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Google NotebookLM | AI Research Tool & Thinking Partner

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Meet NotebookLM, the AI research tool and thinking partner that can analyze your sources, turn complexity into clarity and transform your content.

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Welcome to dropyourai.com, your comprehensive AI Tools Directory. Explore Predictive Personalization Engines, Personal AI Assistants, AI-powered Design Services, Image Generators, Design Assistants etc. Start your AI journey with us today!

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Jenni | AI Academic Writer & Research Tool for Students & Academics

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Jenni is an AI research and academic writing assistant that helps students, researchers, and academics create essays, papers, and citations with ease.

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TeachMateAI - The AI Assistant for Teachers

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World’s first AI-powered platform for creating questions, quizzes and notes

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Explore the world’s first AI-powered platform for creating questions, quizzes, and notes. Experience the power of AI. Get Started for free.

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Fast and easy to use tools for creating quizzes and formative assessments in a flash.

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

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Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

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1. Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

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Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

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Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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theEducator.ai - Reducing Teacher Workload, Improving Wellbeing

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The Educator AI - A Suite of AI Powered Tools To Reduce Teacher Workload, Maximise Productivity & Improve Staff Wellbeing

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AI question generator. Input a reading and align standards or learning outcomes so the AI writes multiple choice, fill in the blank, short answer, and essential questions that can be exported to Kahoot, Quizziz, Google Forms, Microsoft Forms, Gimkit, Moodle, Canvas, Blooket, and Quizlet.

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Turn your sketch into a refined image using AI

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Elevate the landscape of education with our groundbreaking AI-powered education and teacher tools. As a pioneering platform, we specialize in introducing revolutionary AI solutions into the classroom and teaching profession. Our commitment is to empower educators and educational institutes by providing unique and impactful ways to harness the potential of artificial intelligence.

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Summarize anything, understand complex research, and organise your knowledge with Scholarcy.

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Quickly summarize web articles with OpenAI (experimental).

Developers: This site uses Full-Text RSS for article extraction and OpenAI for article summarization. Anyone can sign up and use the same APIs. Please don't use the summate.it site in any automated fashion.

Limitations: The OpenAI API does not allow submission of large texts, so summarization may only be based on a portion of the whole article.

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Quickly summarize web articles with OpenAI (experimental). Developers: This site uses Full-Text RSS for article extraction and OpenAI for article summarization. Anyone can sign up and use the same APIs. Please don't use the summate.it site in any automated fashion.

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Choose from a range of multimedia options, including text, links, whiteboards, 3D objects, tweets, AI assisted art and live embedded content. Showcase your external resources as part of your story.

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Choose from a range of multimedia options, including text, links, whiteboards, 3D objects, tweets, AI assisted art and live embedded content. Showcase your external resources as part of your story.

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Make your presentation with AI in seconds

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Prezo is your AI copilot to make stunning presentations, wow your audience and nail your next pitch.

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ChatGPT is your AI chatbot for everyday use. Chat with the most advanced AI to explore ideas, solve problems, and learn faster.

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Wordtune — Take your productivity to new heights

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Unlock your creativity and supercharge your productivity with Wordtune’s GenAI platform. Read faster, write better, and get results you can trust — every time.

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Notion AI is available to all users. You can prompt AI using your space bar, highlighting text and selecting "Ask AI", or via slash commands. You must take action for AI to activate.

It will not generate content or send requests to our AI providers unless you perform one of the actions above. You are in control.

Notion certainly isn't the only AI-powered tool out there. But here's what makes Notion AI special:

Artificial intelligence becomes more useful when it's integrated across the place where you're already doing your work, storing notes & docs, and collaborating with others. No need to switch back and forth between your notes and a separate AI-powered tool.

Compared to other tools, Notion has a unique and highly flexible drag-and-drop text editor, where any AI-generated content can be easily rearranged and transformed. Over time, Notion AI will be able to take advantage of even more Notion features.

Today, Notion AI has many uses across your notes and docs. But Notion can do a lot more than just notes - we'll continue to expand Notion AI's capabilities to help with project management and your team knowledge base in the future. This is just the beginning!

We follow our standard data protection practices to keep your data encrypted and private.

The Notion AI Writing Suite will not use your data to train our models unless you opt in to a request to share your data. Any information used to power Notion AI will be shared with our partners for the sole purpose of providing you with the Notion AI features.

For more information, see the Notion AI Supplementary Terms.

When you purchase the Notion AI add-on, you're enabling everyone in your workspace (except for guests) to have unlimited use of Notion AI.

To ensure optimal performance and fair usage across all Notion AI users, your access to AI features can be reduced depending on your usage.

Everyone can use Notion AI for free, so you can test its capabilities before purchasing the add-on subscription. The number of complimentary AI responses increases with the more members you have, and is shared among the entire workspace.

Once you've used all your complimentary AI responses, you will see a message that a Notion AI add-on subscription is necessary to continue using AI features. You'll need to be a workspace owner, and on desktop, to add Notion AI to your plan.

Notion AI is available to all users. You can prompt AI using your space bar, highlighting text and selecting "Ask AI", or via slash commands. You must take action for AI to activate.

It will not generate content or send requests to our AI providers unless you perform one of the actions above. You are in control.

Notion certainly isn't the only AI-powered tool out there. But here's what makes Notion AI special:

Artificial intelligence becomes more useful when it's integrated across the place where you're already doing your work, storing notes & docs, and collaborating with others. No need to switch back and forth between your notes and a separate AI-powered tool.

Compared to other tools, Notion has a unique and highly flexible drag-and-drop text editor, where any AI-generated content can be easily rearranged and transformed. Over time, Notion AI will be able to take advantage of even more Notion features.

Today, Notion AI has many uses across your notes and docs. But Notion can do a lot more than just notes - we'll continue to expand Notion AI's capabilities to help with project management and your team knowledge base in the future. This is just the beginning!

We follow our standard data protection practices to keep your data encrypted and private.

The Notion AI Writing Suite will not use your data to train our models unless you opt in to a request to share your data. Any information used to power Notion AI will be shared with our partners for the sole purpose of providing you with the Notion AI features.

For more information, see the Notion AI Supplementary Terms.

When you purchase the Notion AI add-on, you're enabling everyone in your workspace (except for guests) to have unlimited use of Notion AI.

To ensure optimal performance and fair usage across all Notion AI users, your access to AI features can be reduced depending on your usage.

Everyone can use Notion AI for free, so you can test its capabilities before purchasing the add-on subscription. The number of complimentary AI responses increases with the more members you have, and is shared among the entire workspace.

Once you've used all your complimentary AI responses, you will see a message that a Notion AI add-on subscription is necessary to continue using AI features. You'll need to be a workspace owner, and on desktop, to add Notion AI to your plan.

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Get answers to your urgent questions, using info across your wiki, projects & docs.

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Generative AI assistance for any writing challenge Try It for Free ⟶

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Millions trust Grammarly's AI writing assistance to communicate with confidence and make writing faster and more delightful. Getting started is simple - download the app today.

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ChatGPT is your AI chatbot for everyday use. Chat with the most advanced AI to explore ideas, solve problems, and learn faster.

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Developed by the University of Cambridge, Write & Improve is a FREE tool that helps every learner to improve their English writing.

Choose from hundreds of tasks at all levels and start writing, or create your own tasks

Submit your writing and get a result linked to the international standard, the CEFR

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Write & Improve is a free service for learners of English to practise their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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Google o kadar güçlü ki diğer arama sistemlerini bizden "gizliyor". Çoğunun var olduğunu bilmiyoruz.
Bu arada, hala kitap, bilim ve diğer akıllı bilgilerde uzmanlaşmış bir sürü harika arama motoru var.
Hiç duymadığınız sitelerin bir listesini tutun.

www.refseek.com - akademik kaynaklar için bir arama motoru. Bir milyardan fazla kaynak: ansiklopediler, monografiler, dergiler.

www.worldcat.org - 20 bin dünya kütüphanesinin içeriği için arama. İhtiyacınız olan en yakın nadir kitabın nerede olduğunu öğreneceksiniz.

https://link.springer.com - 10 milyondan fazla bilimsel belgeye erişim: kitaplar, makaleler, araştırma kayıtları.

www.bioline.org.br gelişmekte olan ülkelerde yayınlanan biybilim üzerine bilimsel dergiler kütüphanesidir.

http://repec.org - 102 ülkeden gönüllüler, ekonomi ve ilgili bilimler üzerine yaklaşık 4 milyon yayın topladı.

www.science.gov 2200'den fazla bilimsel site için Amerikan eyalet arama motorudur. 200 milyondan fazla makale endeksli.

www.pdfdrive.com PDF formatında kitapların ücretsiz indirilmesi için en büyük sitedir. 225 milyondan fazla isim açıklandı.

www.base-search.net akademik araştırma metinleri için güçlü arama sitelerinden biridir. 100 milyondan fazla bilimsel belge, yüzde 70'i ücretsiz
SAĞLIĞINIZ VE İYİLİĞİNİZ İÇİN KULLANIN!

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THE MUST-HAVE BEHAVIOUR MANAGEMENT BIBLE

"Show the students the can of dog food, open it up and then eat from it. Offer it round the class to see if anyone else will have a taste..."*

This is just one of Sue Cowley's infamous ways of captivating your students, seizing control and getting those buggers to behave! *(WARNING: Make sure you read the crucial preparation advice before putting this idea into practice!)

Now in its fifth edition, Getting the Buggers to Behave remains a firm favourite with trainees, newly qualified teachers and experienced staff alike. The advice ranges from the basics of behaviour management to 'how to deal with the class from hell' and is applicable whether you are working in the early years, primary, secondary or further education with level specific examples in every chapter. The book covers preparing for your first meeting with a new group of students, developing your individual teaching style, creating a positive learning environment and working in really challenging schools. Sue is famed for the practical, honest and realistic nature of her advice, and all her ideas include case studies and anecdotes based on her years of experience working as a teacher and the stories and problems she has advised on 'agony aunt' style, for teachers of all levels.

In this brand new edition, Sue takes a detailed look at the use of incentives for managing behaviour, how to implement a restorative justice approach in order to change children's behaviour and also identifies the ten most common forms of misbehaviour and how to deal with them.

So, if your 2 year olds are ignoring you, your Year 11s are unmanageable, your tutor group is running riot or that unmentionable 9 year old is driving you round the bend then this is the book for you!

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Getting the Buggers to Behave: The must-have behaviour management bible

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Buy Getting the Buggers to Behave: The must-have behaviour management bible 5th edition by Sue Cowley (ISBN: 9781472909213) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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The Elephant in the Classroom: Helping Children Learn and Love Maths

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Buy The Elephant in the Classroom: Helping Children Learn and Love Maths Main by Jo Boaler (ISBN: 9780285638471) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Own Your Behaviours, Master Your Communication, Determine Your Success | Louise Evans | TEDxGenova

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Is spilling coffee on yourself ever beneficial? What about stubbing your toe? Falling down in public? According to social psychology, clumsy mistakes like these can give individuals an advantage more often than you might think. It's called the Pratfall Effect and remains a highly intriguing theory in the field of social science.

What Is the Pratfall Effect?

The Pratfall Effect states that people who are considered highly competent are found to be more likeable when they perform an everyday blunder than those who don't. The effect was first studied by social psychologist Elliot Aronson in 1966. Aronson speculated that people considered "superior" by others could become more attractive upon committing a small pratfall.

Because these superior people were viewed by others as "superhuman," a small mistake would allow others to better humanize them, and thus, like them more.

