Rules for Teachers :)

How to Talk to Little Girls

Something to consider: 

 

How to Talk to Little Girls

by Latina Fatale on 07/21/2011

 

 

I went to a dinner party at a friend’s home last weekend, and met her five-year-old daughter for the first time.

Little Maya was all curly brown hair, doe-like dark eyes, and adorable in her shiny pink nightgown. I wanted to squeal, “Maya, you’re so cute! Look at you! Turn around and model that pretty ruffled gown, you gorgeous thing!”
But I didn’t. I squelched myself. As I always bite my tongue when I meet little girls, restraining myself from my first impulse, which is to tell them how darn cute/ pretty/ beautiful/ well-dressed/ well-manicured/ well-coiffed they are.
What’s wrong with that? It’s our culture’s standard talking-to-little-girls icebreaker, isn’t it? And why not give them a sincere compliment to boost their self-esteem? Because they are so darling I just want to burst when I meet them, honestly.
Hold that thought for just a moment.
This week ABC news reported that nearly half of all three- to six-year-old girls worry about being fat. In my book, Think: Straight Talk for Women to Stay Smart in a Dumbed-Down World, I reveal that fifteen to eighteen percent of girls under twelve now wear mascara, eyeliner and lipstick regularly; eating disorders are up and self-esteem is down; and twenty-five percent of young American women would rather win America’s next top model than the Nobel Peace Prize. Even bright, successful college women say they’d rather be hot than smart. A Miami mom just died from cosmetic surgery, leaving behind two teenagers. This keeps happening, and it breaks my heart.
Teaching girls that their appearance is the first thing you notice tells them that looks are more important than anything. It sets them up for dieting at age 5 and foundation at age 11 and boob jobs at 17 and Botox at 23. As our cultural imperative for girls to be hot 24/7 has become the new normal, American women have become increasingly unhappy. What’s missing? A life of meaning, a life of ideas and reading books and being valued for our thoughts and accomplishments.
That’s why I force myself to talk to little girls as follows.
“Maya,” I said, crouching down at her level, looking into her eyes, “very nice to meet you.”
“Nice to meet you too,” she said, in that trained, polite, talking-to-adults good girl voice.
“Hey, what are you reading?” I asked, a twinkle in my eyes. I love books. I’m nuts for them. I let that show.
Her eyes got bigger, and the practiced, polite facial expression gave way to genuine excitement over this topic. She paused, though, a little shy of me, a stranger.
“I LOVE books,” I said. “Do you?”
Most kids do.
“YES,” she said. “And I can read them all by myself now!”
“Wow, amazing!” I said. And it is, for a five year old. You go on with your bad self, Maya.
“What’s your favorite book?” I asked.
“I’ll go get it! Can I read it to you?”
Purplicious was Maya’s pick and a new one to me, as Maya snuggled next to me on the sofa and proudly read aloud every word, about our heroine who loves pink but is tormented by a group of girls at school who only wear black. Alas, it was about girls and what they wore, and how their wardrobe choices defined their identities. But after Maya closed the final page, I steered the conversation to the deeper issues in the book: mean girls and peer pressure and not going along with the group. I told her my favorite color in the world is green, because I love nature, and she was down with that.
Not once did we discuss clothes or hair or bodies or who was pretty. It’s surprising how hard it is to stay away from those topics with little girls, but I’m stubborn.
I told her that I’d just written a book, and that I hoped she’d write one too one day. She was fairly psyched about that idea. We were both sad when Maya had to go to bed, but I told her next time to choose another book and we’d read it and talk about it. Oops. That got her too amped up to sleep, and she came down from her bedroom a few times, all jazzed up.
So, one tiny bit of opposition to a culture that sends all the wrong messages to our girls. One tiny nudge towards valuing female brains. One brief moment of intentional role modeling. Will my few minutes with Maya change our multibillion dollar beauty industry, reality shows that demean women, our celebrity-manic culture? No. But I did change Maya’s perspective for at least that evening.
Try this the next time you meet a little girl. She may be surprised and unsure at first, because few ask her about her mind, but be patient and stick with it. Ask her what she’s reading. What does she like and dislike, and why? There are no wrong answers. You’re just generating an intelligent conversation that respects her brain. For older girls, ask her about current events issues: pollution, wars, school budgets slashed. What bothers her out there in the world? How would she fix it if she had a magic wand? You may get some intriguing answers. Tell her about your ideas and accomplishments and your favorite books. Model for her what a thinking woman says and does.
And let me know the response you get at www.Twitter.com/lisabloom.
Here’s to changing the world, one little girl at a time.
Reprinted with permission.
© 2011 Lisa Bloom, author of Think: Straight Talk For Women to Stay Smart in a Dumbed-Down World

Author Bio
Lisa Bloom, author of Think: Straight Talk for Women to Stay Smart in a Dumbed Down World, is an award-winning journalist, legal analyst, trial attorney, and the daughter of renowned women’s rights attorney, Gloria Allred.
A daily fixture on American television for the last decade, Bloom is currently the CBS News legal analyst, appearing frequently on The Early Show and CBS Evening News with Katie Couric, as well as the legal analyst for The Dr. Phil Show. Bloom appears regularly on CNN and HLN prime time shows such as Issues With Jane Velez-Mitchell, The Joy Behar Show, Anderson Cooper 360, and The Situation Room. She has been featured on Oprah, Nightline, Today, Good Morning America, Rachael Ray, and many more, and she was a nightly panelist on The Insider throughout 2010. From 2001-2009, Bloom hosted her own daily, live, national show on Court TV, and she has guest-hosted Larry King Live, The Early Show, and Showbiz Tonight.
Bloom has written numerous popular and scholarly articles for the Los Angeles Times, Family Circle, the National Law Journal, CNN.com, the Daily Beast, and many more. She has also been profiled, featured, and quoted in hundreds of publications, including the New York Times, the Washington Post, Elle, Ladies’ Home Journal, and Variety.
Bloom graduated early and Phi Beta Kappa from UCLA, where she was national college debate champion, and then from the Yale Law School, where she won the moot court competition. She currently lives in Los Angeles where she runs her law firm, The Bloom Firm. TheWrap.com recently named Bloom one of the top five celebrity attorneys in Los Angeles.

Principles of Engineering

I listened yesterday to the BYU Forum Speech given by Spencer Magleby on July 16, 2013.  It was a fascinating speech about how to use the principles of engineering in many aspects.   I felt this diagram was especially helpful. 

