Commentary: Michael Hand’s ‘on the necessity of school punishment’

2020 ◽  
pp. 147787852094115
Author(s):  
Joan Goodman
Keyword(s):  
School Children ◽  
Teaching And Learning ◽  
Moral Formation ◽  
Vast Array ◽  
Fine Grained ◽  
Self Interest ◽  
School Punishment

Michael Hand maintains that punishment is necessary for school children to insure compliance with the important rules – those he calls moral and scholastic. I make three arguments against this position: First, Hand fails to separate the sorts of behaviors legitimately classified as interfering with teaching and learning from more trivial rules, leaving that determination entirely to the discretion of teachers. While Hand acknowledges a teacher must exercise ‘fine-grained judgement’ in determining the rules, fine-grained can easily become arbitrary; a subjective exercise that transforms a teacher’s preferred practice into a scholastic must-be-obeyed punishable offense. Second, Hand also fails to clarify which, among the vast array of sanctions teachers impose upon students, are to be included in the category of punishment. How is punishment cordoned off from corrections, penalties, and discipline? Third, in assuming that without punishment self-interest (selfishness) will prevail over unselfishness, and that punishment supports moral formation (consideration of others), Hand oversimplifies the complex motives that shape behavior.

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals HUBUNGAN DUKUNGAN KELUARGA DALAM PEMELIHARAAN KESEHATAN MATA DENGAN KETAJAMAN PENGLIHATAN PADA ANAK USIA SEKOLAH DASAR DI RW 10 DESA KRAMAT JEGU TAMAN SIDOARJO

2019 ◽  
Vol 12 (02) ◽  
pp. 82-89
Author(s):  
Siti Damawiyah ◽  
Iis Noventi
Keyword(s):  
Visual Acuity ◽  
Primary School ◽  
Family Support ◽  
School Children ◽  
Teaching And Learning ◽  
Rank Correlation ◽  
Significance Level ◽  
School Aged Children ◽  
Eye Health ◽  
Good Family

ABSTRACT: At present there is very little attention regarding visual impairment, especially in school children, whereas a poor learning environment is one of the triggers for a decrease in visual acuity in children. Myopia is one of the causes of decreased visual acuity in children, while good vision is very important in the teaching and learning process. This study aims to determine the relationship of family support in maintaining eye health with visual acuity in primary school-aged children in RW 10 Desa Kramat Jegu Taman Sidoarjo. The design of this research using a cros-sectional approach. The sample in this study were 22 elementary and sixth grade elementary school children and their mothers as many as 22 pairs. Sampling by total sampling method. Data analysis using Rank Spearman statistical test with a significance level of 5% (0.05). The results showed that of the 22 respondents most (61.18%) had good family support and from 22 respondents most (63.63%) had normal visual acuity. Spearman rank correlation test results, obtained ρ = 0.032 <α = 0.05 so that H0 is rejected which means that there is a relationship between family support about maintaining eye health with visual acuity in primary school-aged children. Good family support for maintaining eye health can improve children's visual acuity. It is expected that nurses can use the results of this study as a guide in providing nursing services for patients with eye refraction disorders. Keywords: family support, visual acuity

Virtual Reality (VR) for School Children With Autism Spectrum Disorder (ASD)

2019 ◽  
pp. 141-158 ◽  
Author(s):  
Giuliana Guazzaroni ◽  
Anitha S. Pillai
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
School Children ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
The World ◽  
Training And Support

Various medical and technological organizations are working on the development of unconventional solutions such as therapy and assistance for people with autism spectrum disorder (ASD). Different organizations, researchers and educators have been involved in the study and realization of virtual reality (VR) solutions to be used as therapy, training, and support for these individuals. Previous researches and experiments showed that it is possible to ameliorate the level of concentration, coordination, socialization, communication, self-awareness, and memory in school children treated with these tools. VR environments may offer a total physical involvement of the ASDs that may see the world through virtual immersion and active practice. This chapter presents a way of rethinking teaching and learning.