We can observe the truth of the Pratfall Effect with the famous film actress Jennifer Lawrence. Widely touted for her talent and beauty, she is also known for her gaffes, such as falling down at red carpet events and speaking brashly in interviews. Yet Lawrence is commonly considered a "down-to-earth" celebrity and regularly celebrated for her likeability.

To test his theory, Aronson conducted what is now one of the most famous experiments in his field.

Aronson's Original Experiment

For his experiment, Aronson enlisted 48 male subjects of college age, whom he then divided into four groups. Each group was instructed to listen to a tape recording of someone answering trivia questions, supposedly as an audition for a television quiz show. The subjects listened to one of four scenarios:

A superior person answering questions

An average person answering questions

A superior person answering questions and committing a pratfall

An average person answering questions and committing a pratfall

While the superior person answered 92 percent of his answers correctly, the average person only answered 30 percent correctly. Aronson reinforced these "superior" and "average" concepts by having the respondents reveal personal information about themselves. The superior person stated that he was an honor student in high school, the yearbook editor and a member of the track team. In contrast, the average person said that he made average grades, was a proofreader of the yearbook and had tried out for the track team but hadn't made it. On the tapes that contained pratfalls, the end of the recording played the sounds of clattering, accompanied by the voice stating " Oh my goodness, I've spilled coffee all over my new suit. "

After hearing the tapes, the test subjects then answered a series of questions about their impressions of the person they had heard. The results were as Aronson had supposed: those people considered superior were found to be more likeable if they had committed a blunder (in this case, spilling coffee on themselves). However, Aronson also discovered that the likeability of average people decreased upon committing the same gaffe.

Key Takeaways

The Pratfall Effect experiment revealed three major social truths:

1. It's OK to be fallible.

If a person is generally considered smart and capable, committing a small mistake will generally make them more socially attractive.

2. The ultimate effects of pratfalls are contextual.

There is no single right interpretation of how committing a mistake might affect how someone is perceived in public. In fact, subsequent studies have discovered that pratfalls are perceived differently based on other factors, including gender.

3. If individuals are considered average or mediocre, they are more likely to be negatively impacted by their mistake.

The Pratfall Effect is a fascinating example of social psychology in action. By providing insight into how our actions are perceived by others, it helps us better understand our relations with those around us.
Sources: The Effect of a Pratfall on Increasing Interpersonal Attractiveness, Dr. Peter Salovey
A Student of Psychology

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Interesting Psychological Phenomena: The Pratfall Effect

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Is spilling coffee on yourself ever beneficial? What about stubbing your toe? Falling down in public? According to social psychology, clumsy mistakes like these can give individuals an advantage more often than you might think. It's called the Pratfall Effect and remains a highly intriguing theory in the field of social science.

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In 1969, Philip Zimbardo, a psychologist from Stanford University, ran an interesting field study. He abandoned two cars in two very different places: one in a mostly poor, crime-ridden section of New York City, and the other in a fairly affluent neighborhood of Palo Alto, Calif. Both cars were left without license plates and parked with their hoods up.

After just 10 minutes, passersby in New York City began vandalizing the car. First they stripped it for parts. Then the random destruction began. Windows were smashed. The car was destroyed. But in Palo Alto, the other car remained untouched for more than a week.

Finally, Zimbardo did something unusual: He took a sledgehammer and gave the California car a smash. After that, passersby quickly ripped it apart, just as they'd done in New York.

This field study was a simple demonstration of how something that is clearly neglected can quickly become a target for vandals. But it eventually morphed into something far more than that. It became the basis for one of the most influential theories of crime and policing in America: "broken windows."

Thirteen years after the Zimbardo study, criminologists George L. Kelling and James Q. Wilson wrote an article for The Atlantic. They were fascinated by what had happened to Zimbardo's abandoned cars and thought the findings could be applied on a larger scale, to entire communities.

"The idea [is] that once disorder begins, it doesn't matter what the neighborhood is, things can begin to get out of control," Kelling tells Hidden Brain.

In the article, Kelling and Wilson suggested that a broken window or other visible signs of disorder or decay - think loitering, graffiti, prostitution or drug use - can send the signal that a neighborhood is uncared for. So, they thought, if police departments addressed those problems, maybe the bigger crimes wouldn't happen.

"It's to the point now where I wonder if we should back away from the metaphor of broken windows. We didn't know how powerful it was going to be. It simplified, it was easy to communicate, a lot of people got it as a result of the metaphor. It was attractive for a long time. But as you know, metaphors can wear out and become stale."

"Once you begin to deal with the small problems in neighborhoods, you begin to empower those neighborhoods," says Kelling. "People claim their public spaces, and the store owners extend their concerns to what happened on the streets. Communities get strengthened once order is restored or maintained, and it is that dynamic that helps to prevent crime."

Kelling and Wilson proposed that police departments change their focus. Instead of channeling most resources into solving major crimes, they should instead try to clean up the streets and maintain order - such as keeping people from smoking pot in public and cracking down on subway fare beaters.

The argument came at an opportune time, says Columbia University law professor Bernard Harcourt.

"This was a period of high crime, and high incarceration, and it seemed there was no way out of that dynamic. It seemed as if there was no way out of just filling prisons to address the crime problem."

An Idea Moves From The Ivory Tower To The Streets

As policymakers were scrambling for answers, a new mayor in New York City came to power offering a solution.

Rudy Giuliani won election in 1993, promising to reduce crime and clean up the streets. Very quickly, he adopted broken windows as his mantra.

It was one of those rare ideas that appealed to both sides of the aisle.

Conservatives liked the policy because it meant restoring order. Liberals liked it, Harcourt says, because it seemed like an enlightened way to prevent crime: "It seemed like a magical solution. It allowed everybody to find a way in their own mind to get rid of the panhandler, the guy sleeping on the street, the prostitute, the drugs, the litter, and it allowed liberals to do that while still feeling self-righteous and good about themselves."

Giuliani and his new police commissioner, William Bratton, focused first on cleaning up the subway system, where 250,000 people a day weren't paying their fare. They sent hundreds of police officers into the subways to crack downon turnstile jumpers and vandals.

Very quickly, they found confirmation for their theory. Going after petty crime led the police to violent criminals, says Kelling: "Not all fare beaters were criminals, but a lot of criminals were fare beaters. It turns out serious criminals are pretty busy. They commit minor offenses as well as major offenses."

The policy was quickly scaled up from the subway to the entire city of New York.

Police ramped up misdemeanor arrests for things like smoking marijuana in public, spraying graffiti and selling loose cigarettes. And almost instantly, they were able to trumpet their success. Crime was falling. The murder rate plummeted. It seemed like a miracle.

The media loved the story, and Giuliani cruised to re-election in 1997.

George Kelling and a colleague did follow-up research on broken windows policing and found what they believed was clear evidence of its success. In neighborhoods where there was a sharp increase in misdemeanor arrests - suggesting broken windows policing was in force - there was also a sharp decline in crime.

By 2001, broken windows had become one of Giuliani's greatest accomplishments. In his farewell address, he emphasized the beautiful and simple idea behind the success.

"The broken windows theory replaced the idea that we were too busy to pay attention to street-level prostitution, too busy to pay attention to panhandling, too busy to pay attention to graffiti," he said. "Well, you can't be too busy to pay attention to those things, because those are the things that underlie the problems of crime that you have in your society."

Questions Begin To Emerge About Broken Windows

Right from the start, there were signs something was wrong with the beautiful narrative.

"Crime was starting to go down in New York prior to the Giuliani election and prior to the implementation of broken windows policing," says Harcourt, the Columbia law professor. "And of course what we witnessed from that period, basically from about 1991, was that the crime in the country starts going down, and it's a remarkable drop in violent crime in this country. Now, what's so remarkable about it is how widespread it was."

Harcourt points out that crime dropped not only in New York, but in many other cities where nothing like broken windows policing was in place. In fact, crime even fell in parts of the country where police departments were mired in corruption scandals and largely viewed as dysfunctional, such as Los Angeles.

"Los Angeles is really interesting because Los Angeles was wracked with terrible policing problems during the whole time, and crime drops as much in Los Angeles as it does in New York," says Harcourt.

There were lots of theories to explain the nationwide decline in crime. Some said it was the growing economy or the end of the crack cocaine epidemic. Some criminologists credited harsher sentencing guidelines.

In 2006, Harcourt found the evidence supporting the broken windows theory might be flawed. He reviewed the study Kelling had conducted in 2001, and found the areas that saw the largest number of misdemeanor arrests also had the biggest drops in violent crime.

Harcourt says the earlier study failed to consider what's called a "reversion to the mean."

"It's something that a lot of investment bankers and investors know about because it's well-known and in the stock market," says Harcourt. "Basically, the idea is if something goes up a lot, it tends to go down a lot."

A graph in Kelling's 2001 paper is revealing. It shows the crime rate falling dramatically in the early 1990s. But this small view gives us a selective picture. Right before this decline came a spike in crime. And if you go further back, you see a series of spikes and declines. And each time, the bigger a spike, the bigger the decline that follows, as crime reverts to the mean.

Kelling acknowledges that broken windows may not have had a dramatic effect on crime. But he thinks it still has value.

"Even if broken windows did not have a substantial impact on crime, order is an end in itself in a cosmopolitan, diverse world," he says. "Strangers have to feel comfortable moving through communities for those communities to thrive. Order is an end in itself, and it doesn't need the justification of serious crime."

Order might be an end in itself, but it's worth noting that this was not the premise on which the broken windows theory was sold. It was advertised as an innovative way to control violent crime, not just a way to get panhandlers and prostitutes off the streets.

'Broken Windows' Morphs Into 'Stop And Frisk'

Harcourt says there was another big problem with broken windows.

"We immediately saw a sharp increase in complaints of police misconduct. Starting in 1993, what you're going to see is a tremendous amount of disorder that erupts as a result of broken windows policing, with complaints skyrocketing, with settlements of police misconduct cases skyrocketing, and of course with incidents, brutal incidents, all of a sudden happening at a faster and faster clip."

The problem intensified with a new practice that grew out of broken windows. It was called "stop and frisk," and was embraced in New York City after Mayor Michael Bloomberg won election in 2001.

If broken windows meant arresting people for misdemeanors in hopes of preventing more serious crimes, "stop and frisk" said, why even wait for the misdemeanor? Why not go ahead and stop, question and search anyone who looked suspicious?

There were high-profile cases where misdemeanor arrests or stopping and questioning did lead to information that helped solve much more serious crimes, even homicides. But there were many more cases where police stops turned up nothing. In 2008, police made nearly 250,000 stops in New York for what they called furtive movements. Only one-fifteenth of 1 percent of those turned up a gun.

Even more problematic, in order to be able to go after disorder, you have to be able to define it. Is it a trash bag covering a broken window? Teenagers on a street corner playing music too loudly?

In Chicago, the researchers Robert Sampson and Stephen Raudenbush analyzed what makes people perceive social disorder. They found that if two neighborhoods had exactly the same amount of graffiti and litter and loitering, people saw more disorder, more broken windows, in neighborhoods with more African-Americans.

George Kelling is not an advocate of stop and frisk. In fact, all the way back in 1982, he foresaw the possibility that giving police wide discretion could lead to abuse. In his article, he and James Q. Wilson write: "How do we ensure ... that the police do not become the agents of neighborhood bigotry? We can offer no wholly satisfactory answer to this important question."

In August of 2013, a federal district court found that New York City's stop and frisk policy was unconstitutional because of the way it singled out young black and Hispanic men. Later that year, New York elected its first liberal mayor in 20 years. Bill DeBlasio celebrated the end of stop and frisk. But he did not do away with broken windows. In fact, he re-appointed Rudy Giuliani's police commissioner, Bill Bratton.

