We're All Educators, At All Times of the Day

Creative Connector

Daniela Elliott

Blog #4

Page 87 - 126

It was difficult to make a connection for myself to any the phrases that stood out to me in this next section because I don’t have a good memory of my own childhood.  Instead, I was more easily able to relate these passages to my nephew and my many cousins who all have young children.  

1. Page 86-87: “My child is better off at home, at least until kindergarten. The influences in preschools are terrible.”

This first phrase is one I’ve heard very recently, my sister who had her son only a year ago, was discussing with me the idea of having another child and whether or not she could afford to have two children in daycare.  The actual concern was not the cost, although day care is very expensive and something to consider, the truth is that my sister does not want to leave her children with strangers.  She had spoken with many of her friends and family members who have children in day care and although the feedback wasn’t entirely negative, in the end she would rather quit her job than send her kids to daycare and/or pre-school.  With the recent stories of child abuse at area daycare centers, it is only natural for that to affect the perception one has about their own child’s safety in a daycare facility.

2. page 87: “It is especially important in the early years of a child’s life to ensure that brain development at home is well accomplished and thus, when the child enters school, the brain is ready to learn.”

This is especially true, as I’ve seen with my nephew, that no matter how young a child is his/her brain is developing and ready to learn.  As my parents did with myself and other siblings, they spoke only Italian to us while we were at home and that is the reason why we spoke Italian before we spoke English. Now that my siblings and I are all grown up and married to non-Italians, it’s harder than ever to keep that same standard in our own homes. My sister, who was the first of 4 children to have a child, leaves her son with my father to take care of when both she and her husband are working. And just as expected, although her son still cannot speak, he understands Italian! My father has taught him these Italian children’s songs, both which require different hand motions. Now, at only 11 months old, my nephew knows which hand motions to use depending on the song that someone sings, without being shown which hand motion to use. One requires him to point to the inside of his palm and the other is simply a song that you clap to. all very basic but the point is he understands Italian.  Now that he’ll start talking soon, he’ll most likely be able to speak Italian as well with the help of his grandfather.

page 122: In discussing nonmedical options for children, the first option is: “a parent moves from full-time to part-time employment so as to mentor a difficult or spirited child for an additional two or three hours each day.”

Again, in relation to my nephew, this is the question my sister is asking herself; only in her case, part-time isn’t an option for the position she currently holds (Administrative Manager at an Ophthalmologist office).  Instead, she is considering leaving her job completely to take care of her kids.  My cousin, who is 33 years old, went to school to become a school counselor and worked for about 2 years.  She is no longer employed, instead she takes care of her two children.  Although this specific phrase came from a section of the book dealing with children who are “difficult,” the reason I made the connection to what my sister and cousin is because unfortunately, it’s not just an option for parents of difficult children but for any child.  And, more often than not, it’s likely that the mother is the parent making this sacrifice because in the real world today, men make more money than women.  So, when decision time comes, no matter how much a mother loves her job, the truth is that it makes more sense for a woman to take a step down.  

And so continues the cycle of men vs. women– how will we ever become an equal gender world?

Literary Luminator

Alison Getsloff
Blog #3
Pages- 43-87
"Literary Luminator"

There were a number of great passages in this weeks reading, I chose to write about the ones that I think are the most powerful.

In chapter two, on page 63 it states:
"The U.S. Department of Justice found that as early as first grade it can predict who the future male offenders will be. The need for future prison beds in various geographic locations is projected by third grade reading levels. Most of  these boys are doing poorly in school. which makes school performance a key factor in a male's self-conception of shame and inadequacy, which ultimately can lead to compensatory aggression against others."

I don't understand how the U.S. Department of Justice can determine this. I am completely baffled that they say they can predict who the "future male offenders will be" as early as the first grade. Children are just starting to grow and learn in the first grade-if they don't know who they are yet, how can someone else decipher how many prison beds will be needed?!

My next passage consists of two statements in chapter two on pages 55 and 57 when talking about advantages and challenges of boys and girls. It was said that:
"For every boy that attempts suicide, four girls do." (page 55)
And-
"For every girl who actually commits suicide, four boys do". (page 57)

This to me also doesn't make sense. They are saying that more girls attempt suicide and don't succeed but the smaller percentage of boys who attempt it, actually go through with it. Are girls just trying to get attention? Why are there so much more girls than boys attempting, and less boys actually going through with it?

The last passage I chose to discuss is in chapter two on pages 48-49, it states:
"Pecking orders are flagrantly important to boys, who are often fragile learners when they are low in the pecking order. By pecking order we mean where the kid fits in the group's social strata......"