Loreto Day School, Sealdah

2015 ◽  
pp. 1-12
Author(s):  
Rajeev Sharma ◽  
Geeta Choudhury
Keyword(s):  
Cross Section ◽  
School Children ◽  
Education System ◽  
Teaching And Learning ◽  
Street Children ◽  
Day School ◽  
Learning Activities ◽  
Active Interest ◽  
Work Education ◽  
And Training

The case presents the situation prevailing in Loreto Day School, Sealdah, when Sister Cyril took over as the principal of the school. It details the initiatives taken by her to turn around the school. With her active interest and concern for marginalised children, the school started admitting a greater number of non - fee paying children, bringing their number to half of the total enrolled children in the school. Several programmes like providing shelter to street children and integrating them into the education system, weekly visits by school children to nearby village schools, addressing the problem of hidden child labour, programmes for platform children and training for barefoot teachers were organised along with other teaching and learning activities in the school. Pedagogic changes like activity oriented science teaching, value education, work education, and an assessment programme which took into account the effort put in by children were also initiated. Views of a cross-section of parents, some of whom had high praise for the school while some others expressed concerns about its divergent activities are also included.

scholarly journals Perencanaan Kegiatan Wisata Pendidikan Dalam Kawasan Geopark Rinjani Lombok Berbasis Daya Dukung Lingkungan (Studi Daerah Aik Berik)

2016 ◽  
Vol 14 (2) ◽  
pp. 103 ◽  
Author(s):  
Dwi Hardoyo ◽  
Fuad Muhammad ◽  
Tukiman Taruna
Keyword(s):  
School Children ◽  
Carrying Capacity ◽  
Teaching And Learning ◽  
Tourist Destination ◽  
Field Surveys ◽  
The Real ◽  
Educational Tourism ◽  
Scheduled Time

ABSTRAKAik Berik merupakan daerah tujuan wisata yang berada dalam kawasan Geopark Rinjani Lombok. Di daerah ini terdapat situs geologi yang dapat digunakan sebagai sarana pendidikan melalui kegiatan wisata pendidikan bagi anak-anak sekolah, namun perlu dilakukan kajian daya dukung lingkungan agar kegiatan tersebut tidak menyebabkan gangguan pada ekosistem dan kenyamanan para siswa dalam melakukan aktivitas juga dapat dipertahankan. Tujuan dari penelitian ini adalah untuk mengetahui nilai daya dukung lingkungan obyek wisata Aik Berik sehingga dapat digunakan untuk merencanakan/menentukan waktu yang tepat dalam melaksanakan kegiatan wisata pendidikan. Metode yang digunakan adalah perhitungan berdasarkan rumus daya dukung lingkungan yang dimodifikasi, yaitu Daya Dukung Fisik (PCC), Daya Dukung Riil (RCC) dan Daya Dukung Efektif (ECC). Pengumpulan data dilakukan melalui observasi/survei lapangan, studi literatur, dan wawancara. Hasil penelitian menunjukkan bahwa Daerah Aik Berik mempuyai nilai daya dukung fisik (PCC) 18.665 orang/hari dan daya dukung Riil (RCC) 3.863 orang/hari. Pada hari minggu daya dukung riil belum terlewati,  sekitar 19,9% dari RCC atau 767 orang/hari. Pelaksanaan wisata pendidikan dapat dilakukan pada hari biasa (Senin-Jumat) dengan cara praktikum bersama atau dengan memanfaatkan alokasi waktu KBM yang dijadwalkan pada akhir sesi KBM.Kata kunci: Geopark Rinjani Lombok, Wisata Pendidikan, Daya Dukung Lingkungan ABSTRACTAik Berik is a tourist destination within Geopark Rinjani Lombok. In this area there is a geological site that can be used as an education mean through educational tours for school children, but it is necessary to study environment carrying capacity so that these activities do not cause disturbance to the ecosystem as well as maintaining students activity comfort. The aim of this study was to determine Aik Berik carrying capacity that can be used to determine the best times in conducting educational tours. The method used based on modified environment carrying capacity formula calculation, the Physical Carrying Capacity (PCC),  Real Carrying Capacity (RCC) and Effective Carrying Capacity (ECC). Data collected through observation/field surveys, literature, and interviews. The results showed that Aik Berik area  has value of physical carrying capacity (PCC) 18.665 person/day and the Real carrying capacity (RCC) 3,863 person/day. On Sunday the real carrying capacity has not been reached, approximately 19.9% of RCC or 767 person/day. Implementation of the educational tour can be done on a weekday (Monday-Friday) by internship activities together or by allocating scheduled time in teaching and learning activities.Keywords:  Geopark Rinjani Lombok,  Educational Tourism, Carrying CapacityCara sitasi: Hardoyo  ,D., Muhammad, F., dan Taruna, T. (2016). Perencanaan Kegiatan Wisata Pendidikan Dalam Kawasan Geopark Rinjani Lombok Berbasis Daya Dukung Lingkungan (Studi Daerah Aik Berik). Jurnal Ilmu Lingkungan,14(2),103-107, doi:10.14710/jil.14.2.103-107