Understand Needs  to   Create Solution Concepts  to   Evaluate & Select   to 

 

Develop Design  to   Predict Performance   to  Test   to   REFINE

How To Reignite Their Desire to Read

Promote independent reading by hosting a book tasting in your classroom where kids can sample new books and hear your personal recommendations.

By Stef Durr

Posted March 04, 2013

Although the Common Core State Standards push nonfiction to the front of education during the middle and high school years, it’s still important to promote independent reading, whether pupils choose fiction or nonfiction works. Reading provides many benefits to the growing brain; it develops vocabulary, broadens horizons, builds background, increases fluency, and sparks creativity. We know kids should read; they know they should read, but the truth is that the growing number of book titles only makes it more difficult for kids to decide what to read. What can you, the teacher, do to help your readers choose a book that’s interesting, engaging, and appropriate for their age and reading level?

Whet Pupils' Reading Appetite with a Book Tasting

I have tried numerous things to combat this phenomenon. I even put aside class time for peer book suggestions, hoping that the excitement some kids found in their reading would rub off on their peers. However, it turns out the enthusiasm kids showed me about their reading, fell flat in front of their peers. Eventually, I hit upon the idea of hosting a book tasting. This event sparked interest and promoted engagement for even my most reluctant readers.

Set the Tables

1. To prepare, print the tasting guide for each student. The worksheet currently has space for class members to taste, or investigate, five books, but you can adjust this number. It is important to ask learners to record specifics (like the teacher’s rating and the book’s first line), in order to keep them engaged in the day’s activity and to help them narrow down a choice at the lesson’s close.
2. On the day of the tasting, set up anywhere from 15-30 books (all genres) around your classroom. Too few books, and you probably won’t spark an interest with all of your learners. Too many books, and they’ll be overwhelmed. Group the books by genre: mystery, non-fiction, historical non-fiction, classics, adventure, biography, etc. Each section should be clearly labeled so kids won’t have an excuse to waste time searching for a particular genre.
3. In each book (or taped to the cover), place a notecard with your own personal review, a rating (out of five would be sufficient), and a conditional statement starting with if. For example, “If you liked The Great Gatsby, you might like this book because it’s also set in the 1920s and involves an odd, dramatic love triangle.” At this point in the year, the kids trust your opinion. They want to know how you feel about something before they decide how they feel about it.

It’s Time to Taste!

Everyone laughs at the idea of having a book tasting. I’ve even had kids pretend to lick my books! Before sending them off to explore their choices, discuss what it means to attend a tasting. Consider asking these questions to spark a brief discussion aimed at why you’re devoting a whole class period to the tasting:

• Question: What does it mean to attend a tasting? What is expected from the guest?
• Answer: Encourage your class to think about food tastings, as this is probably more relatable to them. As a guest, they must be respectful and polite. They must taste multiple selections, be respectful of the choices presented, and honestly consider the options laid out before them.

• Question: Does the host choose things the he or she believes the guests will enjoy?
• Answer: Of course! The host always wants the guests to be happy; he or she chooses things that will be appealing to their specific audience. To highlight this point, you could explain how your choice of books would differ if you were hosting a book tasting for other teachers at your school.

• Question: How does he or she choose the selection?
• Answer: As their teacher, you know some of their interests! They need to know this isn’t a random assortment of books you’ve thrown together; you’ve hand chosen the selection based on the topic, language, vocabulary, and reading level.

• Question: Will the host be angry if the guests don’t find something they find appealing?
• Answer: Absolutely not! While the host does his or her best to compile an interesting selection, one can never strike gold with every guest. However, highly encourage your learners to select an option presented, after all, you know the content and reading level.

After prepping your class, release them for the tasting! Since timers set boundaries and motivate students, consider setting the clock for the activity. Then, distribute the packets and begin. To start, give them 20-25 minutes, adjusting the time as necessary. This is also a great time to pull aside specific students; maybe you could point your highly skilled readers in a certain direction, or maybe you’ve selected a few options with a particular disinterested reader in mind. Now is the time to make those suggestions.

After the Tasting

With 5-10 minutes left in the period, give your class the opportunity to sit down and read over their notes. They revisit the five (or so) books they explored, choosing one to hunt down in the library or a nearby bookstore. Then, have each student write the name of their selected reading at the top of the front page to get an idea of what your class will be reading. If you’re hoping to group together some readers for literature circles or discussion groups, this provides the opportunity for you to do so. And if you’re not looking to create literature circles, it’s still worth noting which books seem popular with your classes.
How do you promote and manage independent reading in your classroom?

Persuasive Sentence Starters

Education Achievement Predictors

 Learning the Language - Education Week <webeditors@epe.org>

Academic Achievement

 

<[Donald J. Hernandez, the study's author and a sociology professor at Hunter College, at the City University of New York]...whose previous research found substantially increased risk of dropping out for students who do not read on grade level by 3rd grade—found the language spoken at home was a much weaker predictor than race of whether students are likely to be reading and doing math proficiently, at least according to the National Assessment of Educational Progress.

 

Take a look at the following charts of 4th grade results for NAEP reading and math. There are some challenges for white and Hispanic students whose families speak another language than English at home, but those differences pale in comparison to the racial achievement gaps, in reading and mathematics alike.>

 

"One of the things that strikes me in both of these charts is the large percentage of students who are not 'proficient' in reading and math, across the board," Hernandez said. "It really shows we are not being successful in educating children in reading and math across the board; it's not about race, not about immigrant status."