It goes on discussing about pecking orders and how each sex is affected by them. Pecking orders begin earlier than we think- starting as early as childhood on the playground.
--"It is established by physical size, verbal skills, personality, personal abilities, and many other social and personal factors".
--"Some children seem to gravitate toward the top of large-scale pecking orders, as in the phenomena of most popular girl in school or prom king. Others gravitate toward the top of small-group pecking orders- the chess club president, or the most popular kid among the computer nerds. All kids flow in and out of many pecking orders".

I think it is important to learn about pecking orders- as a future teacher, I want to recognize how these work and make sure that everyone, no matter what pecking order they may be in, feels included in my classroom.

Creative Connector

Alison Getsloff
Blog #3
Pages- 43-87
"Creative Connector"

The first passage I chose to relate to, made me think back to my elementary days.

In chapter two, on page 47 it states:
"Girls do not generally need to move around as much while learning. Movement seems to help boys not only stimulate their brains but also manage and relieve impulsive behavior. Movement is also natural to boys in a closed space, possibly a result of their higher levels of spinal fluid moving between the brain and the body and higher metabolism, which creates fidgeting behavior."

This passage made me think of myself sitting in a classroom and I, as a girl, seemed to sit still as I was told. But as I thought back, it made me think of all the times I thought to myself "why are boys so fidgety all the time"? They always seem to be tapping something, or moving their legs or whatnot. Obviously at age 8, I did not realize that stimulation helps their brains and it is also just natural for them.

The second passage I chose to relate to is in chapter two on page 58, it states:
"Girls tend to choose interactive social activities that allow increased verbalization; boys tend to choose interactive social activities that decrease verbals and increase spatials, as well as physical aggression."

This passage made me think about my years in high school when I was involved in every activity possible and how there were very few males involved in any of them. I was in everything from school yearbook, to prom committee. What boy honestly wants to help with the layout of the year book or helping pick out the prom song? It obviously wasn't "cool" for them and it probably would have been boring for them anyways. My girlfriends and I loved it! I see now how boys need to be always stimulated and somewhat active because of the way their brains work. Prom committee just isn't for them.

The last passage I chose to relate to is in chapter three and on pages 76-77, it states:
"Young children learn best when they learn from someone with whom they are intimately attached. If a child, for instance, is securely attached to an important personal caregiver-his mother, father, grandparent, or teacher- he learns more, not only from that individual but in his total learning competency."

As a full-time nanny for the past two years, I wholeheartedly agree with this statement. I watched a two year old boy, who at the time of me starting at his house, did not speak. His parents did not make/or have time for him and always give him a pacifier when he was upset or was loud. They never gave him the chance to learn to speak. I made time for him. I gave him attention. I gave him love. We instantly became attached and he wanted to learn-not only to speak, but numbers, colors and anything that I would teach him. He thrived off of my attention and love, and I loved teaching him.

Does Cortisol Help or Hurt Learning in Boys?

Blog #3
Pages- 43-87
Suzanne C.
"Rigorous Researcher"

      The following passage peaked my interest in the subject of cortisol and its relationships to stress and learning in boys.
              "Brain researchers have suspected for a few years now that where a male is in the pecking order may have a great effect on how he learns because of the level of stress hormones (higher in males when they feel worthless).  Biologically, males on the high end of a pecking order secrete less cortisol, the stress hormone.  Males at the bottom end secrete more.  Why is this significant?  Because cortisol can invade the learning process; it forces the brain to attend to emotional and survival stress rather than intellectual learning.  This is perhaps a "natural" reason for the male fragility so many of us ave observed in boys who are humiliated or unliked, who appear weak, or can't make any friends."
     
Cortisol is a steroid hormone produced by the adrenal gland.  It is released in response to stress and a low level of blood glucocorticoids.  Its prinmary functions are to increase blood sugar, supress the immune system, and aid in fat, protien and carbohydrate metabolism.

It is involved in proper glucose metabolism, regulation of blood pressure, insulin release for blood sugar maintenance, immune function, and inflammatory response. 

Cortisol is usually present in higher levels in the body in the mornig and lower levels at night.  It is called the "stress hormone"  because it is secreted in higher levels during the body's fight or flight response to stress and is responsible for many stress-related changes in the body. 