Classroom Assessment to Support Teaching and Learning

2019 ◽  
Vol 683 (1) ◽  
pp. 183-200 ◽  
Author(s):  
Lorrie A. Shepard
Keyword(s):  
Formative Assessment ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Learning Support ◽  
Negative Effects ◽  
Grand Theory ◽  
Fine Grained ◽  
Proposed Model

Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progressions are examples of fine-grained models of learning, representing goals, intermediate stages, and instructional means for reaching those goals. A model for creating a productive classroom learning culture is proposed. Rather than seeking coherence with standardized tests, which undermines the learning orientation of formative assessment, I propose seeking coherence with ambitious teaching practices. The proposed model also offers ways to minimize the negative effects of grading on learning. Support for teachers to learn these new assessment practices is most likely to be successful in the context of professional development for new curriculum and standards.

Children Using Language: Can Computers Help?

1992 ◽  
Vol 8 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Liam F. Heaney
Keyword(s):  
Primary School ◽  
School Children ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Computer Software ◽  
Primary School Children ◽  
Valuable Contribution ◽  
Subject Areas

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life

scholarly journals INTERNALIZATION OF ISLAMIC CHARACTER EDUCATION TO STUDENTS IN ELEMENTARY SCHOOL (SD) PLUS NURUL HIKMAH PAMEKASAN MADURA

2019 ◽  
Vol 2 (1) ◽  
pp. 134-145
Author(s):  
Halimatus Sa’diyah
Keyword(s):  
Elementary School ◽  
Character Education ◽  
School Children ◽  
Elementary School Children ◽  
Teaching And Learning ◽  
Spiritual Values

Abstract: Islamic character education for elementary school children is very important, as an effort to cultivate intelligence to students in thinking, and behaving in accordance with the noble values ​​that become their identity which can be realized in interaction with their God, themselves, others and their environment. School is a strategic place for character education because children from all walks of life will receive education at school. Additionally, children spent most of their time in school, so what they obtained in school will affect the formation of their character. To realize the generation that has good Islamic character, it is required to plant values of good personality into children. Therefore, the role of the educator is important, especially when it is in the process of teaching and learning. To instill Islamic character education for elementary school children, several methods need to be mastered by educators, such as parables, exemplary, habituation, advice (mauidhah), targhib and tarhib. With some of these methods, an educator can not only provide knowledge, but also internalize spiritual values ​​in his students. SD Plus Nurul Hikmah in Pamekasan prioritizes the formation of Islamic character for its implementation by using approaches, strategies and methods that are adapted to the character of students, and implemented through 15 programs of activities that contain Islamic character education.

