Обазование тук, образование там.(USA)

Искам да се върна на статията за китайските майки.

имах щастието ...  да ми преподават чужденци. Ученето наистина е песен с тях и страшно лесно се помни...  За съжаление констатирах колко десетки години сме назад в преподаването,

Добре би било да ни просветли.

пп. Би ми било интересно да сравня учебник на 11 годишни деца.

Оставайки само с едно дете е номално родителят да се отнесе с по- голяма доза амбиция и да направи от него един свръх продукт на образованието.
От личен опит: край мен по-амбициозните родители са именно онези, които отглеждат само по едно дете, особено когато детето се явява и в по- късна възраст. Те са по- склонни да проектират личните си амбиции и понякога личните си цели по отношение на поколението си.

Интересно ми е да разсъждавам и да чета чужди разсъждения по въпроса- също.

Когато тези млади хора напуснат семействата си те често се "изравняват" по житейска успешност с останалите.

пп. Би ми било интересно да сравня учебник на 11 годишни деца.

Търся Battle Hymn of the Tiger Mother на интернета, но не виждам следи от нея
http://us.penguingroup.com/static/covers/all/1/4/9781594202841H.jpg

Ето тук има четири различни издания на книгата, някои на добри цени.

Ейми Чуа все пак не е точно китайска майка - тя живее в Америка, има две деца, завършила е престижен университет...  д-р Фарбер е американец ...

според критериите на Чуа тя е добра майка, според други - не.

На мен ми е интересно как ще коментирате резултатите на САЩ в доклада на PISA?

Що се отнася до интелигентността, измерена в тестове, за мен тя не е водеща - повечето сигурно сме чели Кен Робинсън, или по други пътища сме чували за "психопата" от Харвард, наложил IQ теста в сегашния му вид...

Taзи сутрин се сетих, че може да ви е полезен за дискусията един разказ на българска ученичка в САЩ.
http://www.kvostava.us/articles/entry/118

Да ви кажа честно вече не се интересувам много от подобни проблеми, защото детето ми израстна тази възраст.
САЩ е мулти национална/мултирасова държава и ако трябва да се сравнява с някои монокултурни дуржави трябва да вземем извадки от отделните раси и народности.

Само че, в Щатите е наистина по-различно, щат по щат, дори в отделните области в щата и училищата в един град. Ето, за нашият school district скоро четох, че бордът е поставил цели, тази година да се вдигне с 1% успеваемостта на испаноговорящите децата като цяло. Отделно, всяко училище си определя свои цели за постигане.
... не само щат по щат, нещата се различават драстично, като обучение и методика, но, дори и в различните училища в нашия град.

Draft Code of Behaviour and Discipline

Discipline is the collective responsibility of the entire staff and all staff members are expected to co-operate in ensuring that a high standard of behaviour is maintained throughout the school. The emphasis will be a positive rather than a negative one and rewards will be regularly available for both individuals and classes who merit them. Staff are encouraged to recognise and praise good behaviour as well as dealing with bad behaviour.

Rules for around the school:

· Keep unhelpful hands, feet, objects and comments to yourself. Let people around you feel comfortable. · Call people by their preferred name. · Move around the school quietly. Please walk. · Stay on Site - only leave school with staff permission. · Follow directions from all staff straight away. · Put litter in the bins, be careful, look after property.

Rules for within the classroom:

A. Infants - Rang 1 :

1. Stop, Look and Listen to the teacher when told to do so. 2. Do what the teacher tells you straight away. 3. Do your work and let others do theirs 4. Walk, Don't Run and line up quietly 5. Speak nicely to and about each other. Stay in your place and continue your activity.