And just seven months after taking over again as the head of the New York Police Department, Bratton's broken windows policy came under fresh scrutiny. The reason: the death of Eric Garner.

In July 2014, a bystander caught on cellphone video the deadly clash between New York City police officers and Garner, an African-American. After a verbal confrontation, officers tackled Garner, while restraining him with a chokehold, a practice that is banned in New York City.

Garner died not long after he was brought down to the ground. His death sparked massive protests, and his name is now synonymous with the distrust between police and African-American communities.

For George Kelling, this was not the end that he had hoped for. As a researcher, he's one of the few whose ideas have left the academy and spread like wildfire.

But once politicians and the media fell in love with his idea, they took it to places that he never intended and could not control.

"When, during the 1990s, I would occasionally read in a newspaper something like a new chief comes in and says, 'I'm going to implement broken windows tomorrow,' I would listen to that with dismay because [it's] a highly discretionary activity by police that needs extensive training, formal guidelines, constant monitoring and oversight. So do I worry about the implementation about broken windows? A whole lot ... because it can be done very badly."

In fact, Kelling says, it might be time to move away from the idea.

"It's to the point now where I wonder if we should back away from the metaphor of broken windows. We didn't know how powerful it was going to be. It simplified, it was easy to communicate, a lot of people got it as a result of the metaphor. It was attractive for a long time. But as you know, metaphors can wear out and become stale."

These days, the consensus among social scientists is that broken windows likely did have modest effects on crime. But few believe it caused the 60 or 70 percent decline in violent crime for which it was once credited.

And yet despite all the evidence, the idea continues to be popular.

Bernard Harcourt says there is a reason for that:

"It's a simple story that people can latch onto and that is a lot more pleasant to live with than the complexities of life. The fact is that crime dropped in America dramatically from the 1990s, and that there aren't really good, clean nationwide explanations for it."

The story of broken windows is a story of our fascination with easy fixes and seductive theories. Once an idea like that takes hold, it's nearly impossible to get the genie back in the bottle.
The Hidden Brain Podcast is hosted by Shankar Vedantam and produced by Maggie Penman, Jennifer Schmidt and Renee Klahr. Our supervising producer is Tara Boyle. You can also follow us on Twitter @hiddenbrain, and listen for Hidden Brain stories each week on your local public radio station.

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How A Theory Of Crime And Policing Was Born, And Went Terribly Wrong

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subscribe to Short Wave podcast In 1969, Philip Zimbardo, a psychologist from Stanford University, ran an interesting field study. He abandoned two cars in two very different places: one in a mostly poor, crime-ridden section of New York City, and the other in a fairly affluent neighborhood of Palo Alto, Calif.

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THE BEGINNING TEACHER’S BEHAVIOUR TOOLKIT

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THE BEGINNING TEACHER’S BEHAVIOUR TOOLKIT

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Early years route olarak ikiye ayriliyor EYTS (early years teaching status) ve QTS olmak uzere..  ben uni araciligiyle qts route sectim, o yuzden gcse 4 gerekiyordu science, ingilizce ve maths den ben naric`e gonderdigm karnelerime gonderdim ve transkriptimi denklik verdiler, denlik aldiktan sonra uni basvurdum ingilizce denkligi istediler sonra ielts girdim onun da sonuncunca firm offer almistim. ama EYTS de science denklik istemiyorlar hartirladigim kadariyla. yani benim o naric denkligini uni kabul etti. benden extra birsey istemediler ingilizce disinda cunku orda all the subjects diyor ya, benden naric denkligiye birlikte transkript istediler butun dersleri gosteren onu gonderdim uniye oyle kabul ettiler galiba. cunku ben lise de science ve maths almistim her yil secmeli olarak.

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Bilal Ozturk Hocamiza Tesekkurler

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Bilal Ozturk Hocamiza Tesekkurler

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English Classes | Wakefield District City of Sanctuary

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WhatsApp: 07376 331428
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Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines!

Before applying, do your research. Find out what being a teacher is really like. Get experience in a school, talk to teachers and read careers information.

General Tips:

Compose your statement in Word and cut and paste it into your online application. This will allow you to ensure it fits, that you have used spell check and have proofread it to ensure its word perfect. Personal statements with a poor level of written English will be rejected.

Use Verdana 12 as this is the size and font used by UCAS.

Ensure it has a good structure with an introduction, a middle and a conclusion.

Get someone to check your final draft who is knowledgeable in this area and whose judgement you trust.

Research the Training Provider you are applying for. Which skills/experience/qualifications do they expect?

Your Personal Statement should:

be persuasive

be fluent, realistic, relevant and specific

mention young people- it is about enabling them to learn rather than why you want to teach

be honest

Avoid:

overuse of short sentences all beginning with 'I'

general statements and narrative

I feel/think/believe - instead, use positive action words e.g. planned/managed/implemented/organised

making a statement without having evidence to back it up

Sections in your Personal Statement:

Introduction- why teaching and why you?

The relevance of your work experience

What subject you want to teach and why?

Additional factors

Concluding paragraph

1.Introduction
Why teaching?

What is your motivation? What has influenced your decision to teach? Avoid 'I have always wanted to teach' or 'I believe teaching is worthwhile' or 'I like children'.

Concentrate on what influenced your decision to teach, how the idea has developed and what can you offer in terms of personal skills and attributes.

Have certain people influenced you? Why? How?

Show your desire to work with young people and refer to evidence.

Why you?
Make a list of skills and qualities that you have that can be linked to all the key skills that make an effective teacher and how you can demonstrate this with examples:

Organisation

Communication

Empathy

Creativity

Energy & enthusiasm

Resilience

Responsibility

Commitment

Love of subject

Team player

2.Relevant Experience
School-based experience:

Where? Try to avoid visiting the school you attended as a pupil

How long for? One day is probably not enough time to see what it means to be a teacher, you need enough time to gain a good understanding of teaching and schools.

What did you do? Did you observe lessons, work as a TA, attend meetings/training/ research curriculum/teaching and learning/had a focus on EAL or SEND pupils?

What Key Stages did you experience? Make sure it is relevant to the specific PGCE course you are applying for.

What techniques did you observe? Effective and not effective and why?

Show your awareness of teachers' roles and responsibilities including:

Lesson-planning

Classroom organisation

Classroom management

Inclusion/ diversity issues e.g. English as an additional language (EAL); special educational needs (SEND); disadvantaged pupils and gifted and talented pupils.

Always say what you have done and how it demonstrates the skills required as a teacher. For example, 'reading with a group of pupils showed me that...' or 'working with a low ability group allowed me to...'
Other work with young people (paid/unpaid): What if you don't have any relevant experience?
Highlight the other experiences you have engaged in and use these to demonstrate your understanding of teaching and schools.

3. What subject you want to teach and why?

For Secondary, you need to show that you are passionate about your subject area and passing on that enthusiasm to young people.

Link to relevant work experience, what have you observed and match your skills to this.

Refer to any research you have done regarding your subject and also the curriculum/ examinations you would be required to teach at that Key Stage

Link your qualifications and wider reading to your subject knowledge, if your qualifications are not relevant you need to show how you are going to develop your subject knowledge in order to teach the subject.

State why you have applied to this particular type of PGCE course e.g. school-based/ flexibility/ reputation.

4. Additional Factors

Hobbies linked to the profession/ skill set e.g. value-added skills such as sport, music, language etc.

Additional courses you have completed/ completing e.g. ICT, subject knowledge enhancement course etc.

Further experiences planned for the future prior to commencing a PGCE course.

5. Concluding Paragraph

State your commitment to the course, acknowledge that teaching requires dedication, stamina, time management, being pro-active

Reinforce your reasons for being committed to teaching

Demonstrate awareness of the physical and mental demands of the course and the profession

Career plan - what is your goal for your teaching career?

A teacher's must-have qualities:

Energy

Dedication

Patience

Enthusiasm

Control

Interpersonal skills

Ability to think of their feet

Stamina

Creativity

Good time-management

Background Reading
www.ucas.com/ucas/teacher-training
Times Educational Supplement ( www.tes.com)
www.theguardian.com/education

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Writing a personal statement for a PGCE - Leeds SCITT

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Your personal statement is crucial to the success of your application and must be well written, concise, well-structured. It must also clearly demonstrate your reasons for choosing teaching and your commitment and suitability for this career in only 47 lines! Before applying, do your research. Find out what being a teacher is really like.

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Ali Ozturk Beye tesekkurler

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Equivalency Testing Online and in London | A Star Equivalency

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ONLINE Equivalency Testing & Courses Book Courses & Equivalency Testing in London high quality GCSE Equivalency Exams set by recognised exam boards including AQA (English Language) and Edexcel (Mathematics, Combined Science and Biology) regular and frequent scheduled exams dates throughout the academic year- additional times are made available for a

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If you are taking (or re-taking) Edexcel GCSE English Language, this channel may be useful for you. I talk you through how to answer each question of both the exam papers. Please forgive the editing etc.

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AQA English Language Paper 2 Question 1 (updated and animated)

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GCSE English Predicted Papers

GCSE English Equivalency test papers are a great way to practise for your exam and to determine what areas you need to work on. Our English equivalency mock papers are based on the most up to date specifications for exams that most teacher training providers and nursing courses accept. If you are looking to enter a teacher training course and you need to pass an English equivalency test, this mock paper is an ideal revision aid for you. The MME GCSE equivalency mock papers are only available through our site.

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GCSE English Equivalency Test Papers and Mark Schemes | MME

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GCSE English Predicted Papers GCSE English Equivalency test papers are a great way to practise for your exam and to determine what areas you need to work on. Our English equivalency mock papers are based on the most up to date specifications for exams that most teacher training providers and nursing courses accept.

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Her appointment follows the departure of Clare Marchant in September 2023, after 6 years in the position, to take up the role of Vice Chancellor at the University of Gloucestershire.

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UCAS connects people to University, post Uni studies including teacher training, apprenticeships & internships. Find all the information for your next step.

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Welcome to the new Get Into Teaching website. We invite you to try the latest beta version of the site and help us improve the services we offer.

To use the new website, we need you to agree to our cookie policy. This means we can use your data to understand how to improve the website for all of our users.

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Welcome to the new Get Into Teaching website. We invite you to try the latest beta version of the site and help us improve the services we offer. To use the new website, we need you to agree to our cookie policy.

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UCAS Teacher Training is for postgraduate teacher training programmes in England and Wales. Apply through UCAS Undergraduate for all teacher training programmes in Scotland.
You can only complete one personal statement for all the choices you make in both Apply 1 and Apply 2. You can't change it or create different ones for university or school-based choices. The providers you're applying to understand this, so they won't be expecting you to say specific things about them or their programmes. However, if you're applying for programmes in a particular subject or age group, it would be helpful to explain why you have chosen them, and the skills and attributes you have that make them appropriate for you.

I read hundreds of UCAS applications for teacher training every year, and I cannot stress how important the personal statement is.
Claire Harnden, Director of Initial Teacher Training at Surrey South Farnham SCITT

What to include

You do need to think carefully about the things that all your chosen providers will want to know about you. You'll probably want to include things like:

your reason(s) for wanting to teach

evidence that you understand the rewards and challenges of teaching

details of your previous education and how you have benefitted from it

any other work with young people, such as helping with a youth club, working at a summer camp or running a sports team

the range of relevant abilities and skills you can bring to teaching, for example, practical experience, managing people, working with or leading a team, and communication skills

any reasons why there may be restrictions on your geographical mobility

why you want to study in the UK, if you don't currently live here

whether you have any previous classroom experience, either independently or had a taste of school life via the Get School Experience service.

