Keeping the Teacher Happy

1980 ◽  
Vol 8 (4) ◽  
pp. 3-7 ◽  
Author(s):  
M. Christie
Keyword(s):  
The Other ◽  
Children’S Behaviour ◽  
Children's Strategies

In his book How Children Fail, John Holt talks about the strategies children have for coping with school. The strategies of most children, says Holt, have been consistently self-centred, protective and aimed above all else at avoiding trouble, embarrassment, punishment, disapproval or loss of status. This is particularly true of the ones who have had a tough time in school. When they get a problem, I can read the thoughts on their faces. I can almost hear them, ‘Am I going to get this right? Probably not. What’ll happen to me when I get it wrong? Will the teacher get mad? Will the other kids laugh at me?’I didn’t really get to thinking much about children’s strategies until I had stopped teaching and gone into a few classes to observe as a fly on the wall. Most of what went on in the classroom went completely unnoticed by the teacher. And what the teacher did notice, she seemed often to misunderstand. The children had an amazing variety of strategies which really had the teacher fooled. Some of them had fooled me too, for the years I had been teaching. I thought that if I were to point out some of the strategies which I saw, teachers may begin to look more carefully at their own and their children’s behaviour.

Parents' optimism is related to their ratings of their children's behaviour

2006 ◽  
Vol 20 (6) ◽  
pp. 421-445 ◽  
Author(s):  
Kati Heinonen ◽  
Katri Räikkönen ◽  
Michael F. Scheier ◽  
Anu‐Katriina Pesonen ◽  
Pertti Keskivaara ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Competence ◽  
Middle Childhood ◽  
Negative Affectivity ◽  
The Other ◽  
Child Gender ◽  
Component Score ◽  
Children’S Behaviour ◽  
Shed Light ◽  
Positive And Negative Affectivity

Associations between parents' dispositional optimism‐pessimism (LOT‐R) and their ratings of their children's behaviour were studied prospectively from infancy (M = 6.3, SD = 1.3 months) to middle childhood (M = 5.5, SD = 0.23 years) (n = 212). One parent's higher optimism (overall LOT‐R and component score) and/or lower pessimism (component score) at infancy predicted the same parent's own but not the other parent's ratings of the child's behaviour as less internalising and less externalising, and socially more competent and greater in self‐mastery in middle childhood, even when controlling for child's positive and negative affectivity 5 years earlier. Ratings of lower negative affectivity in their infant predicted the same parent's increasing optimism and decreasing pessimism over 5 years. The associations between parental optimism and the child's social competence and self‐mastery survived after adjustments for parental neuroticism and depressive symptoms. Neither parent nor child gender systematically moderated the associations. The current findings shed light on the developmental paths of children's positive behavioural outcomes. (n = 144). Copyright © 2006 John Wiley & Sons, Ltd.

scholarly journals AN ANALYSIS ON THE IMPACT OF A BROKEN FAMILY TOWARDS THE CHILDREN’S BEHAVIOUR AS SEEN IN NOVEL RAINBIRDS

2021 ◽  
Vol 8 (1) ◽  
pp. 77-88
Author(s):  
Novi Diana ◽  
Ahmad Muhid ◽  
Didit Kurniadi
Keyword(s):  
Sigmund Freud ◽  
Structural Approach ◽  
The Other ◽  
The Novel ◽  
Childhood Experience ◽  
Other Hand ◽  
Library Research ◽  
Psychology Theory ◽  
Children’S Behaviour ◽  
The Impact

In this article, the topic is about the impact from a broken family towards the children behaviour base on the novel RAINBIRDS. The goal of this research is to analyze it under the title “An Analysis on The Impact of A Broken Family Towards The Children’s Behaviour as Seen in Novel: Rainbirds”. In the analysis, there are two methods of research; firstly, library research then taking opinion from experts to support the idea. To get the data, structural approach is used because the discussion is about the structure of story such as character and characterization. It uses the theory of B.F Skinner about behaviorism and Sigmund Freud about Id, Ego and Superego to analyze deeply about the behaviour of the characters and find out about their personality that leads to their actions. From the discussion, based on the psychology theory mentioned, Ren Ishida is mostly superego type of person because he often does something good although he was id-driven caused from his childhood experience in his family. Rio Nakajima on the other hand, is mostly id-driven, she tends to do action as she please without realizing the impact of her action towards herself. Each character has their struggle. Each character is battling with their problem and reacts in a different ways. This story is very interesting because through the story we can learn more about the struggle children will endure if they have a broken family and how that problem impacts their life.