Luis O. Reyes

luisoreyes@aol.com

Edweek.org's Learning the Language

---

Race and Income, Not Immigration Status, Shape Child Well-Being, Study Finds Posted: 24 Jul 2013 09:14 AM PDT   Guest post by Sarah D. Sparks from Inside School Research   Immigrants overwhelmingly come to America seeking a better life for themselves and particularly their children, but the well-being of immigrant students varies far more based on their race and economic position than their immigration status, according to a new study by the Foundation for Child Development. In fact, for some racial and ethnic groups, children of immigrants are doing better than the children of their U.S.-born counterparts.   For example, overall, black children of U.S.-born parents fared worse than all or nearly all other groups, both immigrant and U.S.-born, on 15 out of 19 indicators. By contrast, black children of immigrant parents fared better then their native counterparts in income level, parent education and employment, and high school graduation.   "The groups that are worse off are Hispanic children of immigrant parents and black children of U.S. parents," said Donald J. Hernandez, the study's author and a sociology professor at Hunter College, at the City University of New York. "It is kind of surprising because we typically think of children of immigrants as not doing as well, and it's really a more nuanced picture that cuts over multiple indicators."   "People often just look at the immigrant group and compare it to nonimmigrant groups," Hernandez said. "By distinguishing the race and ethnic groups, we are focusing on children who have similar types of exposure to poverty and schools. The results really help to break through the stereotypes we have about these children by comparing them to children who had similar experiences."   Taken as a whole, children of immigrant families are more likely to be poor and to struggle academically than are children of native families, but "Diverse Children: Race, Ethnicity, and Immigration in America's New Non-Majority Generation," which the New York City-based foundation released this morning, paints a more complex picture of the immigrant child experience by breaking out national child well-being indicators by Hispanic, black, white, and Asian background.   DREAM Act kids notwithstanding, nearly nine out of 10 children of immigrants, regardless of their parents' nationality, were born in the United States and have grown up in American schools. Regardless of ethnicity, children of immigrant parents were as or more likely than children of native families to have parents with secure jobs, and less likely to live in one-parent families. Moreover, for all groups except Asians, immigrant families tend to move less frequently than U.S.-born families; that could be a benefit, in terms of stability and school continuity, but less helpful if it signals families trapped in segregated low-income neighborhoods.   For example, 71 percent of Hispanic children of immigrants are in families living on less than twice the federal poverty level—a threshold typically used to signal low-income—with a median income of $33,396. That's very low, but it's still considerably higher than the median household income for black children of native parents, $29,977. By contrast, the median income for white and Asian families ranged from the mid- to high-$70,000s, regardless of their immigrant status.   Hispanics make up the vast majority of first-generation immigrant families in the United States, followed by Asian families. According to a 2011 study by the National Center for Children in Poverty, more than 17.2 million children have at least one immigrant parent, and children of more recent immigrants—of which there are more Hispanic families—are more likely to be poor.   Children of immigrants also were less likely to be born underweight or to die as an infant than children of native families—a statistic that comes amid growing consternation over the relative expense of American pregnancies and childbirth. To be sure, the study also finds that once they arrive, the children of immigrants have a harder time getting health insurance: 19 percent of Hispanic children of immigrants and 15 percent of black children of immigrants are not covered by health insurance, compared with 12 percent of Hispanic children and 11 percent of black children from native families, and only 7 percent of white and Asian children of natives.   Academic Achievement   Hernandez—whose previous research found substantially increased risk of dropping out for students who do not read on grade level by 3rd grade—found the language spoken at home was a much weaker predictor than race of whether students are likely to be reading and doing math proficiently, at least according to the National Assessment of Educational Progress.   Take a look at the following charts of 4th grade results for NAEP reading and math. There are some challenges for white and Hispanic students whose families speak another language than English at home, but those differences pale in comparison to the racial achievement gaps, in reading and mathematics alike.   "One of the things that strikes me in both of these charts is the large percentage of students who are not 'proficient' in reading and math, across the board," Hernandez said. "It really shows we are not being successful in educating children in reading and math across the board; it's not about race, not about immigrant status."   Moreover, children from immigrant families were less likely to be disconnected—out of school without a diploma or a job— than students from U.S.-born parents. "Immigrants come to this country to improve their lives and in particular the lives of their children, and they have a particular commitment to education," Hernandez said. "Students of immigrant families can come with cultural values and strengths because of that." - Lesli A. Maxwell

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Live Like a Child

When did you last live like a child?

byTimes News Service
July 18, 2013 , 12 : 09 pm



Everyone can be creative at any age. However, children are more creative because they have not yet learned conventional ways of thinking and are freer to act and think in unusual and exploratory ways.

We behave naturally and instantly during our childhood, but as we grow older and gain experience, our creativity declines. Preserving this natural skill is very important.  Children's minds are less cluttered with worries than those of their elders, and that's the reason for their extraordinary creativity. With their open minds, they often develop new activities, and sometimes even change the rules of old games, which often make a lot of sense.

Young children naturally are good at:
1. Exploration: Kids prefer to play with open-ended materials for a longer time, compared to more expensive toys. This allows for creative expression and spontaneous discovery. For example, playing in the sand and freehand drawing.

2. Ideation: The ability that children possess to generate multiple ideas for a single image, object or situation. These ideas are generated out of the box; hence, they differ from each other.

3. Combination: The ability to generate new ideas by making connections between two or more concepts that the child previously saw as separate and unrelated. For eg. look at the words we use. Each word has a different meaning and the combination of different words in different ways makes sentences with different meanings.

4. Daring: Children are creative because they are fearless. They have no good or bad experiences to block their thinking, and so they feel free to experiment.

5. Simplicity: It's the ability of children to see things directly, which helps them easily discover the answer to complex things.

6. Knowledge: Children play to gain knowledge. And when they gain knowledge, they play with it again to create new knowledge. The circle of knowledge becomes bigger and bigger, until that time when they stop playing.

7. Interest: Children cannot be creative unless they have an interest in what they are doing. Having fun while doing something is, for children, enough reason to show interest in that activity.

Children would often answer without a fear of failure – that's the most important quality we lack as grown-ups. We declare ourselves losers even before attempting anything. And, if as adults we have no courage to experiment, how would we encourage our children and our teams to do so? Children's creativity begins declining when they reach middle school. That is the time they start evaluating their ideas with their experiences and develop resistance to thinking as freely as they did in early childhood. Children become self-conscious and anxious about the opinions of others – their elders and their peer group. This anxiety and self-consciousness creates fear, which kills creativity.

Our education system needs a radical change from being a fixed-syllabus-based system to an exploration and experimentation-based one. This will enable the country to reduce their high dependency on an industrial economy and explore the wonderful opportunities in a creative economy.

We don't have to learn how to be creative. It's our natural ability to think about something in a new way, from a different perspective, to come up with unique solutions and ideas. We are creative by birth, and since that software is preloaded in our hard-drive, we just need to reinstate it back in to life. Doing so is not going to be tough at all. Just attempt to think like a child today.