These are the things all training providers want to know - whether they're School Direct, a university or a SCITT - so there's no need to worry that you can't write different personal statements. Read what SCITT director, Claire Harnden, looks for in a teacher training personal statement.

In addition to the details you give in the school and work experience section, you can also expand on your experience of teaching, such as visits to schools, classroom observations or working as a teaching assistant. To help, read Chris Chivers' tips for completing your teacher training application.

Whatever the route, the process will have similar elements, which are worth considering, so that the appliation has the greatest chance of making an impression.
Chris Chivers, experienced ITT tutor and mentor

How to write it

You can use up to 47 lines of text in your personal statement. Some word processing packages calculate line counts differently from the UCAS Teacher Training system, so you might need to redraft your statement if there's a discrepancy between the counts.

Write in English (or Welsh if you're applying to Welsh providers) and avoid italics, bold or underlining.

Get the grammar and punctuation right and redraft your statement until you're happy with it.

It's a good idea to write your personal statement in a word processor first, then copy and paste it into your application.

Don't copy!

Don't copy anyone else's personal statement or from statements posted on the internet. Make sure your personal statement is all your own work.

We screen all personal statements across our Copycatch similarity detection system. If we find any similarity, your application will be flagged - you and all your choices will receive an email alert and this could have serious consequences for your application.

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How to write a UCAS Teacher Training personal statement

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The teacher training personal statement is your opportunity to let training providers know about your qualities, skills and expertise, and why you want to teach. Learn about what you need to include, how to write your statement and how to be unique.

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Interview Questions | Job Interview Questions | Monster.co.uk

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Find Job Interview Questions and other Job Interviews articles. Get your job advice from the career experts at Monster.

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Storyline

Hichki is a story about a woman who turns her most daunting weakness into her biggest strength. Naina Mathur (Rani Mukerji) is an aspiring teacher who suffers from Tourette Syndrome. After several interviews and numerous rejections, she lands her dream job as a full-time teacher in one of the most elite schools in the city. However, she soon realises that the class she has been assigned comprises of defiant and impish students who can't seem to keep out of trouble. Despite a few initial hiccups, Naina must do whatever she can to ensure that her students realise their true potential, and defy all the odds against them. Written by Official Source

Did You Know?

Trivia

Sachin's comeback to Hindi films after Jaana Pechaana 2011. See more "

Goofs

About 40 minutes into the movie, Naina Mathur draws two long lines, and a third smaller line between them after breaking the tip of the chalk. When she tells the students that they have just 4 months until the final exams, the middle line in the background is clearly larger in size. Then at the next part where she asks students to decide what they have to do, the middle line is smaller again. See more "

Connections

Remake of Front of the Class (2008) See more "

Soundtracks

Madamji Go Easy
(uncredited)
Performed by Benny Dayal and David Klyton
See more "

User Reviews

Details

Release Date:

23 March 2018 (USA)

Box Office

Budget:

$2,000,000 (estimated)

Opening Weekend USA:

$330,279, 25 March 2018

Cumulative Worldwide Gross:

$26,055,222

Company Credits

Technical Specs

See full technical specs "

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Hichki is a story about a woman who turns her most daunting weakness into her biggest strength. Naina Mathur (Rani Mukerji) is an aspiring teacher who suffers from Tourette Syndrome. After several interviews and numerous rejections, she lands her dream job as a full-time teacher in one of the most elite schools in the city.

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Your epic proofreading adventure awaits. Proofreading Tool is a free, intelligent, software-driven, online proofreader. Proofreading Tool provides a wide range of useful feedback on your writing, far beyond basic grammar and spell checking. After you register and log in, you will be taken to the document management page.

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Storyline

A little mute girl from a Pakistani village gets lost on her return back from a trip to India. In Kurukshetra, she meets Pawan - an ardent devotee of Lord Hanuman - who is in the midst of a challenge posed by his lover's father. In trying to discover the girl's parents, he develops an unshakable bond with her. He tries to get into Pakistan through a path righteous to his conscience and later, accompanied with a smart Pakistani news reporter - a story that captures the imagination of the public in both countries. Written by Soumitra

Did You Know?

Trivia

It was the highest-grossing Indian film ever at the time, behind PK. See more "

Goofs

During a chase scene of Pawan/Bajrangi from the police officers, he eventually escapes from the force. However, he had been shot by one of the officer and the former falls down in the flowing river. It does not mention how Pawan/Bajrangi got saved from the river. See more "

Connections

Referenced in O Hero! (2016) See more "

Soundtracks

Tu Jo Mila (Reprise)
Written by Kausar Munir
Produced by Pritam Chakraborty
Performed by Papon
See more "

User Reviews

Details

Release Date:

17 July 2015 (USA)

Also Known As:

Brother Bajrangi

Box Office

Opening Weekend USA:

$2,425,000, 19 July 2015

Cumulative Worldwide Gross:

$121,126,188

Company Credits

Technical Specs

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A little mute girl from a Pakistani village gets lost on her return back from a trip to India. In Kurukshetra, she meets Pawan - an ardent devotee of Lord Hanuman - who is in the midst of a challenge posed by his lover's father.

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Bati Kulturunde Yetisen Genclerimizin Gelecegi ve Sosyal Entegrasyon

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Bati Kulturunde Yetisen Genclerimizin Gelecegi ve Sosyal Entegrasyon

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Tozkoparan Iskender (TV Series 2021- ) - IMDb

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With Çagan Efe Ak, Ülkü Hilal Çiftçi, Defne Ersen, Esat Polat Güler.

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Bati Kulturunde Yetisen Genclerimizin Gelecegi ve Sosyal Entegrasyon

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Bati Kulturunde Yetisen Genclerimizin Gelecegi ve Sosyal Entegrasyon

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Quotes John Keating : We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life.

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Distinguishing surface from deep learning

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Distinguishing surface from deep learning

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UQx LEARNx Deep Learning through Transformative Pedagogy

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Cultivating Collaboration: Don't Be So Defensive!

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Cultivating Collaboration: Don't Be So Defensive!

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Cultivating Collaboration: Don't Be So Defensive! | Jim Tamm | TEDxSantaCruz

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Using rewards and points to motivate students may be compromising real classroom engagement and learning.

"The way my students see it is that the Articles was this initial rule-sheet. The country play-tested it and it flopped, so the founders replaced it with the United States Constitution, a much more detailed and effective set of instructions. The Bill of Rights then became the rules," explains Farber.

"My students can look at anything as a game," he adds. This, says Farber, opens the door for teachers to start thinking of themselves as game designers. Farber teaches social studies at Valleyview Middle School, in Denville, N.J. He is also an adjunct instructor for the New Jersey City University Educational Technology Department. He is among the growing legions of educators across the country who are bringing game dynamics-competition, collaboration, points, leaderboards, and badges-into the classroom.

"A class debate, when you think about it, is really just a game," insists Farber. "When you debate, you compete, you win points. What social studies teacher hasn't used debate to engage and motivate students?

Matthew Farber

It's a challenge for any teacher-especially ones who are new to the profession-to capture and sustain student interest. But are all strategies to motivate and engage created equal? This is one of the key questions as "gamification" takes hold in more classrooms across the country, and excited teachers spread good news about heightened levels of student motivation. But skeptics are wary about how gamification is being practiced, and question the value of what they see as outward motivators to bolster student attention and engagement.

"As educators, we may be conceding that learning isn't inherently meaningful," warns John Spencer, a teacher and education writer in Phoenix.

This is gamification's message, according to Spencer, or at least how it is often defined and practiced: "We're not going to embrace the fun, the creativity, the challenge, or the critical thinking. We're just going to give you a badge instead."

Gamification: Motivation or Pavlovian Response?

Rewards, points, badges, and other extrinsic motivators are key ingredients of gamification, particularly in the private sector, where the concept has been popularized. In 2011, the term made the short list in Oxford Dictionary's "Word of the Year," which defines gamification as "the application of typical elements of game playing to other areas of activity." In other words, you're not necessarily playing a game, but you are using the things that make a game motivating and enticing to achieve another goal.

Gamification is a popular business marketing strategy. Think of the reward program at Starbucks, or the Nike+ Fuelband, which allows users to set fitness goals, track physical activity and energy burned, and compare results with other users. Both companies' concepts rely on outside motivators, and have increased brand loyalty.

It's more difficult to transfer experience to the classroom. On the surface, gamification in the classroom sounds like an extension of the tiresome trope of treating public schools like a business. Students are customers, so let's make them want what our public schools are selling!"

The practice of dishing out points, badges, stickers, and other student rewards has gained traction in many classrooms. A badge system, for example, is used in traditional classrooms and in online environments by teachers who want to reward mastery or demonstration of behaviors and skills. But to many educators, the practice-granted, the level of sophistication varies greatly- amounts to little more than a crude method to elicit a Pavlovian response from students.

"I've seen this in action and even tried it. Students will get excited, but the novelty wears off quickly," says John Spencer. "A colleague of mine was using a badge system to motivate kids to write. Soon, he allowed the students to collect badges and then turn them in for prizes. So already the badge wasn't enough. He had to add a second layer of rewards."

Kathy Sierra, a popular technology blogger, author and game developer, believes that incentivizing learning-related behaviors poses risks. Sierra says rewards should be left at the classroom door. She is critical of the way gamification is practiced in the classroom, and believes well-intentioned educators may be missing the mark.

"A well-designed game only deploys certain mechanics to support an intrinsically rewarding experience," Sierra explains. "When you remove that experience but keep the mechanics, you are now working from an entirely different psychology than actual games, and it is one that, in essence, uses mechanics to drive mechanical behaviors."

No matter their short-term appeal, educators shouldn't want to foster mechanical behaviors. "These behaviors are not associated with the kind of robust, deep, and durable motivation we want for our students," Sierra says.

Look Beneath the Surface

Matthew Farber is not keen on the term "gamification" partly because it has been too closely and unfairly associated with rewards and other external motivators. He agrees that it can be counterproductive to drive student interest through a clumsy use of badges and points.

"Obviously we can't treat students like Starbucks customers. If you focus more on extrinsic motivations, that implies that you're lacking confidence in your approach."

What's missing, Farber says, is a narrative structure that places the student on a "journey," similar to what the best games do.

"The journey is to build mastery," Farber says. "The better way to gamify is to put students in an inquiry-based or project-based learning experience. Or give them a task in a narrative frame."

It's fine to include elements like badges, points or leaderboards along the way, adds Farber, but they shouldn't be too central to the experience. Attention will likely spike and recede, and teachers have to keep in mind that these motivators are not effective for students who aren't naturally competitive.

In Farber's social studies class, students immerse themselves in historical debate-their study of the Articles of Confederation for example-using instrinsic game elements like narrative, creativity, and collaboration, rather than just badges. This is less gamification, Farber explains, and more "game-inspired learning."

Kathy Sierra sees potential in some forms of gamification, but says educators shouldn't be seduced by the lure and hype surrounding the concept. Instead of applying surface elements of games, she suggests teachers look beneath the surface and create the right balance of challenge and skill, deeper knowledge, and high-quality feedback.

"My recommendation to educators is to not try to sugarcoat tasks in the classroom," Sierra says. "Try to find what is inherently interesting in a subject and exploit that. It doesn't matter if students roll their eyes. A good teacher can capture their attention and engage them before they even have a chance to think they aren't interested."

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Gamification in the Classroom: The Right Way or Wrong Way to Motivate Students?

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"The way my students see it is that the Articles was this initial rule-sheet. The country play-tested it and it flopped, so the founders replaced it with the United States Constitution, a much more detailed and effective set of instructions. The Bill of Rights then became the rules," explains Farber.

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Discover five ways to gamify your classroom to boost engagement, collaboration and learning.

