Wasn't as bad as I thought it would be in the R-rated area, but still a bit much for my taste. Had a good plot with a couple of spots that made me teaWasn't as bad as I thought it would be in the R-rated area, but still a bit much for my taste. Had a good plot with a couple of spots that made me teary and ended with a happily ever after....more
I thought it had a good story line. There was sweet, innocent romance that kept it going. It didn't end as I would have wished, but still ended well.I thought it had a good story line. There was sweet, innocent romance that kept it going. It didn't end as I would have wished, but still ended well. I'm curious to see if the others continue on with the same main character or not....more
Solely read this to get an idea of Gordon Korman's writing style. He is one of the 4th grade teacher's favorite authors, which leads to 4th graders chSolely read this to get an idea of Gordon Korman's writing style. He is one of the 4th grade teacher's favorite authors, which leads to 4th graders checking Korman's books out like hotcakes! I think this is a good adventure story for boys & girls alike as it has both genders as characters (main is a boy). It is a short read with lots of action that would be great read aloud....more
Right up my alley with my screech owl visitor & interest in fantasy. The author shares a lot of factual information about owls. I felt it was wellRight up my alley with my screech owl visitor & interest in fantasy. The author shares a lot of factual information about owls. I felt it was well written & a good read for late elementary into middle school age, or someone like myself! Carmen & I saw the movie. It maybe gave 3 minutes to this book, there are 16 in the series....more
Thought it was a little too black & white with the two mindsets. I did like the shift in thought that you are born with only so much intelligenceThought it was a little too black & white with the two mindsets. I did like the shift in thought that you are born with only so much intelligence & thinking about the brain as a muscle that needs practice to grow. The week ling art class growth was the greatest evidence to me. I thought all the vignettes of famous people were a bit redundant & I just wanted to know how to get students & children to the growth mindset! I have recommended it to others because I think it has good information....more
Has cut away pictures that name parts of a monster face & the color. It builds the monster face a piece at a time & then tells each part to goHas cut away pictures that name parts of a monster face & the color. It builds the monster face a piece at a time & then tells each part to go away. Very catchy & interactive. Another great fall read....more
This book served its purpose for me to understand a little better why people are on welfare & stay on it. This book reminds me of Glass Castle &amThis book served its purpose for me to understand a little better why people are on welfare & stay on it. This book reminds me of Glass Castle & some ideas I learned from the Mindset book came into play. The poor are in a mindset that if there is a chance of failure, why even try. It is unfortunate that the culture looks down upon trying to improve onesself, thinking that person thinks they're better than them. Women seem drawn to loser guys. It is disturbing the violence that occurs with the survival of the fittest mentality & how women are constantly targets. The projects would be a horrible place to raise children. And to think I worry about my kids falling down & getting skinned knees! Women keep having babies because they have desires and enjoy the closeness of men, then they don't want the children & blame the kids for ruining their lives. Kids end up raising themselves & their younger siblings. Women tend to not get jobs that pay on the record in fear of losing welfare assistance instead of seeing that earning their own would get them to a better place....more
Rachel gave this to me. It is sooooo funny! It has pics of guys doing things like folding laundry, feather dusting, and saying things we all wish we wRachel gave this to me. It is sooooo funny! It has pics of guys doing things like folding laundry, feather dusting, and saying things we all wish we would hear men say! Ex: "Well, I can't offer you any solutions, but I am a good listener." & Pic of putting toilet seat down & saying "Don't want anyone "falling in" in the middle of the night."...more
Loved the concept behind this book with most of the story told through illustrations. Interesting time period, enjoyed reading the notes in the back aLoved the concept behind this book with most of the story told through illustrations. Interesting time period, enjoyed reading the notes in the back about first movies & what parts of the story were based on actual people or events...more
Sweet story about a girl's relationship with her grandfather that is a retired colonel from the Air Force. I enjoyed the plot, the grandpa character,Sweet story about a girl's relationship with her grandfather that is a retired colonel from the Air Force. I enjoyed the plot, the grandpa character, & facts from the Guinness book of world records. If it were a movie, it would be something like Grumpy Old Men. That's what the grandpa reminds me of. I read it because it is up for the William Allen White....more
The author writes like his head is a bit inflated (full of himself & his greatness). Trying to get passed that to see if I find out anything appliThe author writes like his head is a bit inflated (full of himself & his greatness). Trying to get passed that to see if I find out anything applicable to my son's ailments. Interesting to learn more about the epidemics, but felt the only solution in the book is going to the author for treatment. Yet another sales pitch!...more
I like how the book is broken up so you could essentially just read about what interests you in regards to rewards whether work, child rearing or schoI like how the book is broken up so you could essentially just read about what interests you in regards to rewards whether work, child rearing or school. I felt all pertained to me.