Sukant Ratnakar is a corporate professional and author of the book, "Open The Windows To The World Around You".  Email: sukant.otw@gmail.com

Heart of a Child

An excerpt from Heart of a Teacher by Paula J. Fox

A class of three and four-year-olds not yet in kindergarten but one of them taught me a lesson that won't soon be forgotten I was teaching them how to show love to each other and what it means to be kind a "hands-on-craft" was part of the lesson to impress it on each little mind As they wiggled and bounced around in their seats they weren't listening very well. I wondered if they even heard a word of what I was trying to tell. For the craft, each child was to make a card as a gift for someone they love. to surprise them with an act of kindness in a way they'd never think of I noticed one child who hurried the task quickly scribbling to finish his card he sometimes made such a mess of things and teaching him could be hard He knew how to push every boundary and when things didn't go his way he'd frequently have a meltdown and ruin everybody's day. He finished his card before the rest and shoved it in my hand I figured he didn't have a clue what I wanted him to understand Not feeling very kind-hearted myself I reminded him...once more that giving it to someone he loved would be kind and that's what it was for With a twinkle in his eye he smiled and said: "I know!"...I'm giving it to You!" it took me a moment to comprehend then I realized...that he knew! He knew exactly what he was doing he had understood every part more than just following directions he was giving me a gift from his heart! My heart exploded with love for this child and I felt a wave of shame he knew more about kindness than I did I had just been playing the game It's so easy to judge by the outside behavior whether rules are followed or broken but the heart of the child is what matters feelings and words unspoken No wonder God loves little children so much with their hearts so fresh and pure they can teach us a thing or two about love they know what it is, for sure!

Forget Your Perfect Offering

I listened this morning to the BYU Devotional given by Tyler Jarvis on July 9, 2013.  He quoted the chorus of this song.  I liked the words so much, I looked up the song lyrics.  Great message!


"Anthem" by Leonard Cohen

The birds they sang
at the break of day
Start again
I heard them say
Don't dwell on what
has passed away
or what is yet to be.
Ah the wars they will
be fought again
The holy dove
She will be caught again
bought and sold
and bought again
the dove is never free.

Ring the bells that still can ring
Forget your perfect offering
There is a crack in everything
That's how the light gets in. 

 

 

We asked for signs
the signs were sent:
the birth betrayed
the marriage spent
Yeah the widowhood
of every government --
signs for all to see.

I can't run no more
with that lawless crowd
while the killers in high places
say their prayers out loud.
But they've summoned, they've summoned up
a thundercloud
and they're going to hear from me.

Ring the bells that still can ring ...

You can add up the parts
but you won't have the sum
You can strike up the march,
there is no drum
Every heart, every heart
to love will come
but like a refugee.

Ring the bells that still can ring
Forget your perfect offering
There is a crack, a crack in everything
That's how the light gets in.

Ring the bells that still can ring
Forget your perfect offering
There is a crack, a crack in everything
That's how the light gets in.
That's how the light gets in.
That's how the light gets in.

A Great Way to Address Bullying

A great way to address bullying---replacing bullying with kindness.  Just telling students to stop bullying isn't sufficient. 

 

Deseret News

 

Kindness of Arizona high school QB Carson Jones and teammates has gone viral

By Trent Toone , Deseret News

Published: Sunday, April 8 2012 12:00 p.m. MDT

The Queen Creek High School (Ariz.) football team surrounds sophomore Chy Johnson after a victory. Members of the football team took Johnson, a special needs student, under their wing after they learned she was being tormented by bullies. (Dave Knoer, K-Kamera.com)

Editor's note: This article was originally published on Nov. 9, 2012. In light of David. L Beck's reference to Carson Jones in his April 2013 Priesthood session talk for general conference, we are sharing this story again.
To Carson Jones and his teammates on the Queen Creek High School football team in Arizona, it was no big deal.
Still isn't.
They befriended a sophomore girl with special needs in an effort to protect her from bullies.
Even so, few could have predicted how the details of their small kindness would reach the national media, be translated into foreign languages and warm countless hearts. Their actions have certainly made a difference in their school and community.

Chy Johnson and the Queen Creek High School varsity football team. (Dave Knoer, K-Kamera.com)

"These are great kids. They stand for what is great and they try to do the right thing," said Joe Germaine, head football coach at Arizona's Queen Creek High and a former Ohio State and NFL quarterback. "Because of what they have done for this young lady, a lot of attention has come to it, but I don’t think they have let that overshadow the fact that they just tried to do the right thing in the right situation. I think they need to be applauded for what they’ve done."
At the beginning of this school year, a concerned mother, Elizabeth Johnson, asked Jones, the Bulldogs' starting quarterback, to track down the names of some students who were bullying her daughter, Chy Johnson, who suffers from a brain disorder. The bullies were calling her daughter names and throwing trash at her.
Jones, a member of The Church of Jesus Christ of Latter-day Saints, started to investigate the matter until a better opportunity presented itself. One day he saw Johnson in the cafeteria and invited her to sit with his group. She accepted. As they visited, Johnson soon felt right at home with "her boys."

Chy Johnson with her "My Boys" T-shirt. (Dave Knoer, K-Kamera.com)

"It (confronting the bullies) probably would have created more problems than it would have solved," Jones said. "(Inviting her over) wasn't something I put a lot of thought into. It just worked out. She is always laughing and fun to be with. Now everybody knows Chy. They probably wouldn’t know her as well if this didn’t happen."
As their friendship deepened, Jones and his teammates took turns walking Johnson to class and looking out for her in the halls. No thought was paid to how it might affect their "social status."
In turn, Johnson, a much happier person, became the team's biggest fan. When Queen Creek played on Friday nights, Johnson proudly displayed her school colors and waved signs in the bleachers.
With her daughter's spirit renewed, Elizabeth Johnson was overwhelmed with gratitude for the team's thoughtfulness.
Rondalee Jones, Carson's mother, didn't find out for months. It wasn't until she learned the Arizona State Legislature had plans to honor her son and others for helping Johnson that she became aware of the situation.
"At first I was irritated that he didn't tell me about it," Rondalee Jones said. "But that's just not him. It wasn't a big deal to him to do it."
It was only a matter of time until the story got out into the media. The story has been featured on ESPN by famous sportswriter Rick Reilly, CNN, the New York Daily News and the Huffington Post, among others.
Rondalee Jones was not surprised by her third son's actions. She describes Carson as a leader and peacemaker who discourages criticism and disrespecting others. He is active in his LDS ward and loves studying the New Testament in seminary. After high school he plans to serve a mission like his older brother, who's currently in the West Indies.
Paul Reynolds, Queen Creek's athletic director, is grateful for students like Carson Jones because administrators need all the help they can get, he said.
"It’s tough for administrators or teachers to step in and catch these things and stop any kind of harassment," Reynolds said. "In this case, they did everything. They stopped the harassment, took the girl under their wing and it's been neat to see. I've learned we can all take a second look at ourselves. There is always someone around us that we can help and make feel better."
Rondalee Jones took away a similar lesson.
"All it takes is something small to make a difference in someone's life," she said. "There are a lot of people who are bullied and treated poorly in life. ... If everyone would think about something they could do to make a difference in someone’s life and make their life easier, especially teenagers, it just takes something small to turns someone’s life around and make it happy."
Carson Jones and the undefeated Bulldogs play the Thunderbird Chiefs in the Arizona state quarterfinal playoffs on Nov. 9. In addition to pursuing a state title, he hopes this story draws out positive news and inspires other students to be courageous and always do the right thing.
"There are lots of stories like this that happen all the time. They just don't get recognized like this one. Some are better than this one," the high school quarterback said in a phone interview. "But hopefully it brings out other good stories. Hopefully it helps to stop bullying around other schools."

