanding, synthesizing and communication.
Source: Richard Watson, Digital vs Human, 2016
Daniel H. Lee
This blog will be dedicated to sharing in three areas: happenings in my classroom and school; analysis and distillation of other educators' wealth of knowledge in various texts; insights from other disciplines and areas of expertise that relate and connect with educational practices.