B. Middle and Senior Classes:

1. Stop, Look and Listen to the teacher's instructions and follow them straight away without complaint. 2. Be on time for school with everything you need. 3. Sit up straight in class, Do your work well, Work quietly without interrupting others. 4. When you need to be out of your place, Walk , Do not run. 5. Raise your hand to ask for attention and quietly wait your turn. 6. People have the right to be safe, so keep unhelpful comments to yourself, don't throw anything, hit or kick anyone, fight or retaliate, call anyone names or slag them or do anything else likely to hurt or injure them. Be kind and thoughtful.

Behaviour checks:

Behaviour checks are in step order and cumulative - usually 5 or 6 steps. Every day in school, each pupil has a fresh start - except for repetitive poor behaviour.

A. Infants:

1. Warning! 2. Move place within classroom. 3. Second Warning! 4. Move to another classroom - extra work given and note sent home. 5. Sent to Principal's Office - extra work given and note sent home. 6. Parents asked to come in to discuss situation.

B. Rang 1 - Rang 3:

1. Warning! Name recorded. 2. Move place within classroom - 20 minutes. 3. Stay back at end of school day - 2 minutes. 4. Move to another classroom - extra work given and note sent home. 5. Sent to Principal's Office - extra work given and note sent home. 6. Parents asked to come in to discuss situation

C. Rang 4 - Rang 6:

1. Recorded Warning! 2. Move place within classroom - 20 minutes. 3. Move to another classroom - extra work given and note sent home. 4. Detention at break time - extra work given and parents informed. 5. Sent to Principal's Office - extra work given and note sent home. 6. Parents asked to come in to discuss situation.

Note: If there is an incident of very serious misbehaviour, the child will be immediately sent to the Principal , who will inform the parents / guardians and seek a meeting to discuss the implications of this type of conduct. The possibility of suspension or expulsion may be necessary in certain cases.

Examples of very serious misbehaviour:

1. Deliberate continued defiance 2. Verbal and physical abuse, including sexist and racist remarks 3. Deliberate damage to property 4. Continued fighting when asked to stop 5. Swearing, spitting 6. Smoking.

Bullying.

· All reports of bullying, no matter how trivial, will be noted, investigated and dealt with by staff members. In this way pupils will gain confidence in 'telling'. · Serious cases of bullying behaviour by pupils should be referred immediately to the Principal or Deputy Principal. · Parents / guardians of victims and bullies will be informed earlier rather than later of incidents so that they are given an opportunity to discuss the matter. They are then in a position to help and support their children before a crisis occurs. · Parents / guardians can make inquiries to class teachers or directly to the Principal regarding incidents of bullying behaviour which they might suspect or that have come to their attention through their children or other parents / guardians. · It will be made clear to all pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly. · Individual teachers in consultation with the Principal, shall record and take appropriate measures regarding reports of bullying behaviour in accordance with the school's policy and Code of Behaviour and Discipline. · Non-teaching staff such as secretaries, caretakers, classroom assistants, and parents assisting with yard supervision are encouraged to report any incidents of bullying behaviour witnessed by them or reported to them , to the Principal. · In the case of a complaint regarding a staff member, this should normally in the first instance be raised with the staff member in question and if necessary, with the Principal. · Where cases relating to a pupil or teacher remain unresolved at school level, the matter should be referred to the school's Board of Management.

Procedures for investigating and dealing with bullying

· Incidents of bullying behaviour are best investigated outside the classroom situation to avoid the public humiliation of the victim or the pupil engaged in the bullying behaviour. · All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. · If it is concluded that a pupil has been involved in bullying behaviour, it will be made clear to him / her how he / she has been in breach of the Code of Behaviour and Discipline in an effort to get him / her to see the situation from the victim's point of view · Teachers should keep a written account of their discussions with those involved. It may also be appropriate or helpful to ask those involved to write down their account of the incident. · In cases where it has been determined that bullying behaviour has occurred, the Principal will meet with the parents or guardians of the parties involved to explain the actions being taken and the reasons for them, referring them to the school policy. Parental support to reinforce the actions taken by the school is essential if these measures are to have any effect.