Email: ttoone@desnews.com Twitter: tbtoone

Copyright 2013, Deseret News Publishing Company

David McCord Poems

”Whatever may be said about this small but graceful art,” McCord wrote in an article for The New York Times in 1964, ”Good poems for children are never trivial; they are never written without the characteristic chills and fever of a dedicated man at work; children must never hear the stigma of ‘I am adult, you are a child.”’

 

 

This Is My Rock
By David McCord

This is my rock,
And here I run
To steal the secret of the sun;

This is my rock,
And here come I
Before the night has swept the sky;

This is my rock,
This is the place
I meet the evening face to face.

From Every Time I Climb a Tree by David McCord (Little, Brown and Company). Copyright © 1952 by David McCord. Copyright renewal © 1980 by David McCord.

 

 

 

"You are my friend, so I came here."

Boyd K. Packer tells this story with an important message in his book, Teach Ye Diligently.



A number of years ago I was in the Southwest Mission and waited some time to meet with the mission president, Alfred E. Rohner, who was in an interview with an Indian brother.  Afterwards he told us that the Navajo man had appeared at the office and asked to see him.  President Rohner invited the man into the office, and they sat there for a long time and said nothing.  President Rohner, familiar with the Navajos, knew that this was the "Indian way," and it wasn't necessary to be talking all the while the man was there, and he sat there a long time.

After considerable time the Navajo asked President Rohner how to spell a word.  I have forgotten what the word was--it was not an uncommon word, but a word of three or four syllables.  President Rohner gave him the correct spelling, and then the Navajo brother asked if President Rohner would write it on a piece of paper for him.  He did so, and the Indian brother gave an indication that he was going to leave.  President Rohner was interested in why the man wanted to know how to spell that word, and after visiting with him, he learned something very interesting.

The Navajo brother was working for the tribal council.  He was employed on a road crew and was evidently a dependable worker for the week before he had been made foreman of a crew of workmen.  At the end of the week it was necessary for him to fill in some forms.  He had a meager education and was able to speak English well and write it to a degree.  Filling in forms, however, presented something of a challenge.  In doing so, he found that he could not spell one of the words.  So he driven seventy miles to mission headquarters to ask President Rohner how to spell it.

President Rohner then asked him, "Why did you come all the way here?  There are many people who could have helped you with the spelling.  You could have gone to the trading post or stopped at the service station or gone to one of the schools and saved the long trip."

The Navajo man replied in logic that is very sensible to anyone who is a teacher, "You are my friend, so I came here."

Latino Children's Poetry Week

Latino Children's Poetry Week: The Value of Poetry for Latino Children

This week, we're happy to dedicate our site to Latino children's poetry and the valuable role it plays in their literacy development and appreciation of their heritage. We're pleased to begin with the following article on a brief history of the role our heritage has played in poetry across time and places, followed by a short poem just for children as written by the talented poets and writing team of Alma Flor Ada and F. Isabel Campoy.

Spanish Influence On the History of Poetry

The first written testimonies of our language were verses. They were called jarchas, verses written in Spanish at the end of poems in Arabic. What powerful symbolism! Poetry has been a great contribution of our culture to the World, and Hispanic culture has been formed by fusing many others.

Our oldest poetic expressions were created orally. The Poema del Cid, celebrates the deeds of a warrior who was also husband and father, kind and generous. Mothers and grandmothers have put their babies to sleep with beautiful poetry, fragments from Medieval romances, kept alive for centuries through this oral transmission.

Spanish voices reached international acclaim during the Spanish Golden Age when poets like Garcilaso, Cervantes, Lope de Vega and Góngora were recited, quoted, and imitated throughout Europe. Soon after, on the other side of the Atlantic, new voices began using the same language to express different realities.

None stronger than Sor Juana, both extraordinarily gifted and learned, who wrote the most daring verses of the XVII century: “Hombres necios que acusáis…”

Silly, you men, so very adept
at wrongly blaming womankind,
not seeing you’re alone to blame
for the faults you plant in woman’s mind.

Spanish voices have used melodious words and powerful rhymes to share their convictions: Con los pobres de la tierra quiero yo mi suerte echar [I will share my destiny with the wretched of the Earth] assures José Martí; also to express their pride in their ancestry, as when the Cuban Nicolás Guillén and the Puerto Rican Palés Matos sing about their African roots; poetry used to invite all children to hold hands in a “ronda de niños” as Gabriela Mistral writes from her native Chile; written also to express the nuances of love, and exalt both the magnificence of Macchu Picchu and the quality of the smallest of things, as Pablo Neruda did from Isla Negra. Poetry has also found a way to make the world see Spain, through the delicate gypsy eyes of Federico García Lorca.

The Value of Poetry for Latino Children

Some of the most important poets of all times have written in Spanish. Our children deserve to know them all. Poetry is children’s best friend. Once a poem is memorized it stays with us forever, a wealth no one can take away, a companion ready to give comfort, hope, laughter, inspiration whenever needed. Poetry can broaden children’s vocabulary with new words they will remember supported by rhymes, rhythm, imagery and feelings. Let us try saying, whispering, sharing, singing a new poem tonight, under the stars!

~F. Isabel Campoy

Unexpected Holiday

© 2013  Alma Flor Ada

It seemed a day like any other,
but hotter.
The air-conditioning not working well.
Boring
 -nothing to do,
no one to play with,
the TV so dull,
as if I‘d already seen
everything it had to show
between those ads
for cars or drinks
shampoos or beauty creams.
might as well get
on with my homework.
I open the book
my teacher made me choose
yesterday
at the library
and
without knowing
what's happening to me
I’m lost in a jungle,
traveling up to the sky,
worried and concerned--
frightened, even--
for a boy and girl
determined to save each other
from the greatest of dangers.
Where did the boring day go?
      An unexpected,
      and fantastic,
      holiday
      had been waiting all along
      inside the covers
      of a book.