The Priority of Description in Developmental Psychology

1987 ◽  
Vol 10 (4) ◽  
pp. 391-414 ◽  
Author(s):  
Susan Sugarman
Keyword(s):  
Developmental Psychology ◽  
Developmental Change ◽  
The Other ◽  
Contemporary Research ◽  
Other Hand ◽  
Contemporary Work ◽  
Central Argument ◽  
Children’S Behaviour

The central argument of the paper is that serious descriptive work needs to be done in developmental psychology. Insofar as the most basic agenda of the discipline is to describe the child's mind and how it changes, then there are significant ways in which neither Piaget nor many of his successors have carried out this agenda. Piaget aimed to carry it out, but instead imposed an adult grid on the children's behaviour and introduced other arbitrary assumptions about how they think. Contemporary research seems, on the other hand, to address the next stage of analysis. It seeks to establish when specific pregiven competencies really do first appear and through what mechanisms they might develop. Alternative guidelines for research are proposed that, although not replacements for existing practices, aim more directly at identifying essential constituent features of the child's mental reality. These guidelines are organised around the observation and analysis of developmental change, an emphasis absent from much of contemporary work, although present in Piaget. By contrast with Piaget (and contemporary research), however, the guidelines build in fewer presuppositions about where development is headed and the categories in terms of which it is to be viewed. These features are, rather, the outcome of investigation.

scholarly journals Effects of Breakfast on Classroom Behaviour in Rural Jamaic An Schoolchildren

1996 ◽  
Vol 17 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Susan M. Chang ◽  
Susan P. Walker ◽  
John Himes ◽  
Sally M. Grantham-McGregor
Keyword(s):  
Sampling Method ◽  
The Other ◽  
Time Sampling ◽  
Classroom Behaviour ◽  
School Breakfast ◽  
Children’S Behaviour ◽  
The Impact ◽  
Weight For Age

The effects of giving breakfast on classroom behaviour were examined in 57 undernourished (<= - 1 SD weight-for-age) and 56 adequately nourished (L-I SD weight-forage) children, selected from four rural Jamaican schools. Using a time-sampling method of observation, the children's behaviour was observed twice, once after receiving breakfast and once after receiving a piece of fruit. The impact of breakfast varied among the schools but not between nutritional groups. In the school that was best equipped and organized, the children were more attentive (p <.005) and moved less (p <.05) when they received breakfast than when they had no breakfast. In the other three schools there was no improvement; in two of these schools, the children were less on task when given breakfast (p <.02 and p < .01), and they talked more in one school (p <.05). This suggests that school breakfast may only benefit children's behaviour in the presence of satisfactory classroom infrastructure.

Inference 2: causation

2003 ◽  
pp. 239-254 ◽  
Author(s):  
Robert Stewart
Keyword(s):  
Experimental Situation ◽  
Human Interaction ◽  
The Other ◽  
Research Report ◽  
Reverse Causality ◽  
Effect Relationship ◽  
Cause And Effect ◽  
Children’S Behaviour ◽  
The Individual ◽  
First Time

The study of cause and effect forms the basis for most human interaction. The repetitive investigation of actions and their consequences can be readily seen in children's behaviour. Adult behaviour may be more complex but essentially involves identical principles. When we speak to someone for the first time, an initial impression is formed. If the conversation proceeds, the impression (hypothesis) is tested and refined through evaluating actions (what we say) and their consequences (the reaction or reply this provokes). If an unknown factor is present (e.g. the other person is preoccupied with something else), the relationship between cause and effect may be misinterpreted resulting in a false impression (e.g. that they are rude or unfriendly). The process can be seen as a repeated series of experiments, albeit unconscious. All of us are therefore involved in active cause–effect research for most of our waking lives. However the inferences (whether true or false) derived from these day-to-day experiments apply only to ourselves. Science and philosophy on the other hand seek to uncover truths that are generalizable beyond the individual. Because of this, their experiments require greater scrutiny. Research may be divided into that which is observational (describing what is there) and that which is analytic (explaining why it is there). Deducing cause and effect relationships is central to analytic research. The ‘result’ of any given experiment is indisputable. What is open to interpretation is what caused that result. As discussed in Chapter 12, a series of questions have to be asked. What is the likelihood of it having occurred by chance? Was it caused by problems in the design of the study (bias), by the influence of a different factor to that hypothesised (confounding), or by a cause–effect relationship in the opposite direction to that anticipated (‘reverse’ causality)? If the anticipated cause–effect relationship is supported, what precise cause and effect were being measured in the study under consideration and how might other factors contribute to this? And what are the implications of the findings? The focus for critiquing a research report (apart from allegations of deliberate falsification) strictly speaking should not be the reported ‘Results’ but the ‘Discussion and Conclusions’—the inferences (particularly regarding cause and effect) which can be drawn from the results and therefore the generalisability of findings beyond the experimental situation.