The positive affects of cortisol are a quick burst of energy for survival, heightened memory function, increased immunity, lower sensitivity to pain, and it maintains homeostasis in the body. However, if the body is not able to have a relaxation response the body does not return to homeostasis.  In our current high-stress culture the  stress response is activated so often that some people have chronic stress.  This can cause impaired cognitive performance, stressed thyroid function, blood sugar imbalances, decreased bone density, a decrease in muscle tissue, higher blood pressure, lowered immunity, and higher abdominal fat.  

The fact the high levels of cortisol can affect cognitive performance explains Gurian's claim that boys could be suffering in the classroom more than the girls are, even though the opposite was originally thought.  While it was believed that boys received more attention in the classroom because they were constantly seeking it, Gurian felt that boys who were low in the pecking order did worse academically than the girls because of the excess cortisol in their systems which distracted them from learning.

References
Scott, Elizabeth. "Cortisol and Stress:  How to Stay Healthy." (2011).
http://stress.about.com
Wikipedia.Cortisol. (2011).     
http://en.wikipedia.org/wiki/Cortisol

All About the Brain

By Suzanne C.

Blog #3

Vocabulary/Concept Vitalizer
 Pages 43-87
 
     As Michael Gurian went on to explain how the differences in male and female brains affect their learning, I encountered the following terms that I was unfamiliar with.

Page 44
 ancillary-adj. 1. subordinate, subsidiary    
                           example:  the main factory and its ancillary plants
                       2.Auxiliary, supplementary    
                          example:  the need for ancillary evidence  

Page 47
Psychosocial dynamics- a process of change or growth involving both psychology and social conditions

Psychosocial-adj. 1. involving both pyscholgical and social aspects
                            2. relating social conditions to mental health
 Dynamics-noun    1. a process of change, growth or activity  

Page 48
Nascent-adj.- coming or having recently come into existence  
                        example:  a nascent middle class, her nascent singing career

Page 51
Visual perceptual abilities-  competence in perceiving things through sight

Visual- adj. 1. of, relating to, or used in vision
                   2. attained or maintained by sight
Perceptual-adj.   of, relating to, or involving perception especially in relation to immediate sensory experience

Ability-noun-1.the quality or state of being able
                    2.competence in doing, skill

Amygdala-  one of the four basal ganglia in each cerebral hemisphere that is part of the limbic system and     consists of an almond shaped mass of gray matter in the anterior extremity of the temporal lobe, also known as amygdaloid nucleus

picture from Linden Method Advertisement



These definitions were found in the Merriam-Webster Online Dictionary

Can Better Education do enough?

Essence Extractor
Daniela Elliott

Blog #3

(pages 43-87)

Can educational advancements alter a worldwide “men are best” stereotype?

 

Always Room for Improvement

Idea Illustrator
Daniela Elliott

Blog #3

(pages 43-87)

The next section we read of Boys and Girls Learn Differently spoke of how children are affected by brain-based gender differences.  Commonly enough, part two began with a few jokes about women and men; jokes that are so ordinarily heard in today’s society but, because of the many stereotypes that exist against women, these jokes can sometimes hold a lot of truth behind them.  This picture encompasses what I believe today's society considers to be true about women in comparison to men.  Like the book states, women have come a long way but the stereotype of men being smarter or more successful than women will be hard to change.  This picture shows just that.  If women want to be intelligent and useful in society their only option is...to be a man. FALSE!

 

A majority of the reading stemmed from multiple intelligences or Howard Gardner’s Seven Intelligences.  A breakdown of different areas of intelligence that can help in a child’s learning ability, but only five were discussed in the book because of their relation to brain-based gender differences.   While all were very important to learn what is most significant was to know that even if a child is advanced in one are of intelligence and lacking in another this does not mean it would be impossible to “get better at all intelligences with proper stimulation,” as said by Gurian.  What educators need is to be exposed to how to stimulate those other intelligences. 

 

The last important idea was more of a theory that correlates to the multiple intelligences described above. Although exaggerated in some research, the “Mozart Effect” is still said to be accurate on some level by Gurian.  The “Mozart Effect” relies on musical stimulation; music processing located in the right hemisphere, used more often by boys, and rhythm processing in the left hemisphere, used more often by girls.  In total, musical intelligence is a whole-brain activity and the repercussions, hopefully, result in the child being accustom to using both hemispheres.  Most importantly, it is used to prevent children from having any “brain disadvantage” in either hemisphere as related to one of the multiple intelligences.  The Mozart theory, whether its effects are big or small, are still significant and it's a practice that many parents should consider.  There have been no negative effects because of it and so there would be no reason to not give it a shot.  When the day comes, I certainly will!