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Assessment: The Bridge betweenTeaching and Learning

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Assessment: The Bridge betweenTeaching and Learning

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Designing Courses for Significant Learning

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Designing Courses for Significant Learning

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Twenty-One Teaching Strategies toPromote Student Engagement 

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Twenty-One Teaching Strategies toPromote Student Engagement 

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Why Social Media is Not Smart for Middle School Kids

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Why Social Media is Not Smart for Middle School Kids

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I really love middle school kids. I have two of them! If you have been through middle-school parenting, you may have noticed what I see: Strange things seem to happen to a tween's brain the first day they walk into middle school.

One might sum up their main goals in life this way:

To be funny at all costs. (Hence, the silly bathroom jokes, talking at inappropriate times in class, and the "anything it takes to be popular" attitude.)

To focus on SELF - their clothes, their nose, their body, and their hair.

To try new things. They are playing "dress up" with their identity, trying on things to see what fits. They are impulsive and scattered, they are up and they are down, and it even seems that they have regressed in their development on their quest for independence.

As the parent, you are changing, too, as you enter the stage of parenting when you quickly depart from the naïve platform of "My child would never..." to the realization that, "I'm sure my child did that. I'm sorry, and please excuse his behavior, he is going through a phase."

Your list of daily parenting instruction may include statements like:

"If you can't say anything nice, don't say anything at all!"

"How many times do I have to tell you not the use that word?"

"Stop flipping that bottle!"

"Stop burping the ABC's!"

"You're acting like a 2-year-old."

"What were you thinking?"

Then it happens: Maybe because we are exhausted from their constant begging for a phone, or because we think that all their friends have one, or because we want to upgrade ours to the latest model...we cave. We act on impulse. Our brain seems to regress like theirs, and we give them our old smartphone.

And with that one little decision comes the world of social media access-something we haven't thought about and something none of us is prepared for. Because the midbrain is reorganizing itself and risk-taking is high and impulse control is low, I can't imagine a worse time in a child's life to have access to social media than middle school. Here are just a few reasons why:

1. Social media was not designed for them. A tween's underdeveloped frontal cortex can't manage the distraction nor the temptations that come with social media use. While you start teaching responsible use of tech now, know that you will not be able to teach the maturity that social media requires. Like trying to make clothes fit that are way too big, they will use social media inappropriately until they are older and it fits them better.

2. Social media is an entertainment technology. It does not make your child smarter or more prepared for real life or a future job; nor is it necessary for healthy social development. It is pure entertainment attached to a marketing platform extracting bits and pieces of personal information and preferences from your child every time they use it, not to mention hours of their time and attention.

3. A tween's "more is better" mentality is a dangerous match for social media. Do they really have 1,456 friends? Do they really need to be on it nine hours a day? Social media allows (and encourages) them to overdo their friend connections like they tend to overdo other things in their lives.

4. Social media is an addictive form of screen entertainment. And, like video game addiction, early use can set up future addiction patterns and habits.

5. Social media replaces learning the hard social "work" of dealing face-to-face with peers, a skill that they will need to practice to be successful in real life.

6. Social media can cause teens to lose connection with family and instead view "friends" as their foundation. Since the cognitive brain is still being formed, the need for your teen to be attached to your family is just as important now as when they were younger. Make sure that attachment is strong. While they need attachments to their friends, they need healthy family attachment more.

7. Social media use represents lost potential for teens. While one can argue that there are certain benefits of social media for teens, the costs are very high during the teen years when their brain development is operating at peak performance for learning new things. It is easy for teens to waste too much of their time and too much of their brain in a digital world. We know from many studies that it is nearly impossible for them to balance it all.

How Can Kids Slow Down?
First, we need to slow down and rethink what we are allowing our kids to do. We need to understand the world of social media and how teens use it differently from adults. Here are a few tips that work well for many parents.

1. Delay access. The longer parents delay access, the more time a child will have to mature so that he or she can use technology more wisely as a young adult. Delaying access also places a greater importance on developing personal authentic relationships first.

2. Follow their accounts. Social media privacy is a lie: Nothing is private in the digital world, and so it should not be private to parents. Make sure privacy settings are in place but know that those settings can give you a false sense of security. Encourage your teen to have private conversations in person or via a verbal phone call instead if they don't want you to read it on social media.

3. Create family accounts. Create family accounts instead of individual teen accounts. This allows kids to keep up with friends in a safer social media environment.

4. Allow social media only on large screens. Allow your teens to only use their social media accounts on home computers or laptops in plain view, this way they will use it less. When it is used on a small private phone screen they can put in their pocket there are more potential problems with reckless use. The more secret the access, the more potential for bad choices.

5. Keep a sharp eye on the clock; they will not. Do you know how much time your child spends on social media a day? Be aware of this, and reduce the amount of time your child is on social media across all platforms. The average teen spends nine hours a day connected to social media. Instead, set one time each day for three days a week for your child to check their social media. Do they benefit from more time than that?

6. Plan face-to-face time with their friends. Remember that they don't need 842 friends; four-to-six close friends are enough for healthy social development. Help them learn how to plan real, in-person, social get-togethers such as a leave-phones-at-the-door party, a home movie night, bowling, board games, cooking pizza, or hosting a bonfire. They crave these social gatherings so encourage them to invite friends over and help them (as needed) to organize the event.

7. Spend more real non-tech time together. Teens who are strongly attached to their parents and family show more overall happiness and success in life. They still need us now more than ever. It is easy to detach from them: Teens can be annoying! But attaching to family allows them to detach from the social media drama. Your child needs to feel like they can come home and leave the drama of their social world behind for a few hours. They want you to help them say no to social media and yes to more time with the family. They are craving those moments to disconnect, so make plans and encourage this at home.

Don't give that smartphone all the power in your home; help tweens choose healthier forms of entertainment. They have the rest of their life to be entertained by social media, but only a limited time with you.
For more help balancing social media use from Melanie Hempe of Families Managing Media, click here. To learn how to reverse the dysregulating effects of screen-time on your child's mood, focus, and behavior, see Reset Your Child's Brain.

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Why Social Media is Not Smart for Middle School Kids

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I really love middle school kids. I have two of them! If you have been through middle-school parenting, you may have noticed what I see: Strange things seem to happen to a tween's brain the first day they walk into middle school.

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Why are our children so bored at school, cannot wait, get easily frustrated and have no real friends?

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Why are our children so bored at school, cannot wait, get easily frustrated and have no real friends?

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"Dear readers, I published this article in May 2016. Within a year it has been read by six million people. The article was translated into 15 languages, I received thousands of comments from parents, teachers, and professionals sharing my concerns. The overwhelming response to my article proves that people all around the world share my concerns regarding the well-being of their children and change in the way we raise out children is inevitable. Thank you."

- Victoria Prooday

I am an occupational therapist with 10 years of experience working with children, parents, and teachers. In my practice, I have seen and continue to see a decline in kids' social, emotional, and academic functioning, as well as a sharp increase in learning disabilities and other diagnoses.

Today's children come to school emotionally unavailable for learning, and there are many factors in our modern lifestyle that contribute to this. As we know, the brain is malleable. Through environment, we can make the brain "stronger" or make it "weaker". I truly believe that, despite all our greatest intentions, we unfortunately remold our children's brains in the wrong direction. Here is why:

1. Technology

Using technology as a "Free babysitting service" is, in fact, not free at all. The payment is waiting for you just around the corner. We pay with our kids' nervous systems, with their attention, and with their ability for delayed gratification. Compared to virtual reality, everyday life is boring. When kids come to the classroom, they are exposed to human voices and adequate visual stimulation as opposed to being bombarded with the graphic explosions and special effects that they are used to seeing on the screens. After hours of virtual reality, processing information in a classroom becomes increasingly challenging for our kids because their brains are getting used to the high levels of stimulation that video games provide. The inability to process lower levels of stimulation leaves kids vulnerable to academic challenges. Technology also disconnects us emotionally from our children and our families. Parental emotional availability is the main nutrient for child's brain. Unfortunately, we are gradually depriving our children of that nutrient.

2. Kids get everything they want the moment they want

"I am Hungry!!" "In a sec I will stop at the drive thru" "I am Thirsty!" "Here is a vending machine." "I am bored!" "Use my phone!" The ability to delay gratification is one of the key factors for future success. We have the best intentions -- to make our children happy -- but unfortunately, we make them happy at the moment but miserable in the long term. To be able to delay gratification means to be able to function under stress. Our children are gradually becoming less equipped to deal with even minor stressors, which eventually become huge obstacles to their success in life.

The inability to delay gratification is often seen in classrooms, malls, restaurants, and toy stores the moment the child hears "No" because parents have taught their child's brain to get what it wants right away.

3. Kids rule the world

"My son doesn't like vegetables." "She doesn't like going to bed early." "He doesn't like to eat breakfast." "She doesn't like toys, but she is very good at her iPad" "He doesn't want to get dressed on his own." "She is too lazy to eat on her own." This is what I hear from parents all the time. Since when do children dictate to us how to parent them? If we leave it all up to them, all they are going to do is eat macaroni and cheese and bagels with cream cheese, watch TV, play on their tablets, and never go to bed. What good are we doing them by giving them what they WANT when we know that it is not GOOD for them? Without proper nutrition and a good night's sleep, our kids come to school irritable, anxious, and inattentive. In addition, we send them the wrong message. They learn they can do what they want and not do what they don't want. The concept of "need to do" is absent. Unfortunately, in order to achieve our goals in our lives, we have to do what's necessary, which may not always be what we want to do. For example, if a child wants to be an A student, he needs to study hard. If he wants to be a successful soccer player, he needs to practice every day. Our children know very well what they want, but have a very hard time doing what is necessary to achieve that goal. This results in unattainable goals and leaves the kids disappointed.

4. Endless Fun

We have created an artificial fun world for our children. There are no dull moments. The moment it becomes quiet, we run to entertain them again, because otherwise, we feel that we are not doing our parenting duty. We live in two separate worlds. They have their "fun" world, and we have our "work" world. Why aren't children helping us in the kitchen or with laundry? Why don't they tidy up their toys? This is basic monotonous work that trains the brain to be workable and function under "boredom," which is the same "muscle" that is required to be eventually teachable at school. When they come to school and it is time for handwriting their answer is "I can't. It is too hard. Too boring." Why? Because the workable "muscle" is not getting trained through endless fun. It gets trained through work.

5. Limited social interaction

We are all busy, so we give our kids digital gadgets and make them "busy" too. Kids used to play outside, where, in unstructured natural environments, they learned and practiced their social skills. Unfortunately, technology replaced the outdoor time. Also, technology made the parents less available to socially interact with their kids. Obviously, our kids fall behind... the babysitting gadget is not equipped to help kids develop social skills. Most successful people have great social skills. This is the priority!

The brain is just like a muscle that is trainable and re-trainable. If you want your child to be able to bike, you teach him biking skills. If you want your child to be able to wait, you need to teach him patience. If you want your child to be able to socialize, you need to teach him social skills. The same applies to all the other skills. There is no difference!

You can make a difference in your child's life by training your child's brain so that your child will successfully function on social, emotional, and academic levels. Here is how:

1. Limit technology, and re-connect with your kids emotionally

Surprise them with flowers, share a smile, tickle them, put a love note in their backpack or under their pillow, surprise them by taking them out for lunch on a school day, dance together, crawl together, have pillow fights

Have family dinners, board game nights (see the list of my favorite board games), go biking, go to outdoor walks with a flashlight in the evening

2. Train delayed gratification

Make them wait!!! It is ok to have "I am bored" time - this is the first step to creativity

Gradually increase the waiting time between "I want" and "I get"

Avoid technology use in cars and restaurants, and instead teach them waiting while talking and playing games

Limit constant snacking

3. Don't be afraid to set the limits. Kids need limits to grow happy and healthy!!

Make a schedule for meal times, sleep times, technology time

Think of what is GOOD for them- not what they WANT/DON'T WANT. They are going to thank you for that later on in life. Parenting is a hard job. You need to be creative to make them do what is good for them because, most of the time, that is the exact opposite of what they want.

