3. Inequitable Situation: I have some students who go home to parents that can provide additional support. I have others who go home and babysit younger siblings while their single parent works a second shift. I have some who don’t have adequate lighting, who constantly move and who lose electricity on a regular basis. Call those excuses if you want. I’ll call it systemic injustice instead.
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On Climate Change and Applied Hope | Center for Ecoliteracy - 0 views
Hill Connections: Social Justice Issues (Children at Risk) - 0 views
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Education Rethink: Ten Reasons to Get Rid of Homework (and Five Alternatives) - 7 views
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5. Homework Creates Adversarial Roles: It is possible for homework (or rather home learning) to be a positive force. However, when a parent is stuck as a practitioner of someone else’s pre-planned learning situation, it becomes an issue of management.
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8. Most Homework Is Bad: Most homework recreates school within the confines of a home. So, instead of having children do interviews, analyze a neighborhood or engage in culinary math, the traditional approach involves packets.
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Coaching a Surgeon: What Makes Top Performers Better? : The New Yorker - 0 views
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For my specialized cases, I’ve come to know most of the serious difficulties that could arise, and have worked out solution
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For the others, I’ve gained confidence in my ability to handle a wide range of situations, and to improvise when necessary.
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The coaching model is different from the traditional conception of pedagogy, where there’s a presumption that, after a certain point, the student no longer needs instruction
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Expertise is thought to be not a static condition but one that doctors must build and sustain for themselves.
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Coaching in pro sports proceeds from a starkly different premise: it considers the teaching model naïve about our human capacity for self-perfection.
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The professional singers I spoke to describe their coaches in nearly identical terms. “We refer to them as our ‘outside ears,’ ” the great soprano Renée Fleming told me.
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Élite performers, researchers say, must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires.
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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Policymakers have pushed mostly carrot-and-stick remedies: firing underperforming teachers, giving merit pay to high performers, penalizing schools with poor student test scores.
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alifornia researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools,
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But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent.
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It holds that, no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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Yet the stranger thing, it occurred to me, was that no senior colleague had come to observe me in the eight years since I’d established my surgical practice
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Coaching has become a fad in recent years. There are leadership coaches, executive coaches, life coaches, and college-application coaches
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The sort of coaching that fosters effective innovation and judgment, not merely the replication of technique, may not be so easy to cultivate
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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Your performance is not determined by where you stand or where your elbow goes. It’s determined by where you decide to stand, where you decide to put your elbow.
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we may not be ready to accept—or pay for—a cadre of people who identify the flaws in the professionals upon whom we rely