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Table of contents
- 12 Empowering Children's Books To Add To Little Girls' Bookshelves
- 29 Inspirational Books All Women Should Read in Their Lifetime
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Nobody sings the third grade blues and inspires individuality better than Judy Moody. Stemple; Illustrated by Anne-Sophie Lanquetin. It's important to know that one can love baseball, roll around in the mud, and ride a bike, all while wearing a sparkly crown. This tribute to girl power encourages young people to break molds and fearlessly be themselves. Oh, Madeline. Our favorite fearless French heroine was an outcast and a rebel in all the best ways. Not to mention, she made scars cool. Need we say more? This is a beautifully illustrated book about a very little girl who transforms her flaws into talents.
Every little girl should be able to embrace their flaws, as characteristics that set us apart, and make us who we are. We love how this book shakes off the princess-meets-a-prince-marries-him-immediately standard, and instead shows girls they can fight or joust for whatever they want, no matter what society tells us.
12 Empowering Children's Books To Add To Little Girls' Bookshelves
The infamous bookworm and warlock Matilda taught us all a thing or two about the power of reading, pranks, and telekinesis. This classic not only encourages independence and individuality, it gives children power in a world ruled by adults. Alphabetically tackling gender, transgender, economic, and race politics in simple and straight-up terms this book will build a strong feminist foundation at any age.
Not to mention her best female friend is an aspiring scientist. But all endearingly quirky qualities aside, what we love most about Harriet The Spy is she is just a normal kid, dealing with social pressures in school and issues with her parents. Miss Rumphius grows up doing exactly what she wants, with only her personal values and the beauty of the world in mind. There's no mention of societies expectations—just a woman flying solo—and it doesn't get more empowering than that.
One wonderful exception to this trend is the work of Sydney Zentall at Purdue University. She and her colleagues have emphasized providing a stimulating learning environment. Educational innovations, such as learning styles, brain-based learning, cooperative learning, and authentic assessment, have revolutionized the way we view learning and teaching. The eight intelligences in MI theory—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist—provide a pedagogical palette that the teacher can draw from in creating just the right activity or strategy to suit a particular student.
The child whose attention flags and behavior flares when learning about the Civil War through books and lectures may become absorbed in the material if it is presented through images, music, or role-play. The student who forgets to do her book report or math problems as homework may get absorbed in a learning project that involves interviewing a grandparent for social studies interpersonal , taking pictures of animals in the neighborhood for an ecology unit spatial-naturalist , or writing a song on an electronic keyboard about a character in a short story musical.
Over the past few years, teachers and researchers have developed a wide range of books, manuals, videotapes, and other educational resources that offer a rich collection of ideas, strategies, and activities for virtually every area of the curriculum using multiple intelligences see, e. Teachers can adapt many of these materials for one-to-one work with a student. Also, several sources are available for exploring new ways to assess kids using MI principles Gardner, ; Krechevsky, ; Lazear, ; Scrip, Thus, for the child who doesn't pay attention during tests, developing authentic assessment instruments based on multiple intelligences can provide a context within which teachers can better engage that student's attention.
The child whose mind wanders during a paper-and-pencil item about the traits of a character in a story may come to life when the teacher asks him to pantomime the role as a way of showing his knowledge of character development. MI works quite well as a means to develop specific attention-grabbing techniques.
Zentall b reported using music to engage a girl labeled ADD to remember her homework assignments. The teacher made a cassette recording of her homework instructions, followed by her favorite musical selections, and then more homework instructions. The girl would rush home every day to listen to her tape, and her ability to remember homework assignments rose dramatically. Finally, perhaps the most powerful—and exciting—application of MI theory involves teaching it to students.
Many teachers find it very easy to teach it may help to use simpler terms, such as word smart , number smart , picture smart , music smart , body smart , people smart , self smart , and nature smart. It's important to emphasize that everyone has all eight kinds of smart.
Incidental learning is the way that all of us learned during the first few years of life.
29 Inspirational Books All Women Should Read in Their Lifetime
It refers to nondirected learning; the kind of learning that takes place in the course of ordinary life; the knowledge that we acquire by simply absorbing it from the environment in incidental ways. The manner in which youngsters learn to talk is a good illustration of this kind of learning. Parents do not sit down and teach their infants words one-at-a-time or at least, they shouldn't! Rather, the youngster learns by listening to others speak, imitating them, receiving spontaneous feedback from parents and others, and practicing the sounds she hears.
In the same way, so many other things that we've learned, from riding a bike to getting along with our boss, have been acquired through incidental learning. Most teachers, unfortunately, do not value incidental learning. What's important in most classrooms is that students direct their attention to very specific stimuli: the teacher's voice, test item number 24, the math problems on page 97, the assignment on the blackboard.
They either cannot or will not pay attention to such central-task stimuli unless prodded to do so with behavior modification reinforcements or other inducements including medication. Some research suggests, however, that many of these kids may in fact possess superior incidental attention. In other words, they pay most attention to things that they're not supposed to be paying attention to! While the teacher is talking, they're listening to what Frank is telling Sam in the back of the classroom. They're reading the graffiti on the blackboard that the teacher didn't even notice.
They hear footsteps in the hall, or a fire-engine siren in the distance. The biggest mistake that many teachers make with this kind of incidental attention is ignoring it or trying to force it back to central-task attention. Teachers who value incidental learning find ways to bring the two types of attention together. For example, a teacher may be reading a story about a character named Barney, who is lost in the woods. Suddenly, a fire engine goes by the school in real life. Let's have your attention!
That's a point off! An entire system of education has developed in the past 25 years around this notion of incidental learning. Here are some examples: Teachers may introduce vocabulary or spelling words to a class by putting decorative posters on the walls the week before they are officially introduced. As the eyes of students wander around the classroom that week, they often focus on the posters and the spelling words remember, they're not supposed to be paying attention to the words that week! Students listen to material recited by the teacher in a rhythmic way while listening to background music.