Kids need breakfast and nutritious food. They need to spend time outdoor and go to bed at a consistent time in order to come to school available for learning the next day!

Convert things that they don't like doing/trying into fun, emotionally stimulating games

4. Teach your child to do monotonous work from early years as it is the foundation for future "workability"

Folding laundry, tidying up toys, hanging clothes, unpacking groceries, setting the table, making lunch, unpacking their lunch box, making their bed

Be creative. Initially make it stimulating and fun so that their brain associates it with something positive.

5. Teach social skills

Teach them turn taking, sharing, losing/winning, compromising, complimenting others , using "please and thank you"

From my experience as an occupational therapist, children change the moment parents change their perspective on parenting. Help your kids succeed in life by training and strengthening their brain sooner rather than later!

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Why are our children so bored at school, cannot wait, get easily frustrated and have no real friends?

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"Dear readers, I published this article in May 2016. Within a year it has been read by six million people. The article was translated into 15 languages, I received thousands of comments from parents, teachers, and professionals sharing my concerns. The overwhelming response to my article proves that

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At a neurological level, how does the brain actually learn, and what's the role of emotion? What's the implication for education and training? From around the globe, members of the Six Seconds community identified key questions they wanted Joshua Freedman to discuss with Dr. Mary-Helen Immordino-Yang about four key themes:

1. Activating the brain for learning.

3. Creating the optimal state for learning.

4. Maintaining a focus on long-term vision.

Much has been made about creating "ideal learning environments" in classrooms around the world. But what about inside the student's mind? In a recent NYT article Mary-Helen Immordino-Yang discusses the biological conditions for learning. She states "it is literally neurobiologically impossible to think deeply about things that you don't care about." In conversation with Josh Freedman, she discusses these findings.

https://vimeo.com/218556731

Josh: Mary Helen, you had a New York Times interview recently, and in the article it said, "It is literally neurobiologically impossible to think deeply about things that you don't care about." So, what's the implication for educators?

Mary Helen: I think it has huge implications. Let's back up: That feature of our biology makes perfect evolutionary sense. Why would you waste time spending energy and effort and neurological resources on thinking about random things that don't have any bearing on anything important? That would be a silly use of energy.

This has important implications for the way in which we design assessment, for example. I think a lot of the reason why we have these assessment systems set up on the way they do with all kinds of implications for what happens to you next. This big tests are mainly designed to deal with this attention problem. If the tests weren't there, there'd be no intrinsic reason why the person would bother caring to think about this, right?

Josh: So, in other words, if we say to kids, "The reason you should care about this is because it's on the test."

Mary Helen: Exactly.

Josh: But aren't tests motivating because they are important?

Mary Helen: Well, no. We're activating the brain for learning, but in a very superficial, shallow way. The emotion has to be there to be able to think about stuff. So, if there's no intrinsic interest in the material, no reason that that kid subjectively ought to engage in the information, we resort to things like, "Well, it's going to be on the test." As a way to sort of slap emotion on from the outside. Saying, "Well, there's no reason why this is interesting, so we've got to make it important somehow. So, we're going to give you some external standard by which to measure success."

Josh: [Laughs] So in a way, we're telling learners: "be scared."

Mary Helen: Yeah. Exactly. Be scared and do something about it because I have no other way to motivate you, basically. It's a cop-out on the part of the education system.

Josh: But, isn't fear motivating?

Mary Helen: Well, sure. But, here's the thing. A small amount of it is, but, we rely on it far, far too heavily. I mean, fear is motivating, but fear, like any emotion, has a characteristic, cognitive pattern that is a piece of the emotion itself.

When you feel afraid it shifts your thought patterns and your memory. Fear means keeping yourself safe or to fight, right? And so, you are shaping the very nature of the knowledge construction of the skill construction in any academic domain to be sort of organized around fight and flight and escape strategies.

And those are not conducive to deep engagement with the ideas and their intrinsic interests. Their fear and curiosity are completely opposites in terms of the way in which they engage condition and memory. When you're curious you're open, you're safe, you're in a kind of intellectually playful place in which you're sort of exploring possibilities.

When you're afraid you narrow yourself to a very efficient, focused escape strategy, like, "Get me out of here, quick. I just memorize this, and I'm done? Okay. I'll do that." So, you're directly undermining the development of interest and curiosity and long-term learning when you do that.

Josh: So if a goal of learning is meaning making, we've got to find more effective emotional "hooks" to engage curiosity.

Mary Helen: Right.

Curiosity is an aroused state of the brain that has complex and interconnected processes at play. Mary-Helen Immordino-Yang discusses the neurological state of curiosity for learning. Her groundbreaking research on curiosity will inform educators everywhere.

https://vimeo.com/218555804

Josh: What's the neurological role of curiosity?

Mary Helen: What's happening when we're curious? We know something about this and not enough about this. When you're curious you are engaging in a kind of exploration of an idea, and that exploration is leading you. It's motivating you and it's leading you to engage with and follow things that you notice. So, think about the inherent subjectivity and skillfulness in that process. You have to know what's worth noticing and what isn't worth noticing. And so, you're developing a sort of intellectual intuition.

That is an inherently a nuanced, implicit and emotional process. "I am recognizing that that is important, and potentially useful. But, I don't actually fully understand it." Think about all the metacognitive processes that go into those three calculations. These assessments are experientially-based and also connected to motivation and engagement.

Many of our educational practices in traditional educational environments directly undermine a person's development of a proclivity toward a curious mind state. A curious state is one in which you explore and notice, and follow what you've noticed... and try to play it out... and question yourself about whether or not you fully understand and appreciate it... Then, come back around where you were before and re-examine what you thought you already knew, potentially with a new understanding of something else that might be related or a new connection.

Too much focus on external evaluation or product may reduce curiosity. But there are good pedagogical strategies that are known to increase curiosity and the kind of thought process that are known to support it. An example is really well-designed project-based learning.

That said, sometimes a kid isn't currently interested in a topic because they don't have enough knowledge or experience in that space to develop the sense of curiosity. In these cases, the job of the educational experience is to expose them to the relevance of it. Teach them so it feels important, then they can develop and foster a sense of curiosity in that domain.

Educators wanting to refine their practice may be thinking they can create an optimal environment for brain based learning. Dr. Immordino-Yang helps us refocus by looking at the goals of learning we are trying to pursue. What kind of learning, skill and practices do we want students to be capable of doing? This will inform the kind of teaching environment we should create.

https://vimeo.com/218555825

Josh: I was just in China teaching, and one of the things that was super challenging was that, in Six Seconds' methodology, we focus on the teacher not being the one with the answers. But in the Chinese cultural context, that was seen as, "bad teaching."

Mary Helen: The teacher not having the answers?

Josh: Right. There must've been something wrong with me because I didn't have the answers. Even though I told the students, "In this class I'm not going to give you the answers," it was very uncomfortable for them. And, of course, that discomfort has some benefits and some costs from a learning perspective. So, I'm wondering: how much do you need to kind of go with the cultural norms, even if in some ways those cultural norms are not aligned with how the brain learns best?

Mary Helen: That's a really good question. That's a really deep question. So, I'm going to kind of challenge a couple of the assumptions that are listed in that question, okay?

Josh: Okay.

Mary Helen: The first thing I would say is that, this style of learning where the teacher has the answers and the kids were meant to try to discover them is not how the brain learns best. That's a particular kind of learning. It's the most efficient way to get to a certain kind of learning. What we need to appreciate is that learning is a really broad thing.

Learning is basically how a person organizes their thought processes over time. It's building up resources that they have to call upon to be able to make sense out of what's going on, to make predictions, and solve problems.

So, it really is a value judgement. It depends what you're educating for. What's the purpose of your educational intervention?

Josh: In other words, it depends on what you mean by, "Learning,"?

Mary Helen: Right. What do you mean by, "Learning," so, what kind of learners are you meaning to build?

If you're trying to build excellent, efficient sort of processors, then what you described as the Chinese norm might be a very efficient and effective way to do it.

On the other hand, if you're trying to teach for citizenship, for example, to educate kids who will take action against community problems... or if you're trying to teach for methodological and academic innovation so students are willing to ask difficult questions and then try to answer them... then you need learners to appreciate the open-endedness of certain kinds of problem spaces and be comfortable engaging with that uncertainty in a productive way. In these cases, the "teacher has the answers model" is not the most effective way to teach.

And in fact, in China they're having a lot of problems with students being excellent at academic skills but not great innovators, not highly creative learners. It's a balancing act. You need some of each. You can't just be wandering around following your curiosities with no strategy, no limits or constraints, or no structure, right?

This is my value as someone from an international cultural background, but I think we need students who are capable of becoming aware of their own biases in the learning process and monitoring those. There are times when you really need to learn to efficiently crank out certain kinds of calculations. There are times when you need to be able to notice and say, "Wait. What's the ethical implication of me calculating this thing?" Or me figuring out how to make a nuclear bomb? We need students who can ask themselves, "Is there anything else I should be thinking about here besides the physics?"

Skills such as rote calculating can become building blocks that you need to be able to apply later in the space of broader problems in the world.

If you overly focus on the acquisition of the building blocks, the kids don't have a sense of how to apply those things in the world. If you overly focus on the world, they may notice problems, but have no skills with which to solve the problems. Again, they need to have a balance of both. We need students who are able to steer themselves in an active, strategic, adaptive way depending on the place in which they find themselves, depending on the context and the need of that context.

If they apply certain skills, can they back up and notice when there are ethical implications or there's innovations that are needed? Can they become curious on how to pursue those? Then, once they become curious about something, and they recognize that it's something that's truly interesting and important, can they focus themselves to dig in, pulling up those building block skills?

Ideally learners grow a flexible, adaptive, skilled ability to engage. That also inherently means that there will be individual and cultural variability in what's valued. What people will notice as worthy of or warranting attention and innovation, or what the ethical implications are for certain kinds of problems, is going to be highly cultural and value driven.

So what you want is students who can use their knowledge and their skills to actually prove and examine their own values, their own assumptions, their own world. And to use what they have as building block skills to innovate and make changes and solve problems when they notice that those problems warrant solving.

Josh: So, probably one of the key things is, as educators, as parents, for us to also be able to engage in that kind of agility ourselves.

Mary Helen: Absolutely. The teacher is someone who is highly skilled in the domain in which the students are learning. But, it's not necessarily owning the answers. The teacher is there as a kind of facilitator to support the students being able to construct the answers.

That's a hugely skilled job because it means injecting information when the student needs it. You don't expect them to reinvent calculus necessarily. So, you need to say, "Ah, you know what you need to know about in this problem space? Let me teach you some math that's going to help you." And you go back to it.

Thinking outside of the content - facts, techniques, skills and details - teachers need to be focused on the kind of people they want students to become. Their intention and direction will inform not just the climate of a class, but the actual neurobiological development of their students. Teachers have the potential to influence the future citizens, employees, leaders and thinkers these students will become.

https://vimeo.com/218555867

Josh: What's your advice for those of us who are teaching teachers... and teaching people who teach in the corporate sector... and teaching coaches... and teaching parents? Where do we need to focus to help educators to be able to achieve that vision of learning you described earlier?

