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Moral values in school
Moral values in school
Role of intelligence in education
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Narrative Essay
There are numerous events that come to my mind when I think of learning lessons. Some are simple, such as not playing by the stairs, thinking twice about putting a frozen Capri Sun in the microwave, and refraining from touching the tiny cacti at Lowes. These are immensely beneficial lessons that I have acquired, but none of them have a powerful moral to the tale. Yes, the morals of those stories include not injuring yourself, but what about a moral dealing with yourself personally? My mom always advised me that being intelligent had nothing to do with who you are as a person. When I entered the Gifted Education group in elementary school, she constantly reminded me that even though I was smart, it meant nothing if I didn’t utilize it. I heard this saying all the time, but I never actually thought of it’s importance until one day in 4th grade. Fourth grade is the year where you begin to learn geography and the states and capitals of America. My
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My mom’s words stuck with me then and even now. Yes, I had a higher IQ than the majority of students in my grade. Did that hold me above them in any way? No. I may have been smart, but I was not wise. It may not have been as much, but I still had to put in effort for my grades and keep up with assignments like everyone else. My mom later explained that there were many kids that she had seen who are told they are smart and take advantage of that title. Smart kids can become mean and believe they aren’t required work like the other children do. I’m grateful that my mom kept me humble. This experience and my mom’s words of wisdom made me into the person I am today. I need to work hard for what I want, because nothing is going to come easy. I don’t have more entitlement than any other student in my classes. I understood that hard work and equalizing yourself with those around you is something everyone should do, whether they’re special or
A famous quote by Martin Luther King states “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” The two articles “Hidden Intellectualism” and “Blue Collar Brilliance” both emphasis the author's opinion on the qualifications and measurements of someone's intelligence. “Hidden Intellectualism” focuses on students or younger people who have trouble with academic work because, they are not interested in the topic. Today, in schools students are taught academic skills that are not very interesting, the author mentions this is why children are not motivated in schools. The main viewpoint of this article is that schools need to encourage students
Ever since I became literate, literacy relied on as an important life skill to the point where I would challenge other kids to see who appeared smarter. But I've grown up to learn that obsessing over intelligence has not and will not make me any smarter. This relates similarly to one scholar, Cathleen Schine, who claims she is an illiterate to the world due to her poor choices of obsessing how smart she is, but she learned to control and outgrow the phase while she had the chance to in her article “I was A Teenage Illiterate”. Cathleen would carry intelligent and authentic books, but she only understood 10% of a classic novel and ended up developing into the 90% as she grew up (“I was a Teenage Illiterate”). This goes with the fact that as
“Hidden Intellectualism” written by Gerald Graff, is a compelling essay that presents the contradicting sides of “book smarts” and “street smarts” and how these terms tied in to Graff’s life growing up. Graff felt like the school was at fault that the children with more “street smarts” were marked with the reputation of being inadequate in the classroom. Instead of promoting the knowledge of dating, cars, or social cues, the educational system deemed them unnecessary. Gerald Graff thought that “street smarts” could help people with academics. In his essay, Graff confessed that despite his success as an “intellect” now, he was the exact opposite until college. Where he grew up in Chicago, Illinois, intelligence was looked down upon around peers
Anti-Intellectusim: Why We Hate the Smart Kids, author Grant Penrod argues that intellectual kids are not respected in today’s society. Although he makes a valid argument with some good points, he bases his statements off of his high school experiences. In reality, the world is much different after high school. His idea of intellectual kids not being praised in society is false. This idea can be compared to the false idea that upper social classes are treated worse than middle and lower classes. Kids with high intellectual abilities are valued and can be compared to the upper social class with its access to many privileges.
In his book, Outliers: The Story of Success, Malcolm Gladwell makes the claim that IQ does not have an accurate correlation to success after a certain point. Specifically, he says, “The relationship between success and IQ works only up to a point. Once someone has reached an IQ of somewhere around 120, having additional IQ points doesn’t seem to translate into any measurable real-world advantage.” IQ tests and other talent assessments have long been used to enroll students in gifted education initiatives. It has been argued that not only are IQ tests inaccurate, but gifted programs are detrimental to a child’s education. While I concede that IQ tests are not the best way to determine intelligence, I still insist that gifted programs are beneficial for children that show a special aptitude in different school subjects. Without advanced programs to challenge children with unique abilities, these students are unable to reach their full potential.