scholarly journals The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children

2019 ◽  
Vol 13 (1) ◽  
pp. 187-200
Author(s):  
Yusmawati Yusmawati ◽  
Johansyah Lubis
Keyword(s):  
New York ◽  
Curriculum Development ◽  
Curriculum Reform ◽  
School Children ◽  
Teaching And Learning ◽  
Evaluation Research ◽  
Curriculum Planning ◽  
Learning Activities ◽  
Motion Pattern ◽  
Educational Models

This study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evaluation research (mixed method). The scope of the research is the implementation of curriculum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for pre-schoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children. Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children References Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Ayob, A., Badzis, M., & Nordin, A. L.Abdullah, R. (2016). Kurikulum Permata Negara. Tanjong Malim: NCDRC, UPSI. Azia, R. S. (1976). Curriculum Principles and Foundation. New York: Harper and Row Publisher. Boyle, T., & Phelps, R. (2010). Curriculum To Acknowledge Diversity. The International Journal of Learning, 17(2), 357–370. Brady, L. (1995). Curriculum development (5th ed.). Sydney: Prentice-Hall. Cholimah, N. (2012). Pengembangan Kurikulum PAUD Berdasarkan Permen 58 Tahun 2009. Criticos. (1996). Media. Amazon. George A.Beauchamp. (1981). Curriculum Theory. F.E. Peacock Publisher. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Johnson, M. (1967). Intentionality in Education. New York: Center for Curriculum Research and Services. Kawaitouw, Y. I., Widiastuti, A. A., & Kurniawan, M. (2018). Unit Studies Curriculum: Strategi Guru Dalam Implementasi Kurikulum di Jungle School Sidomukti. Jurnal Pendidikan Usia Dini, 12(November), 371–380. Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Langgulung, H. (1989). Manusia dan Pendidikan: Suatu Analisa Psikologik dan Pendidikan. Jakarta: Pustaka al-Husna. MacDonald, J. B. (1965). Educational Models for Instruction. Washington DC: The Association for Supervision and Curriculum Development. Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Ornstein, A. C. (2004). Curriculum:Foundation, Principles, and Issues. Boston: Pearson Education, Inc. Ozturk, I. H. (2011). Curriculum Reform and Teacher Autonomy in Turkey: the case of the History Teaching". International Journal of Instruction, 4 (2)(2), 113–127. Prihatini, P. (2014). Kajian Ide Kurikulum 2012 PAUD dan Implikasinya dalam Pengembangan KTSP. Cakrawala: Jurnal Pendidikan Anak USia Dini. Rahelly, Y. (2018). Implementasi Kurikulum 2013 Pendidikan Anak Usia Dini di Sumatera Selatan. Jurnal Pendidikan Usia Dini, 12(November), 381–390. https://doi.org/https://doi.org/10.21009/JPUD.122.19 Rohmansyah, N. A. (2017). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemahaman Konsep Pendidikan Jasmani Pada Pembelajaran Tematik Terintegrasi Siswa Kelas IV. JURNAL PENJAKORA, 4(28–35). Saylor, J. G., & Alexander, W. M. (1981). Curriculum Planning for Better Teaching and Learning. Holt-Rinehart and Winston. Sujiono, Y. N. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Sukmadinata, N. S. (2000). Pengembangan Kurikulum Teori dan Praktek. Bandung: Remaja Rosdakarya. Sutapa, P. (2014). Pengembangan Model Pembelajaran Pendidikan Jasmani Berbasis Kinestetik Untuk Anak Usia Pra Sekolah. Yogyakarta. Webster. (1993). Webster’s New International Dictionary. GC Company. Widoyoko, E. P. (2012). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar. Winarno. (2011). Winarno. Metodologi dalam Penelitian Pendidikan Jasmani. Malang: Media Cakrawala Press. Winarso, W. (2017). Dasar Pengembangan Kurikulum Sekolah, (January 2015).

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