Drama is also used as a part of accelerative learning. A teacher may present a lesson as a puppet show or dramatically dress up in a costume to illustrate a point about a subject this reminds me of Jaime Escalante dressed up in an apron with an apple and cleaver to illustrate fractions to his math class in the movie Stand and Deliver. These are the sorts of activities that students will remember long after they've left school.
In one study, Dyson noted that children's off-task verbal behavior helped them develop intellectual skills. For many kids, this time was the best part of their day.
In Chapter 2, I emphasized the negative aspects of this contemporary phenomenon, how media moguls have shaped the attention spans of children and adults , creating greater and greater demands for higher and higher levels of stimulation. I need to point out, however, that despite the many problems of the high-speed media phenomenon, it is here to stay.
Like it or not, the shifting images and sounds are likely to be with us for the long term, and to become even faster and more jarring for educators who are accustomed to training children to process information in linear, one-step-a-time knowledge units. The popular literature is full of examples of people who have risen to prominence in the computer industry over the past 20 years who did not thrive well in traditional school environments and who are bringing an entirely new ethos to the world of business and the broader culture see, e.
The advantages of the computer for kids with attentional and behavioral difficulties include the following: High-speed, instant feedback Ability to self-control stimuli Bright colors and sounds Interactive aspects Of course, we can certainly bore children with poor computer software programs—for example, electronic versions of the worksheets, tests, workbooks, lectures, and verbal directions that bored them before.
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But designers of innovative programs have found ways of avoiding these pedagogical pitfalls and stimulating high levels of interest, attention, and performance with all kids. In addition to computer software and the Internet, the educationally sound use of television, film, and other educational technologies may be particularly well suited to kids with short attention spans. But the judicious use of high-stimulation technology can provide an important educational resource to help these students acquire information in a way that is in synch with their hyper-minds.
We need research on the actual subjective experience going on inside of the minds of children with attentional and behavioral difficulties. Do these kids think in words, numbers, pictures, music, physical sensations, or in other ways? The use of words to help direct the mind toward specific goals is one of the central features of verbal activity in human beings. Young children organize much of their thinking through private speech, or the process of talking to themselves or to no one in particular Vygotsky, Gradually as we develop, this stream of words becomes internalized as inner speech.
Berk and Landau suggest that teachers arrange classroom environments to allow such children to use their already naturally occurring private speech during work periods in such a way that they are not disturbing others.
By understanding that these kids may need to use their natural self-talk capabilities while working to help them think more effectively, teachers may come to see these types of behavior as a positive educational tool, not as a disruptive behavior. Children with attentional and behavioral difficulties may process information more readily through posterior, spatial areas of the brain than through anterior, linguistic areas Mulligan, ; Sunshine et al.
In such cases, visualization rather than self-talk may be the preferred way of organizing thinking. These kids may be the day dreamers in class—perhaps those who are not as outwardly active or talkative, but rather inwardly drawn to their imaginative faculties, and thus more likely to be diagnosed as ADD without hyperactivity: distractible, forgetful, disorganized.
We need to have studies that look into the minds of these kids and attempt to discover the nature of the images that form the basis of their daydreams, fantasies, and imaginations while they sit staring off into space in the classroom.
- Mason Moves Away.
- Strategies for Kids!
- Bright Was the Night (Barbershop Quartet)?
- Daja Kisubo in the Circle of Magic series by Tamora Pierce (recommended for ages 9-11).
- We Are One Tonight.
- And Now the Real Bonding Begins: 10 Reasons Why Having a Child With Anxiety Is Not the End of the World.
Of special interest would be the extent to which those images are connected in some way with the curriculum. Moss, that kids with attentional difficulties often have associative minds that may be triggered by a task-relevant event in the classroom but then spin off from that stimulus into associations that are considered offtask. I believe we should study the patterns of these thoughts—especially those that are based on images—to determine how they might be used in the service of the curriculum.
Some educational researchers have investigated the use of visualization, guided imagery, imagination, and similar tools to help students learn content more effectively Allender, ; Murdock, For example, a teacher might lead a student on an imaginative journey through the circulatory system to help her master certain anatomical concepts.
Or a child might be taught how to visualize the steps of a math problem, the plot of a story, the spelling of a word, a scene from history, a strategy for coping with anger, or a way of picturing himself as a successful learner. Researchers have found some evidence that these approaches may be successful with kids who have behavior and attention difficulties Murdock, ; Schneidler, In such cases, we may want to encourage the active imagination of certain students while they study.
For thousands of years, cultures in every part of the world have developed techniques and systems of training attention: tai-chi, yoga, meditation, introspection, visionary quests, rites of passage, reflection, reverie, and more Dang, ; Goleman, ; Iyengar, In other examples, researchers trained kids to focus on images. A more recent tool for training attention uses technology. The human brain generates very small electrical currents that can be measured on an electroencelphalogram EEG.
These currents vary in amplitude, depending on the state of mind of the person who is hooked up to an EEG machine. The results depict varying types of brain waves, as follows: For an adult in a quiet, resting state, much of the EEG record will consist of alpha waves repeating themselves at the back of the head at about 10 hertz a hertz is an international unit of frequency equal to one cycle per second.
More focused states of alertness produce a more rapid rhythm in the central and frontal portions of the brain 18—25 hertz and are referred to as beta waves. Slow rhythmic waves occurring at frequencies of 4—7 hertz are called theta waves and are considered normal activity in infants and young children, but tend to decrease during the elementary school years.
Theta waves tend to be associated with daydreaming, creativity, hypnogogic imagery, and a wide focus of attention.