Praise of intelligence had backfired. Dr. Dweck had suspected this would happen. She explained that quote, "Emphasizing effort gives a child a variable that they can control...They come to see themselves in control of their success. Emphasizing natural intelligence takes it out of the child's control, and it provides no good recipe for responding to failure," unquote. Children who believe intelligence is the key to success discredit effort and don't seem to understand its importance. When labeled "smart," kids think, "I'm smart, I don't need to put effort." Dr. Dweck repeated her experiments on different groups of students, and results were the same, regardless of socioeconomic status, age, or gender. Preschoolers even showed the same
After reading the article, “The Myth of ‘I’m Bad at Math’” I began to think about my past learning experiences and realized that my opinions on this subject have changed drastically over the years. For the most part, I felt like this article made a lot of good points, especially considering my own experience with believing in incremental vs. fixed intelligence. Basically from the beginning of my schooling I was taught to think that some kids were just smarter than others, and that that couldn’t necessarily be changed. I think this had a lot to do with the fact that I was considered a “smart” kid: I caught onto most learning concepts easily, so people told me that I was “smarter” than other kids. If I had been a child who learned a different way, I think that I would have been taught to believe in the incremental model of intelligence very early on as to not discourage me from growing as a learner (which was exactly what teaching kids that
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
I am an undocumented student at UC Davis. When I am asked a simple question such as, "describe your personal experiences", I ask myself: Where do I begin?
The greatest woman I’ve ever known always told me that education was important…and she was right. I came from a small town in the suburbs of St. Louis, Missouri prior to becoming a teenager. At the time, education was abundant in St. Ann, where I lived. I attended a decent elementary school and made good grades, despite mathematics not being my cup of tea. I have
Gerald Graff gives his own experience from when he was a younger child growing up in his neighborhood (200). He shares how his friends and himself had to find a common ground between being strong (street smart) and being intelligent (book smart). Graff explains that he needed to find this balance in between the two not only to fit in, but also because he still wanted to do well in school. He goes on to explain how being intelligent outside of school actually taught him more than what he learned while in school. Graff expands on this idea when he states, "I began to learn the rudiments of the intellectual life: how to make an argument, weigh different kinds of evidence, move between particulars and generalizations, summarize the views of others and enter a conversation about ideas" (201).
Summer vacation, and school ends for about three months, and then you have as much fun as you can, then back to school… right? Well I had to go to summer school, but it wasn’t as bad as I thought it would be. Everything was going fine, I had a job after summer school, and that was going fine as well. They say that summer is supposed to be fun and exciting, and it usually is for me and my family. However in July my father started coughing up blood. My father usually doesn’t make it his top priority to go to the doctors, so he waited about four weeks until he really didn’t feel good.
I have taught myself several things in life, but one of them sticks out more than all the others, and that’s the lessons I have taught myself during my experiences with my first two jobs. These learning experiences I have had have helped me to mature and grow into an adult, and they have changed my life for the better.
It was dark that night, I was nervous that this dreadful day was going to get worse. Sunday, October 23, 1998 I wanted to start writing this to tell about the weird things i’m starting to see in this new neighborhood. Gradually I keep seeing pots and pans on the sink suddenly move to the floor. I would ask my sister but she is out with my mom and dad getting the Halloween costumes. When they got home I didn’t tell them what I saw because i've seen Halloween movies and I have to have dissimulation otherwise the ghost will come out and get me first. October 24, 1998 I think I got a little nervous yesterday with the whole ghost thing. 12:32pm, Went to eat lunch with the family today and I go to get my coat. I heard the words furious and madness,
The Oxford Dictionary defines intelligence as “the ability acquire and apply knowledge and skills.” Many people are born naturally intelligent, able to grasp and understand concepts easily, with little work. In children, it is easy to separate those born with higher intellectual ability from the rest, because they easily excel in learning. This skill is often lost by those born with it, and through a great deal of work others attain it. In order for an individual to have true intelligence into her adult years, she must foster what gifts she is given, and strive to better her self academically. Even as early as elementary school, many who are born with natural talent begin to fall behind intellectually. These students are often not