Smile

Lloyd Newell said the following on "Music and the Spoken Word" today.  These are great reasons to encourage our Esperanza scholars AND educators to be happy and optimistic...AND smile! 

Most of us would agree with the lyrics of the well-known song, “When you’re smiling, the whole world smiles with you.” But did you know that smiling may also be good for your health? Researchers are finding that smiling slows down the heart rate, reduces stress, and can make you feel happier. In fact, some research suggests that the smile doesn’t even have to be genuine—even a forced smile can have a positive effect on your well-being.² When you smile, you just feel better.




Casi todos estamos de acuerdo con la letra de una conocida canción que dice: “Cuando sonríes, todo el mundo sonríe contigo”. Pero ¿sabía usted que sonreír también es bueno para la salud? Se ha descubierto que el sonreír aminora el ritmo cardíaco, reduce el estrés y hace que la persona se sienta más feliz. De hecho, se afirma que la sonrisa ni siquiera tiene que ser genuina ya que hasta una forzada puede contribuir a su bienestar. Al sonreír, uno sencillamente se siente major.




Lyrics to the song "Smile" that we might want to teach our Esperanza educators and scholars.  :)

Smile though your heart is aching
Smile even though it's breaking
When there are clouds in the sky, you'll get by
If you smile through your fear and sorrow
Smile and maybe tomorrow
You'll see the sun come shining through for you

Light up your face with gladness
Hide every trace of sadness
Although a tear may be ever so near
That's the time you must keep on trying
Smile, what's the use of crying?
You'll find that life is still worthwhile
If you just smile



That's the time you must keep on trying
Smile, what's the use of crying?
You'll find that life is still worthwhile
If you just smile




A "smile" treat with apples, peanut butter, and marshmallows!  :)

Ortografia

What Makes a Gifted Student?

What Makes a Gifted Student?



arents and grandparents often look for signs that their children and grandchildren are gifted. After all, who doesn’t like to brag about their children? When moving to our new two story home when my twins were 19 months old, I was extremely worried about the stairs.  I was frightened out of my mind when they insisted on walk-crawling up the stairs, but was delighted when they understood right away how to slide back down on their stomachs. I decided that my twin boys must be advanced!
Unfortunately, walking up the stairs is not a sign of giftedness for my children, as the normal time for a child to walk up stairs is 18 months. However, one of the boys walked on tiptoes at 20 months which qualifies him to possibly be advanced. Too bad that advancedness does not apply to his getting his own blankie from another room or getting into the bathtub without incident.
Consider the following parental and grandparental claims:
“Andrew is going to be gifted,” says his father, as three year old Andrew sings along with the radio in tune, while clapping to the beat.
“Susie is gifted,” her mother states as four year old Susie recites her alphabet, lists numbers one to thirty, and then does a somersault.
“Tommy is extremely gifted,” beams his grandmother as seven year old Tommy finishes a Lego castle containing 300 pieces.
“Andrea is off the charts in giftedness,” says her father confidently, as ten year old Andrea plays Beethoven’s “Fur Elise” from memory on the piano.
Which of the above children might actually be considered gifted? You may be surprised that it is Andrew, the three year old.  Singing in pitch and clapping along to the beat at an early age is a sign of giftedness.  While the other scenarios are impressive to some, they are not indicative of an advanced child.

What is Giftedness?

The technical definition of gifted is “having great natural ability“, but there is much more to it than that. It is more difficult to define than one would imagine. The main idea behind giftedness is that the child leads the direction of what they want to experience, rather than someone else.

The main idea behind giftedness is that the child leads the direction of what they want to experience, rather than someone else.

If at 20 months my tiptoe walking son had been coached, coaxed, and led to walk that way by myself or my husband it would not necessarily be a sign of giftedness because he could do it. His doing it on his own out of natural curiosity or ability is what would make him gifted.

“Gifted” May Not Mean What You Think It Means

Many parents and even teachers equate giftedness with good grades, high test scores, and better behavior than other students. While this may be a sign of giftedness, these parameters could leave many gifted students unidentified.
Students who are unruly, have attention issues, lacks good grades, or have no interest in completing homework or participating are not generally thought of as being gifted over others who behave the opposite. Chew on this: when Albert Einstein was a young boy, he was thought to be dumb and was set apart from other students.
While high scores and good grades can be an indicator of giftedness, there is more to earning that label. While many test students for good memory skills or the ability to analyze data, children also need to be creative and proactive in their interests.

What Skills Do Gifted Students Possess?

Being gifted means a student has certain qualities and skills that enable them to think on their own without help. Many people have good memory, the ability to interpret ideas and data, are creative, are practical, and interested in many things, but this does not make them gifted alone.
Students with higher level functions will be able to create or think of something they want to do, analyze how to go about it, have the understanding of what they need to be successful, and then pursue it. They can understand what needs to be fixed or changed in order for their idea to work.
While the ideas presented above make for obvious giftedness, some students are higher in some levels than others. For instance, my sixteen year old son is a remarkable verbal wordsmith. Since he was a toddler he has spoken very well and has an extensive vocabulary.  He and I would hold real conversations about various ideas when he was just in Kindergarten.
While he has amazing verbal ability, he does not know how to write it down. He has great ideas, knows what he wants to do, what the outcome should be, the problems that could arise and how to fix them. The next step to implement his ideas is where he falters. He can tell me his whole plan, then will sit down at the computer and stare. This does not make him any less gifted, it just shows that not all gifted people have the same talents and skill levels as others.

How Does One Become Gifted?

 Contrary to popular belief, being gifted is not always luck of the draw.
Genetics do play a large part in being gifted, definitely. It has been thought that the brain of a gifted person can actually process information faster. However, one’s surroundings are equally important. Nature and nurture are at work as some traits are genetic and others are learned.
It is important for parents and teachers to actively participate in a child’s life in order to see what they are interested in. Whether or not the parents themselves are considered gifted, the environment a child grows up in can enhance or develop their abilities.
 A personal example would be that my mother’s side of the family is very musical. There are a few band directors and music majors, and everyone on the immediate side played a musical instrument at one time.
With all these musical genes, it would stand to reason I would have an affinity for music, too.  It turns out I did, but with the aid of my mother to cultivate it. If my mother had not bought me that little metal fife when I was in 4th grade, I may never have been the flute player I am today.
Even more importantly, had she not dug out her old, dusty clarinet a few years later, I may never have been inspired to get a degree in music.  Being gifted in music, it is likely that I would have desired to seek it out for myself, but the environment in which I lived aided me greatly.