Mary Helen: I think what we need is the educators have to have a very clear idea of what their goal is, what they want their students to be able to do. And that doesn't just mean what skills they can produce on cue. But it means what kind of person do you want to facilitate these students becoming? What kind of thinker in this domain?

When you have a very clear vision for what high-level thinking and behaving looks like in the domain, then you can sort of step back and support kind of many paths up the mountain. You engage the students and support the students by providing and orchestrating opportunities for them to construct for themselves skills and experiences that will advance them toward that goal.

You're very clear on what the goal is. You're less prescriptive about what the paths are. Some kids are going to scale the cliff, and some are going to take the fire road that's slow and long and meanders through the scenery. And some kids are going to hike up, you know what I'm saying?

Josh: I want to double-click on this thing about vision. A lot of times when people are in this space of learning, they think about the goal of learning, they're kind of caught up in the short term, the test score. I recently had a group of school principals in Japan, and I said to them, "If you're wildly successful, what's going to be happening for your students in 30 years?"

In education, that kind of thinking might be something you do over a beer... but maybe not a formal part of what it means to be an educator.

Mary Helen: It should be a formal part of what it means to be an educator. I mean, I think you've touched on something there. We need to really think seriously - we're in a changing world. Education is an institution that is here to serve our citizens in order to facilitate them and support them in becoming productive members of society.

As society changes, education has to move with it and be a supportive force towards a new kind of world. Towards advancing people toward a new kind of citizenship, a new kind of global connectedness, a new way of productivity. And we have to think what the aims of education are so that we're supporting that high level goal.

What kind of people are you going to be supporting these students into developing into? That has to be always present in the conversation, so that the way in which you're scaffolding, the development of building block skills is at the service of facilitating the development of a particular kind of engaged learner over time. And that goal has to be present in the conversation. But, for so many teachers - and I understand this. I mean, they're so overwhelmed with so little resources and so little support to think this way that they're really narrowed down and focused onto the short-term goal.

Of course you have to support the development of short-term goals. A kid has to learn how to add in first grade or whatever. But it's not just so you know how to add, it's so that you know how to think and manipulate things mentally in a way that's appropriate for a kid of that age. And in a way that sets them up to think creatively and in an engaged way without the role of quantity in predicting and understanding the role looking forward. And so, we have to keep that in mind.

Josh: In some ways what you're saying is the very kind of conversation you want teachers to be having with students about meaning-making is the same conversation we need to be having among educators.

Mary Helen: Maybe they're on a different developmental level, and the content that they're trying to master is different. But, adults and children are both learners. Actually, learning is co-constructed between them. It's not a property of the teacher or of the student. It's a property of the dynamic cultural context they co-construct.

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Learning About Learning & the Brain - Interview with Neuroscientist Mary-Helen Immordino-Yang * Six Seconds

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At a neurological level, how does the brain actually learn, and what's the role of emotion? What's the implication for education and training? From around the globe, members of the Six Seconds community identified key questions they wanted Joshua Freedman to discuss with Dr. Mary-Helen Immordino-Yang about four key themes: 1.

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The year end is a busy time for almost everyone. As we use our smartphones to confirm online gift orders, we're also trying to wrap up those work tasks we should have finished in November. We feel overwhelmed but also productive, pleased with our ability to juggle so many things. In reality, however, that sort [...]

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The year end is a busy time for almost everyone. As we use our smartphones to confirm online gift orders, we're also trying to wrap up those work tasks we should have finished in November. We feel overwhelmed but also productive, pleased with our ability to juggle so many things.

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Studies show it makes us less efficient and more prone to errors

Some days you feel like a master multitasker as you drink your morning coffee, catch up on email and tune into a conference call. But did you know that for most people, in most situations, multitasking isn't actually possible?

We're really wired to be monotaskers, meaning that our brains can only focus on one task at a time, says neuropsychologist Cynthia Kubu, PhD. "When we think we're multitasking, most often we aren't really doing two things at once. But instead, we're doing individual actions in rapid succession, or task-switching," she says.

One study found that just 2.5% of people are able to multitask effectively. For the rest of us, our attempts to do multiple activities at once aren't actually that.

Multitasking can hinder your performance

Studies show that when our brain is constantly switching gears to bounce back and forth between tasks - especially when those tasks are complex and require our active attention - we become less efficient and more likely to make a mistake.

This might not be as apparent or impactful when we're doing tasks that are simple and routine, like listening to music while walking, or folding laundry while watching TV. But when the stakes are higher and the tasks are more complex, trying to multitask can negatively impact our lives - or even be dangerous.

So-called multitasking divides our attention. It makes it harder for us to give our full attention to one thing. For example, in studies, attempting to complete additional tasks during a driving simulation led to poorer driving performance. Other studies suggest that people who frequently "media multitask" (like listening to music while checking email or scrolling through social media while watching a movie) are more distracted and less able to focus their attention even when they're performing only one task.

It can also affect our ability to learn, because in order to learn, we need to be able to focus.

"The more we multitask, the less we actually accomplish, because we slowly lose our ability to focus enough to learn," Dr. Kubu says. "If we're constantly attempting to multitask, we don't practice tuning out the rest of the word to engage in deeper processing and learning." One study found that college students who tried to multitask took longer to do their homework and had lower average grades.

Another pitfall is that trying to do too much at once makes it harder to be mindful and truly present in the moment - and mindfulness comes with a plethora of benefits for our minds and our bodies. In fact, many therapies based on mindfulness can even help patients suffering from depression, anxiety, chronic pain and other conditions.

Choose to tackle one task at a time

Opting to focus on one task at a time can benefit many aspects of our life, including the workplace.

Take surgeons, for example. "People assume that a surgeon's skill is primarily in the precision and steadiness of their hands. While there's some truth to that, the true gift of a surgeon is the ability to single-mindedly focus on one person and complete a series of task over the course of many hours," Dr. Kubu explains.

But surgeons aren't necessarily born with this ability to monotask. Rather, they develop and perfect it through hours of practice. And you can, too.

"You don't need to be a surgeon to benefit from freeing yourself of the pressure to multitask," Dr. Kubu says. "Whether it's taking a long road trip, organizing an event or reading a book, we unequivocally perform best one thing at a time. I encourage you to give it a try."

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The Science is Clear: Why Multitasking Doesn't Work

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Studies show it makes us less efficient and more prone to errors

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He recorded his TED talk, titled "What Makes a Good Life? Lessons from the Longest Study on Happiness," in 2015, and it has been viewed 13,000,000 times.

The researchers also found that marital satisfaction has a protective effect on people's mental health. Part of a study found that people who had happy marriages in their 80s reported that their moods didn't suffer even on the days when they had more physical pain. Those who had unhappy marriages felt both more emotional and physical pain.

Those who kept warm relationships got to live longer and happier, said Waldinger, and the loners often died earlier. "Loneliness kills," he said. "It's as powerful as smoking or alcoholism."

According to the study, those who lived longer and enjoyed sound health avoided smoking and alcohol in excess. Researchers also found that those with strong social support experienced less mental deterioration as they aged.

In part of a recent study, researchers found that women who felt securely attached to their partners were less depressed and more happy in their relationships two-and-a-half years later, and also had better memory functions than those with frequent marital conflicts.

"Loneliness kills. It's as powerful as smoking or alcoholism."

"Good relationships don't just protect our bodies; they protect our brains," said Waldinger in his TED talk. "And those good relationships, they don't have to be smooth all the time. Some of our octogenarian couples could bicker with each other day in and day out, but as long as they felt that they could really count on the other when the going got tough, those arguments didn't take a toll on their memories."

Since aging starts at birth, people should start taking care of themselves at every stage of life, the researchers say.

"Aging is a continuous process," Waldinger said. "You can see how people can start to differ in their health trajectory in their 30s, so that by taking good care of yourself early in life you can set yourself on a better course for aging. The best advice I can give is 'Take care of your body as though you were going to need it for 100 years,' because you might."

The study, like its remaining original subjects, has had a long life, spanning four directors, whose tenures reflected their medical interests and views of the time.

Under the first director, Clark Heath, who stayed from 1938 until 1954, the study mirrored the era's dominant view of genetics and biological determinism. Early researchers believed that physical constitution, intellectual ability, and personality traits determined adult development. They made detailed anthropometric measurements of skulls, brow bridges, and moles, wrote in-depth notes on the functioning of major organs, examined brain activity through electroencephalograms, and even analyzed the men's handwriting.

Now, researchers draw men's blood for DNA testing and put them into MRI scanners to examine organs and tissues in their bodies, procedures that would have sounded like science fiction back in 1938. In that sense, the study itself represents a history of the changes that life brings.

Psychiatrist George Vaillant, who joined the team as a researcher in 1966, led the study from 1972 until 2004. Trained as a psychoanalyst, Vaillant emphasized the role of relationships, and came to recognize the crucial role they played in people living long and pleasant lives.

"When the study began, nobody cared about empathy or attachment. But the key to healthy aging is relationships, relationships, relationships."

In a book called "Aging Well," Vaillant wrote that six factors predicted healthy aging for the Harvard men: physical activity, absence of alcohol abuse and smoking, having mature mechanisms to cope with life's ups and downs, and enjoying both a healthy weight and a stable marriage. For the inner-city men, education was an additional factor. "The more education the inner city men obtained," wrote Vaillant, "the more likely they were to stop smoking, eat sensibly, and use alcohol in moderation."

Vaillant's research highlighted the role of these protective factors in healthy aging. The more factors the subjects had in place, the better the odds they had for longer, happier lives.

"When the study began, nobody cared about empathy or attachment," said Vaillant. "But the key to healthy aging is relationships, relationships, relationships."

The study showed that the role of genetics and long-lived ancestors proved less important to longevity than the level of satisfaction with relationships in midlife, now recognized as a good predictor of healthy aging. The research also debunked the idea that people's personalities "set like plaster" by age 30 and cannot be changed.

"Those who were clearly train wrecks when they were in their 20s or 25s turned out to be wonderful octogenarians," he said. "On the other hand, alcoholism and major depression could take people who started life as stars and leave them at the end of their lives as train wrecks."

The study's fourth director, Waldinger has expanded research to the wives and children of the original men. That is the second-generation study, and Waldinger hopes to expand it into the third and fourth generations. "It will probably never be replicated," he said of the lengthy research, adding that there is yet more to learn.

"We're trying to see how people manage stress, whether their bodies are in a sort of chronic 'fight or flight' mode," Waldinger said. "We want to find out how it is that a difficult childhood reaches across decades to break down the body in middle age and later."

Lara Tang '18, a human and evolutionary biology concentrator who recently joined the team as a research assistant, relishes the opportunity to help find some of those answers. She joined the effort after coming across Waldinger's TED talk in one of her classes.

"That motivated me to do more research on adult development," said Tang. "I want to see how childhood experiences affect developments of physical health, mental health, and happiness later in life."

Asked what lessons he has learned from the study, Waldinger, who is a Zen priest, said he practices meditation daily and invests time and energy in his relationships, more than before.

"It's easy to get isolated, to get caught up in work and not remembering, 'Oh, I haven't seen these friends in a long time,' " Waldinger said. "So I try to pay more attention to my relationships than I used to."

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Over nearly 80 years, Harvard study has been showing how to live a healthy and happy life

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For nearly 80 years, the Harvard Study of Adult Development has been producing data and lessons on how to live longer, happier, and healthier lives.

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We've all heard of 'helicopter' parenting - and you might have heard about 'lawnmower', 'tiger', even 'intensive' parenting, too. Well, now there's another method to add to your parenting lexicon: 'snowplough'.

The premise of this latest guilt-inducing label appears to be the idea that rather than hovering anxiously over their kids like parent-shaped aircraft (being a helicopter is so 2018), 2019 parents are strapping themselves into the driving seat of a machine designed to clear roads of thick snow by pushing it aside. Something like that.