This book depressed me! It was written in 1993 & he presents a lot of supporting research, yet NOTHING has changed in public education!! Then here I am with this information that makes sense & have very little power because to make these lasting changes would require drastic measures in the world of education. All I can do is incorporate what I can & keep what I have learned in mind for my own children.
My Notes I want to remember: -We define ourselves by numbers= pay, cholesterol count, how much baby weighs, standardized test scores, but we are uneasy with intangibles and unscientific abstractions such as a sense of well-being or an intrinsic motivation to learn (p. 10) -Virtually no one challenges the fundamental carrot-and-stick approach to motivation: it is assumed that educational excellence will follow if we promise educators pay raises for success or threaten their job security for failure (typically based on student test scores(p. 12)Look in the news & you will see this makes teachers do dishonest things instead! -It is a good idea to challenge yourself about anything you have come to take for granted; the more habitual (like giving rewards) the more valuable this line of inquiry (p. 14) -Most of us were raised with rewards & punishments so it is easy to swallow such a theory whole and pass it along in practices with our own children (p. 15) (But then there are those of us that are always trying to improve & always reading about better ways, like me & several of my book loving friends!) -Although rewards do not work for the long-term they have withstood the test of time because they are easy to use. If a teacher finds herself irritated that children in class are talking, it takes courage and thought to consider whether it is really reasonable to expect them to sit quietly for so long- or to ask herself whether the problem might be her own discomfort with noise. It takes effort & patience to explain respectfully to youth the reason for your request. It takes talent & time to help the child develop the skill of self-control and commitment to behave responsibly. But it takes no courage, no thought, no effort, no patience, no talent, & no time to announce, "Keep quiet & here's what you'll get..." (p. 16) -There is comfort in sticking to what we have power over & the use of punishments & rewards is nothing if not an exercise of power. The negative effects of rewards appear over a longer period of time, and by then their connection to the reward may not be obvious which results in rewards continuing to be used. The very need to keep offering treats to elicit desired behavior may offer a clue about the lack of long-term effects of rewards. The more rewards are used, the more they seem to be needed.(p. 17) -Control breeds the need for more control, which then is used to justify the use of control. (p. 33) -If in the workplace there is someone sitting in judgment of you and that determines whether good things or bad things happen to you, the relationship becomes warped. You will not be working collaboratively in order to learn or grow, you are simply seeking that individual's approval. (p. 57) -What makes behavioral interventions so terribly appealing is how little they demand of the intervener. Simple reason: rewards do not require any attention to the REASONS that the trouble developed in the first place. You don't have to ask "why?" You just throw a reward at it. (p. 59) Rewards never look below the surface so they are never really solutions at all. (p. 60) -When working for a reward, we do exactly what is necessary to get it & no more. (p. 63) -It is not accurate to say that when we are working for rewards we just want fast & frequent success. It is simply to succeed at obtaining the reward. (p. 65) -Do rewards motivate people? Absolutely. They motivate people to get rewards. (p. 67) -Lack of interest may be a reason that someone is not doing what you want them to do. Interest is an intrinsic motivator. Make work interesting. If it isn't, go about it like this: imagine the way things look to the person doing the work & acknowledge candidly that it may not seem especially interesting, then offer meaningful rationale for doing it anyway. Lastly, give the individual as much control as possible over how the work gets done. (p. 90) (I like to think of a child cleaning their room with this one!) -The result of dishing out rewards will be to ensure a continued lack of genuine interest in learning or acting responsibly, thus requiring an endless supply of extrinsic motivators.(p. 92) -Praise encourages some children to become dependent on the evaluations offered by their teachers and those who are unable to meet those expectations ultimately decide to give up trying. (p. 99) -Prompting intrinsic motivation through praise: ask yourself "Are our comments creating the conditions for the person we are praising to become more deeply involved in what she is doing? Or are they turning the task into something she does to win our approval?" (p. 107) Don't praise people, only what people do: "That's a really nice story" is better than "You're such a good writer." Make praise specific as possible & don't be phony with an underlying tone of trying to control.(p. 108) -Do not single out well behaved students to manipulate the behavior of other students in the room. Make positive comments in private. (p. 110) -In impoverished families the problem is not too little praise it is too little encouragement and support. (p. 113) -Adults are tempted to take shortcuts, to manipulate the child's behavior with the use of rewards instead of explaining, helping the child to develop needed skills, fostering a commitment to good values, and bringing them in on the process of deciding how to learn and behave. (p. 115) -Children are more likely to be optimal learners if they are interested in what they are learning. (p. 144) - A factor that helped students remember what they were reading, one study found, was that how interested the students were in the passage was 30 X more important than how "readable" the passage was.