Neurology of the Gifted

The brain is a complex organ full of nerves, neurons, and the chemicals that allow us to communicate, which are called neurotransmitters. The neurotransmitters move along an intricate highway of branches called dendrites. The dendrites seek other neurons at points in the brain called synapses. Having more branches and points in the brain allow us to have a better capabilities to learn.
The more the brain is used, the more neurons are activated, which makes more dendrites and helps the brain to function at an even higher level. Gifted students are thought to have more compact areas of synapses where their talent lies. Being in the right environment to stimulate the neurons is also a large part of the brain being able to develop the more complex root-system those that are in gifted minds.

Levels Can Vary

Knowing what skills are involved is helpful, but recognizing giftedness can sometimes be difficult. As evidenced by my excitement over my twins walking up the stairs, we can sometimes jump the giftedness gun as the wonderful thing the child did is actually developmentally on time. The following is a list of scenarios that are a sign of giftedness.

• Students that can weave an original and complex story with rich characters and an interesting plot.
• A child that can draw a picture to scale or with the appropriate dimensions.
• A student that makes up games. Games require analytical skills, trial and error, and hypothesizing, which are all advanced skills.
• Using a toy differently than it was made for.
• Drawing a picture or telling a story accurately from memory.
• Singing on pitch and clapping to the beat of music.
• Speaking early with good grasp of grammar
• Advanced vocabulary

For a longer list of signs, click here for an article on Gifted Kids.

Giftedness Can Lead to Frustration

Often, being gifted while sounding positive and remarkable can be frustrating.  If a student is lacking in creativity, analytical, or practical skills, it can hurt the area in which they excel. A highly creative person unable to apply know-how to complete his task will feel like a failure. A person with high analytical skills but nothing to apply them to will feel unfulfilled.

A highly creative person unable to apply know-how to complete his task will feel like a failure.

Also, a gifted person with no outlet can become depressed, angry, and feel like they have failed.  Because they do not know why these emotions are erupting, they may be embarrassed that they cannot help themselves and lash out or isolate themselves.
Because of their gifts or talents, many children also feel ostracized from other peers. They can be seen as “different” and are treated as such. Non-gifted students may envy their gifted classmates and treat them negatively, too.
It is important as parents and teachers to help develop skills in their children and students, gifted or not, at an early age. With my three year old twins, I gleefully turn the tables on them and ask them “Why?” all the time. When one yells: “I don’t wanna take a bath!” I ask: “Why not?” They will usually say: “Because!” to which I ask: “Because why?”
Questioning leads to their analyzing the problem, verbalizing it to me, and helps me understand their issue. Then I can allay their fears, assert my parental momliness, or redirect their attention to something else. Anything to get those little muddy, sandy, and markered up little bodies in the bathtub.

How to Help Develop the Skills

It is easy to tell someone what they need to do to help their children’s minds expand and grow; it is another thing to try to implement it. It is important to ask your child many questions. Questions that have a more complex answer than “yes” or “no”. If the children are watching a television program, rather than watch it quietly with them, pause it and ask what is going on in the story. Even a three year old can tell you “Elmo lost Blanket down Oscar’s can and needs go find it.”
When taking younger children to a grocery store, ask questions about the food you are buying. Why are carrots better for you than cookies? Where do the vegetables come from? What animals eat bananas? Older children can be asked to determine the better buy for different items. Ask them to compare one brand’s ingredients over another.
Whether at home, in a classroom, or anywhere you are with students and children, there is always something you can ask to get them thinking analytically. Prompting their memory and asking them to make up ideas will help build their skills. When playing outside, begin a game of pretend, and let them use their imagination.

The Gender Issue

This is the “Teacher’s Beware” section. While it may not apply to you and your classroom, it has been researched and shown that teachers can be biased. While this may not be news, because we all have our biases, teachers need to be cognizant if theirs are showing.
Teachers can often fall into the gender trap when it comes to gifted students. Boys are thought to be more logical, while girls are more creative. Gifted boys can be domineering, while gifted girls can be shy.  Gifted girls try to downplay their attributes, while gifted boys are more forceful about theirs.
This is not an absolute, but when thinking of your own classroom, do you categorize your students in this way? If not, do you categorize them in other ways?
Female teachers have been noted to have a tendency to brush off girls, not boys, who are more analytical. Male teachers find girls to be emotional but still react more favorably than female teachers. Gifted students are not always treated fairly in the classroom. Whether consciously or subconsciously, it shows a disparity between the sexes that can be very obvious. The same is said for those who are not considered gifted, are teachers treated them differently, too?
We all want our students to succeed, but it is possible that our own prejudices can be more harmful than helpful to students. While the above mentions that gifted girls are often not treated the same by their female teachers, sometimes the opposite can be true. Sometimes teachers can favor their own gender over others.

Rethink Your Idea of What a Gifted Student Looks Like

When asked to imagine a gifted student, we all have a different idea of what he or she looks like. I immediately think of a seven year old piano prodigy, while someone else might think of a great artist. Most likely we equate giftedness with excellent grades and behavior, but those students are actually pretty rare.
Gifted students come in all sizes, colors, ages, and with various talents. They also have different attitudes, home environments, and socioeconomic status. Do not dismiss Cindy because she cannot sit still, and do not automatically include Shawn because he always gets A’s on his math test.
We must not forget as teachers to look for gifts in all the students and cultivate the skills they may possess.

About Carrie Wible

Carrie Wible is an educator, writer, musician, and mother living in Northeast Ohio. She has a Bachelor of Arts degree in Music from Kent State University, a teaching certificate in grades 1-8 from Youngstown State University and a Masters in Teaching and Learning with Technology from Ashford University. Carrie has been teaching music lessons and has taught in the classroom for a combined total of 25 years.

Cited From: http://www.opencolleges.edu.au/informed/features/what-makes-a-gifted-student/#ixzz2YgEWFDBp

Eight Rules of Writing

Source:  WeAreTeachers

Teaching

Patriotism

Lloyd Newell's talk on the Music and the Spoken Word on June 30, 2013. 