Basically, the term describes the method by which some overprotective parents steam-roll in to ensure their children's success - and they won't let anything get in their way. Not even an avalanche.

Shaw Photography Co. via Getty Images

Instead, parents clear obstacles with their giant blades, rotating sweeper brooms and hypothetical (usually wealthy) blowers - and this can even lead to criminal activity. In the US, according to The Independent, 'snowplough' parents are those responsible for the recent college bribery scandal - where parents went to extreme lengths of paying to get their children into elite colleges (and tried to make sure their child never found out).

Julie Lythcott-Haims, former dean of freshmen at Stanford University and the author of How to Raise an Adult, said she'd seen students relying on their parents to set them up on 'playdates' with people in their dorm.

Others would ask their mums and dads to complain to their employers if they didn't get a job following an internship - something she said was due to parents never letting their children make mistakes or face challenges. "The point is to prepare the kid for the road, instead of preparing the road for the kid," Lythcott-Haims said, according to USA Today.

More from HuffPost UK Life:

Child development experts say that learning to solve problems, self-regulation and taking risks are vital life skills. "As parents, the best strategy is to find a balance between overprotectiveness and nonchalance," they argue. "That middle ground allows children to try new things, make mistakes, and solve problems within a safe structure."

And Tim Gill, author of 'No Fear: Growing Up In A Risk Averse Society', agrees. "Children and young people have the potential to be more resilient, responsible, capable and creative than we give them credit for, yet their lives are becoming ever more scheduled, controlled and directed," he previously told HuffPost UK. "We need to support parents, so they feel able to give their children some of the freedoms that previous generations enjoyed when they were young."

But Lythcott-Haims warns the habit of 'snowploughing' can be hard to break. "If you're doing it [with your child] in high school, you can't stop at college," she said. "If you're doing it in college, you can't stop when it comes to the workplace. You have manufactured a role for yourself of always being there to handle things for your child, so it gets worse because your young adult is ill-equipped to manage the basic tasks of life."

The general advice is - tempting as it might be to try to protect your kids from failure - it won't help them in the long-run. Kids need to make, and learn from, their own mistakes.

Here's your lowdown on all the parenting styles (and yes, we're very aware how similar some of them are):

Which Type Of Parent Are You?

Snowplough parent: Forces obstacles out of their children's paths. They act this way because they are always thinking of the future success of their child. Anyone or anything that stands in the way of that success must be removed.

Intensive parent: Wants to be involved in every aspect of their child's life. Focuses all of their time and money - even when it leaves them struggling - on enriching their child's free time and spending any time that's left together.

Helicopter parent: Takes responsibility for their child's successes or failures (including bargaining with teachers, doing homework). Is involved in their child's life in a way that is protective and perfectionist.

Lawnmower parent: 'Mows down' obstacles to their child's happiness. Will make sure their child doesn't experience discomfort. Will go out of their way to 'fix' problems (such as going home to bring child's favourite pencil case back to school, even if it makes them late for work).

Tiger parent: Strict or demanding. Determined their child will achieve success, at all costs. May push and pressure their children to study, practise musical instruments or train for sports - using up all their free time to do so. Believes in 'tough love'.

Free range parent: Raises their child in a 'hands-off' manner. Encourages them to be independent, to make their own choices and decisions, and to play alone or with friends. Sets safety rules, but doesn't believe in much supervision.

uk parents Family mums Dads Parenting styles

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uk parents family mums dads parenting styles

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What Is Snowplough Parenting -And Should You Be Concerned About It?

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We've all heard of 'helicopter' parenting - and you might have heard about 'lawnmower', 'tiger', even 'intensive' parenting, too. Well, now there's another method to add to your parenting lexicon: 'snowplough'.

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teach like a pirate: increase student engagement

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education/teaching methods & materials - general

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Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator

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Buy Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator Illustrated by Burgess, Dave (ISBN: 8601421010597) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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In my first parenting book, Positive Pushing, I wrote a section titled "Raise an Independent Child" in which I recommended that parents should allow their children to gain independence from them as soon as possible. They should give their children the freedom to become their own people and navigate the world on their own. I remember embracing my own advice when I became a father and doing everything I could to encourage my daughters to venture out into the world without me.

Well, folks, I was wrong and I retract everything I said back then. Now you might be thinking: "Wait a minute! I shouldn't teach my kids to be independent? But I don't want them to depend on me the rest of their lives. That sounds like a recipe for adult disaster!" So, let me explain.

I realized that independence is an illusion. As human beings, we are social creatures incapable of being truly independent. Rather, we depend on others all the time. The key here is who are dependent on. If you foster what you believe is independence in your children, what you are really doing is detaching yourself from your children. In this disconnected state, your children will seek out others to become dependent on for their values and attitudes about themselves and the world, support and validation, and a sense of connectedness.

Here's the problem. The two most likely groups that your children will glom onto are their peers and our popular culture. And let me say right now and unequivocally that you don't want either of these to be whom your children become dependent on. Why?

Let's start with peers. They seem like a good group because they include friends, schoolmates, and teammates. Peers talk the same language and share similar experiences. At the same time, though peers may like your children, they are still fundamentally selfish beings driven to satisfy their own needs and goals. They simply don't have our children's best interests at heart. Plus, peers don't necessarily know what is best for your children. And, as we all know, peers also have limited executive functioning capabilities and don't always make good decisions.

Now, let's talk about popular culture. As I described in my second parenting book, Your Children are Under Attack, popular culture is no friend of your children. It cares about one thing and one thing only, making money. And it will say and do anything to that manipulative end. This influence that popular culture has over children has only grown with the rise of social media, which now acts as a direct and ever-present conduit into the minds of young people. Popular culture wants your children to become dependent on them because it means that it can shape how they think of themselves, the values they come to embrace, and the decisions they make, none of which will be in your children's best interests.

I hope I've made it clear to you that independence isn't all it's cracked up to be. At the same time, dependence isn't a particularly desirable endgame either. But dependence has gotten a bad rap. When most people think about dependence they think of children who never grow up, who become those "boomerang" kids who, after graduating from college, end up living at home because they seem in capable of assuming the mantel of adulthood and taking care of themselves.

Let me reframe dependence and independence in ways that should be more palatable to you and that provides you with an endgame that will actually serve your children well as they develop toward adulthood.

I think about dependence in a far more positive light. I see it as your children being connected to you. Children don't often know what to think, feel, or do in situations they are faced with in their young lives. So, they look elsewhere for guidance in how to react to those situations. In this light, dependence is really about counting on you to provide them with the advice and direction they need to make the best decisions for themselves. So, the bottom line is to not release your children into the wild until you are confident that they can find a healthy individual or group to which they can become dependent on.

Now for independence. Instead of raising independent children, I want you to raise self-reliant children. You might think that I'm just parsing words and that they mean the same thing. But I would argue that they are very different in their meaning and their impact on children. Independence is defined as being "free from outside control." As I argued above, that's just not going to happen for young people. Plus, the focus of the meaning is on forces outside of your children.

By contrast, self-reliance means being "confident in your own abilities and able to do things for yourself." Expanding on that definition, I see self-reliance as children developing an essential set of life tools:

Cognitive (e.g., information gathering, analysis, decision making);

Emotional (e.g., regulation of sadness, frustration, anger);

Behavioral (e.g., studying, working);

Interpersonal (e.g., social skills, teamwork, communication); and

Practical (e.g., do their laundry, cook meals, manage their finances).

They can use these tools to survive outside of the safe harbor of family and home. And, unlike independence, the focus of the meaning is on your children's capabilities and belief in their ability to act on their world.

In sum, here's my advice for you. Keep your children dependent on you (in the sense of having them stay connected to you) while giving them all the tools they need to rely on themselves as they transition from childhood to adolescence to adulthood.

In an upcoming blog post, I'll share with you specific ways that you can raise self-reliant children.

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In my first parenting book, Positive Pushing , I wrote a section titled "Raise an Independent Child" in which I recommended that parents should allow their children to gain independence from them as soon as possible. They should give their children the freedom to become their own people and navigate the world on their own.

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GRIT is a persuasive and fascinating response to the cult of IQ fundamentalism. Duckworth reminds us that it is character and perseverance that set the successful apart. ― Malcolm Gladwell

Impressively fresh and original ... GRIT scrubs away preconceptions about how far our potential can take us. And it solves the riddle of how those not likely to succeed in fact do. Buy this, send copies to your friends, and tell the world that there is, in fact, hope. We can all dazzle. ― Susan Cain, New York Times bestselling author

At a time when our collective notion of success has shrunk to the point of being unrecognizable, Angela Duckworth arrives to restore it. With a mix of masterful storytelling and the latest science, she shows that perseverance and passion matter at least as much as talent and intelligence. And far from simply urging us to work harder for the sake of working harder, Grit offers a truly sane perspective: that true success comes when we devote ourselves to endeavors that give us joy and purpose.

― Arianna Huffington, bestselling author of Thrive

This book will change your life. Fascinating, rigorous, and practical, Grit is destined to be a classic in the literature of success. ― Dan Heath, bestselling co-author of Made to Stick, Switch and Decisive

Angela Duckworth has written a contemporary classic - a clarifying and deeply-researched book in the tradition of Stephen Covey and Carol Dweck. For anyone hoping to work smarter or live better, GRIT is an essential - and perhaps life-changing - read.

― Daniel H. Pink, author of Drive and To Sell is Human

Dr Angela Duckworth is a 2013 MacArthur Fellow and an associate professor of psychology at the University of Pennsylvania. She is an expert in non-IQ competencies, including grit and self-control. A highly sought-after international speaker, her TED talk on grit has been viewed by over 10 million people.

Duckworth's hypothesis that the real guarantor of success may not be inborn talent but a special blend of resilience and single-mindedness grew out of her upbringing: as a child her scientist father lovingly bemoaned the fact his daughter was 'no genius'. Duckworth was determined to prove him wrong and spent her youth smashing through every academic barrier. As an adult she became focused on proving her theory and to find out if grit can be learned or cultivated. It was out of this that she created her own Character Lab at the University of Pennsylvania.

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grit: why passion and resilience are the secrets to success

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personal development and practical advice

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adam grant thrive arrianna huffington feel the fear and do it anyway susan jeffers leadership; brown you are a badass jen sincero quiet susan cain outliers malcolm gladwell black box thinking; start now get perfect later rob moore lean in the chimp paradox steve peters my hidden emotional intellgence; positive tools titans tim ferriss talent code ego is enemy give take turn ship around happiness legacy; daniel goleman the 7 habits of highly effective people stephen r covey carol dweck; black box thinking matthew syed bounce drive daniel pink kahneman emotional agility flow ted talks; james kerr mindset carol dweck oliver burkeman antidote simon sinek resilience sheryl sandberg originals; the life changing magic of not giving a fuck fck sarah knight subtle art of mark manson; resilience deep work perseverance coaching willpower passion self help development peak anders ericsson; the magic of thinking big david j schwartz

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think and grow rich napoleon hill daring greatly brene

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personal development and practical advice

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Grit: Why passion and resilience are the secrets to success

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Buy Grit: Why passion and resilience are the secrets to success 01 by Duckworth, Angela (ISBN: 9781785040207) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Search by categories and genres. | Ebook library B-OK.org

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Search by categories and genres. | Ebook library B-OK.org | Z-Library. Download books for free. Find books

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Rita Pierson: Every kid needs a champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Angela Lee Duckworth: Grit: The power of passion and perseverance

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Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn't the only thing separating the successful students from those who struggled. Here, she explains her theory of "grit" as a predictor of success.