Stromatoporoids from the Famennian (Devonian) Wabamun Formation, Normandville oilfield, north–central Alberta, Canada

1988 ◽  
Vol 62 (03) ◽  
pp. 411-419 ◽  
Author(s):  
Colin W. Stearn
Keyword(s):  
Patch Reef ◽  
Abundant Species ◽  
The Other ◽  
North Central ◽  
Biotic Crisis

Stromatoporoids are the principal framebuilding organisms in the patch reef that is part of the reservoir of the Normandville field. The reef is 10 m thick and 1.5 km2in area and demonstrates that stromatoporoids retained their ability to build reefal edifices into Famennian time despite the biotic crisis at the close of Frasnian time. The fauna is dominated by labechiids but includes three non-labechiid species. The most abundant species isStylostroma sinense(Dong) butLabechia palliseriStearn is also common. Both these species are highly variable and are described in terms of multiple phases that occur in a single skeleton. The other species described areClathrostromacf.C. jukkenseYavorsky,Gerronostromasp. (a columnar species), andStromatoporasp. The fauna belongs in Famennian/Strunian assemblage 2 as defined by Stearn et al. (1988).

D. The Line Spectrum of Pulsating Variable Stars

1967 ◽  
Vol 28 ◽  
pp. 207-244
Author(s):  
R. P. Kraft
Keyword(s):  
Variable Stars ◽  
The Other ◽  
Line Spectrum ◽  
Afternoon Session ◽  
Empirical Information ◽  
Pulsating Variable Stars ◽  
Almost Continuous ◽  
Informal Approach

(Ed. note:Encouraged by the success of the more informal approach in Christy's presentation, we tried an even more extreme experiment in this session, I-D. In essence, Kraft held the floor continuously all morning, and for the hour and a half afternoon session, serving as a combined Summary-Introductory speaker and a marathon-moderator of a running discussion on the line spectrum of cepheids. There was almost continuous interruption of his presentation; and most points raised from the floor were followed through in detail, no matter how digressive to the main presentation. This approach turned out to be much too extreme. It is wearing on the speaker, and the other members of the symposium feel more like an audience and less like participants in a dissective discussion. Because Kraft presented a compendious collection of empirical information, and, based on it, an exceedingly novel series of suggestions on the cepheid problem, these defects were probably aggravated by the first and alleviated by the second. I am much indebted to Kraft for working with me on a preliminary editing, to try to delete the side-excursions and to retain coherence about the main points. As usual, however, all responsibility for defects in final editing is wholly my own.)

C. The Continuous Spectrum of Pulsating Variable Stars

1967 ◽  
Vol 28 ◽  
pp. 177-206
Author(s):  
J. B. Oke ◽  
C. A. Whitney
Keyword(s):  
Continuous Spectrum ◽  
Variable Stars ◽  
Velocity Fields ◽  
The Other ◽  
Line Spectrum ◽  
Direct Information ◽  
Thermodynamic Structure ◽  
Diagnostic Interpretation ◽  
Pulsating Variable Stars ◽  
The Continuum

Pecker:The topic to be considered today is the continuous spectrum of certain stars, whose variability we attribute to a pulsation of some part of their structure. Obviously, this continuous spectrum provides a test of the pulsation theory to the extent that the continuum is completely and accurately observed and that we can analyse it to infer the structure of the star producing it. The continuum is one of the two possible spectral observations; the other is the line spectrum. It is obvious that from studies of the continuum alone, we obtain no direct information on the velocity fields in the star. We obtain information only on the thermodynamic structure of the photospheric layers of these stars–the photospheric layers being defined as those from which the observed continuum directly arises. So the problems arising in a study of the continuum are of two general kinds: completeness of observation, and adequacy of diagnostic interpretation. I will make a few comments on these, then turn the meeting over to Oke and Whitney.

Observing programme for the 24-inch/36-inch Schmidt telescope

1966 ◽  
Vol 24 ◽  
pp. 337
Author(s):  
W. Iwanowska
Keyword(s):  
The Other ◽  
Schmidt Telescope ◽  
Flint Glass

A new 24-inch/36-inch//3 Schmidt telescope, made by C. Zeiss, Jena, has been installed since 30 August 1962, at the N. Copernicus University Observatory in Toruń. It is equipped with two objective prisms, used separately, one of crown the other of flint glass, each of 5° refracting angle, giving dispersions of 560Å/mm and 250Å/ mm respectively.

A hard choice for Tomasello

2020 ◽  
Vol 43 ◽  
Author(s):  
Philip Pettit
Keyword(s):  
Joint Action ◽  
The Other ◽  
Hard Choice ◽  
Margaret Gilbert ◽  
Michael Bratman ◽  
Human Sense ◽  
Sense Of Obligation

Abstract Michael Tomasello explains the human sense of obligation by the role it plays in negotiating practices of acting jointly and the commitments they underwrite. He draws in his work on two models of joint action, one from Michael Bratman, the other from Margaret Gilbert. But Bratman's makes the explanation too difficult to succeed, and Gilbert's makes it too easy.

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