Anniversaries, birthdays, holidays, and other commemorations are an important part of life. They give us a chance to mark our progress, celebrate for a moment our accomplishments and growth, and renew our bonds as a family, community, and nation. And so today we celebrate this land that we love.
As we do, we recognize that although we have much to celebrate, things are not perfect. Even as patriotic parades and picnics unfold and as dazzling fireworks burst in the air, we know that there are problems at home and abroad. But those troubles and challenges should not damper our fervent love of country, nor should they discourage our desire to do our part to make this nation better. Just as there have always been difficulties, things can always get better—as long as courageous people reach out to one another in love.
In 1968, Gerald Ford, then a member of the House of Representatives, saw true patriotism as the solution to the difficulties facing the nation. He said: “America now is stumbling through the darkness of hatred and divisiveness. Our values, our principles, and our determination to succeed as a free and democratic people will give us a torch to light the way. And we will survive and become the stronger—not only because of a patriotism that stands for love of country, but a patriotism that stands for love of people.”¹
Indeed, true patriotism is more than love of country—it is love of people. That is the torch that lights the way to our best future. Think of fireworks as celebrations of individual lives, past and present—each unique and magnificent. Think of parades and picnics as gatherings of love for the people who have made us who we are. We will survive and thrive as a nation as we love our country and as we love one another.

Program #4372

1. In Suzy Platt, ed., Respectfully Quoted: A Dictionary of Quotations (1993), 246–47.

Aniversarios, cumpleaños, días festivos y otras conmemoraciones, son parte importante de la vida pues nos dan una oportunidad de marcar nuestro progreso, de celebrar nuestros logros, y de renovar nuestros lazos como familia, comunidad y nación. En los Estados Unidos, hoy celebramos esta tierra que amamos.
Al hacerlo, reconocemos que aun cuando hay mucho para festejar, no todo es perfecto. A la misma hora de celebrar con actos patrióticos y llenar el aire con fuegos artificiales, sabemos que existen problemas aquí y en todas partes del mundo. Pero tales desafíos no deberían disminuir el ferviente amor por nuestra tierra, ni coartar el deseo de hacer lo posible para mejorar nuestro país. Así como siempre ha habido dificultades, las cosas también se pueden mejorar en la medida que la gente extienda manos de servicio y amor.
En 1968, Gerald Ford, entonces miembro de la Cámara de Diputados de Estados Unidos, vio en el patriotismo la verdadera solución para los problemas que enfrentaba la nación. Él declaró: “Hoy vamos a los tumbos por las sombras del desdén y el separatismo. Los valores, los principios y la determinación que nos caracterizan como un pueblo libre y democrático iluminarán nuestro camino. Así que sobreviviremos y seremos más fuertes, no sólo gracias al patriotismo que nace del amor por esta tierra, sino por aquél que nace del amor al prójimo”.
Por cierto que el verdadero patriotismo es más que amor por la patria, es amor por la gente. Ésa es la luz que nos guía hacia un futuro mejor. Celebremos vidas pasadas y presentes, cada una de ellas singular y magnífica. Que nuestras celebraciones sean encuentros de amor hacia aquellos que nos han hecho quienes somos. Sobreviviremos y avanzaremos como nación al amar la patria y al amarnos los unos a los otros.

Should We Teach Strategies?

Should We Teach Strategies?  by Stephen Krashen


http://e-flt.nus.edu.sg/v10n12013/krashen.pdf

Billete de $500

I am glad to now have this story in Spanish. 

Un profesor enseña un billete de $500 y le dice a sus alumnos: "¿A quién le gustaría tener este billete?", todos los alumnos levantan la mano, el profesor arruga el billete y les pregunta: "¿Siguen queriéndolo?" Las manos suben de nuevo.

Él lanza el billete arrugado al suelo, salta encima y dice: "¿Aún lo quieren?", los alumnos levantan la mano por tercera vez.
Entonces les dijo: "Amigos míos, ustedes han aprendido una lección muy importante hoy; aunque he arrugado el billete, lo he pisoteado, lo he lanzado, aún es de su interés y desean tenerlo, porque su valor no ha cambiado, sigue siendo un billete de $500...

... Muchas veces en la vida, te ofenden, personas te rechazan, y los acontecimientos te sacuden. Sientes que ya no vales nada, pero TU VALOR no cambiará NUNCA para la gente que realmente te quiere. Incluso en los días en que estés en tu peor momento, TU VALOR SIGUE SIENDO EL MISMO, así que, pase lo que pase, NUNCA TE RINDAS Y SÓLO DISFRUTA TU VIDA, ¿por qué? Porque sólo tenemos una.

Buenas noches, amigos. Si les gustó, por favor, compártanlo.

Reading Literature Makes Us Smarter and Nicer

"Deep reading" is vigorous exercise from the brain and increases our real-life capacity for empathy

By Annie Murphy Paul @anniemurphypaulJune 03, 2013

 

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Getty Images

Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued in the New York Times that we ought not to claim that literature improves us as people, because there is no “compelling evidence that suggests that people are morally or socially better for reading Tolstoy” or other great books.

Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada, and Keith Oatley, a professor emeritus of cognitive psychology at the University of Toronto, reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels. A 2010 study by Mar found a similar result in young children: the more stories they had read to them, the keener their “theory of mind,” or mental model of other people’s intentions.
“Deep reading” — as opposed to the often superficial reading we do on the Web — is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.
(MORE: Oprah as Harvard’s Commencement Speaker Is an Endorsement of Phony Science)
Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading — slow, immersive, rich in sensory detail and emotional and moral complexity — is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions — Should I click on this link or not? — allowing her to remain fully immersed in the narrative.
That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.
None of this is likely to happen when we’re scrolling through TMZ. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.
(MORE: Why Americans Need Spelling Bees and Vocabulary Tests)
To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of Proust and the Squid: The Story and Science of the Reading Brain. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes — and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.
The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.
(PHOTOS: Peter Hapak’s Portraits of Authors)
This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe carnal reading is all there is — if we don’t open the door to spiritual reading, through an early insistence on discipline and practice — we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to “meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they’ve never been, a place only deep reading can take them.
MORE: Why E-Reading With Your Kid Can Impede Learning
This article is from the Brilliant Report, a weekly newsletter written by Murphy Paul

Annie Murphy Paul @anniemurphypaul

Paul is the author of Origins and the forthcoming book Brilliant: The New Science of Smart. The views expressed are solely her own.

Read more: http://ideas.time.com/2013/06/03/why-we-should-read-literature/#ixzz2XnaeLyoS