(p. 145) -Low performing students may have memorized all kinds of songs on the radio. No one had to promise her an A for learning them all or threaten her with an F. It may have required their absence. (p. 146) -The aggressive attempt to "make" children do things- and even more absurd, to "make" them understand why they should care about what they have been made to do -- is a recipe for failure. We pressure students to learn what they do not want to learn, and then punish them with low grades when they do not learn it. The result is we lose them as learners. (p. 149) -Students with controlling teachers display lower self-esteem and intrinsic motivation than those whose teachers supported their capacity to make choices. (p. 150) -Some teachers use academic work as a punishment & less work as a reward which teaches the lesson that learning is something a student should want to avoid. (p. 151) -Teachers can't just stop doing these things. Class sizes or other nonacademic features in the cassroom are in the way. Also, decision making takes time the teacher just may not have. (P. 152) -Students hurry to finish & hope to get the right answer. Rarely do they think they are supposed to try to understand what they are working on. (p. 158) -The truth is that kids are constantly fearful of getting things wrong, which is why they do as little as they can get away with, which is why kids are failing to truly learn. We are afraid to tell them when they get something wrong in fear of ruining self-esteem. (p. 159) -We teach thoughtless conformity to school rules and call the conforming child 'responsible'. Let us be honest when we reward or punish by asking ourselves for whom we are doing it (them or us?) and for what (the development of good values or mere obedience?). (p. 162) -"hidden curriculum" in classrooms-- "Do what the teacher says, live up to the teacher expectations for proper behavior, keep busy, keep quiet and don't move too much, stick to the schedule." (p. 163)So sad, but so true!!! -Schools seem to do everything they can to keep youngsters in a state of chronic, almost infantile, dependency. The pervasive atmosphere of distrust, together with rules covering the most minute aspects of existence, teach students every day that they are not people of worth, and certainly not individuals capable of regulating their own behavior. (p. 164) -The more you use power to try to control people, the less real influence you'll have on their lives. (p. 167) -The evidence shows that anyone who is rewarded for acts of generosity will be less likely to think of himself as a caring or altruistic person; he will attribute his behavior to the reward instead. (p. 173) -All we can do is set up certain conditions that will maximize the probabliity of their developing an interest in what they are doing and remove the conditions that function as contraints. (p. 181) -When changing the way things are done, teachers should bring children in on the process and have a discussion abou why people learn and what impact rewards really have. (p. 199) -It makes sense for parents to consider putting aside grades and scores as indicators of success and to look instead at the child's interest in learning which is also what schools should be judged on. (p. 207) -Minimize grades by reducing the number of possible grades to two: A and Incomplete. (p. 208) -Allow for active learning. All people learn most effectively when they can see & touch & do, not just sit at a desk & listen. (p. 211) - One of the most disquieting things about American education is the emphasis placed on being quiet. Teachers who depart from this norm by letting them talk more freely are said to have lost control of their classrooms. (p. 213) -Learning at its best is a result of sharing information & ideas, challenging someone else's interpreation and having to rethink your own, working on problems in a climate of social support (all require talking). (p. 214) -The intellectually bankrupt curriculum is the explanation for unmotivated students, drop outs, underachievers. (p. 217) -We should ask not only what the task is, but how the task connects to the world that the students actually inhabit. The premise is that children are people that have interests outside of school, who walk into the classroom with their own perspectives, points of view, ways of making sense of things & formulation which is basis for constructivism. (p. 219) -When teachers use a variety of assignments that offer the right amount of challenge, students are given the opportunity to feel a sense of accomplishment (rather than giving too easy or too hard). (p. 220) -Such strategies as awarding special privileges to those who do well or publicly coomparing children's achievement were seen as less successful than giving students more choice about how to learn or letting them work together. (p. 226) -Two ways one can respond to a child who does something wrong: punitive consequence or see the situation as a "teachable moment", an opportunity to educate or to solve a problem together. The response is not "You've misbehaved; now here's what I'm going to do to you" but "Something has gone wrong; what can we do about it?" (p. 231) -Teachers who find that two students are perpetually critisizing or fighting with each other might sit them down to interview each other, to learn as much as possible about that person. This information helps to turn someone from an object into a subject to make the person's humanity come alive which makes it nearly impossible to act cruelly toward him or her. (p. 245)