Education, Curiosity, and Happiness
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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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Teachers often ask youngsters to learn in ways that exceed even adult-sized attention spans - The Hechinger Report

Teachers often ask youngsters to learn in ways that exceed even adult-sized attention spans - The Hechinger Report | Education, Curiosity, and Happiness | Scoop.it
Distracted students are the bane of teachers. In surveys, teachers complain about students walking around the classroom, talking with peers, staring at the walls and fidgeting with their clothes — anything but paying attention to the lesson or the task at hand. Teachers are crying out for help to keep kids on task, but student …
Ivon Prefontaine, PhD's insight:
I instruct hockey coaches in coaches clinics. I suggest several things to help them deal with this issue. First, with young children have a number of adults helping you. Second,  with young children keep instructions short and use demonstrations. A picture is worth a thousands words. Third, create lots of variety in one practice and repeat over several practices. They are young so 5-7 minutes can be a long time. Last, keep them active in tasks you want them to complete.

Hockey coaches get it, but teachers and administrators don't.
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Class size matters a lot, research shows

Class size matters a lot, research shows | Education, Curiosity, and Happiness | Scoop.it
Can we stop pretending it doesn't?
Via Cindy Riley Klages
Ivon Prefontaine, PhD's insight:
"Why do small classes work? [Diane Whitmore Schanzenbach] writes: The mechanisms at work linking small classes to higher achievement include a mixture of higher levels of student engagement, increased time on task, and the opportunity small classes provide for high-quality teachers to better tailor their instruction to the students in the class."

I still like a diverse group. This means different abilites, cultures, interests, etc. It provides for what Gert Biesta and Hannah Arendt refer to as radical pluralism and what Paul Ricoeur calls a polysemy of voices.
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