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I remember watching an old movie with my father — I think it starred Jimmy Stewart — about an FBI agent and thinking, as agents slipped into phone booths during a manhunt at a ballgame, about how different the world was given the technological advances we’d seen since the movie was made. No longer are secret agents searching out payphones; even the most humdrum Walter Mitty type has a relatively powerful cell phone. But do such devices really have a place in education? There are those who believe the answer is a decisive “yes”.
It’s no secret that our schools, in general, are not doing the best they could be at educating our children. Some blame the teachers, saying they are slackers who only teach because they aren’t qualified to do anything else. Others put the blame on parents who don’t take time to emphasize the importance of education at home and who can’t — or won’t — support teachers by working with their children to reinforce what they have learned in class. In reality, it’s probably some of both. There are certainly a lot of hard-working, dedicated teachers out there, but some are more effective than others — what if we could make every teacher as good as the best teachers? Some researchers think they have the means to do that.
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Do kids need Santa, or the Tooth Fairy? Maybe. A growing body of research suggests that children’s imagination is not simply an escape from reality, but an important learning skill on its own.
Recently a commenter asserted that raising a child is identical to raising a dog. “Both can be encouraged to good behavior through rewards and discouraged from bad behavior through punishment.” “Both demand enthusiastic praise and consistant (sic) (non-angry) discipline.” “Just like a dog, you must put a plastic cone on a child’s head to keep them from chewing on their butt.” Okay, I made that last one up. Or did I?
As I’ve always said, the best way to reach kids is by framing the lesson through the malaise of post war America.
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