Grade 10 Completers Quotes

Write poorly. Suck. Write Awful. Terribly. Frightfully. Don’t care. Turn off the inner editor. Let yourself write. Let it flow. Let yourself fail. Do something crazy. Write 50,000 words in the month of November. I did it. It was fun. It was insane. It was 1,667 words per day. It was possible, but you have to turn off the inner critic off completely. Just write. Quickly. In bursts. With joy. If you can’t write, run away. Come back. Write again. Writing is like anything else. You won’t get good at it immediately. It’s a craft. You have to keep getting better. You don’t get to Juilliard unless you practice. You want to get to Carnegie Hall? Practice. Practice. Practice ..or give them a lot of money. Like anything else it takes 10,000 hours to get to mastery. Just like Malcolm Gladwell says. So write. Fail. Get your thoughts down. Let it rest. Let is marinate. Then edit, but don’t edit as you type. That just slows the brain down. Find a daily practice. For me it’s blogging. It’s fun. The more you write the easier it gets. The more it is a flow, the less a worry. It’s not for school, it’s not for a grade, it’s just to get your thoughts out there. You know they want to come out. So keep at it. Make it a practice. Write poorly. Write awfully. Write with abandon and it may end up being really really good.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

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Evidence-based learning helped my learners shift the focus from “playing school” to “achieving a standard.” However, when I threw out grades completely and purged classwork of numbers to achieve, my students started to learn for the sake of learning. They began to attempt class work with a new mindset—one of collegiality and growth, not compliance and immobility.

Broadly speaking, it seems that teachers help you know and understand and coaches help you practise and get better. Returning to the notion of how we are useful to our students, which do your students need most from you? The following questionnaire can help you think about this further.   Your turn 2 Underlying philosophies Grade each statement from 1 (don’t agree) to 10 (agree completely). Make a note of your answers, if you wish, to discuss with a colleague. a) Learning a language means learning words and rules. b) Learning a language means repeatedly using it. c) People learn best by noticing and working things out. d) They learn best by communicating with other people. e) Mistakes show that students have not understood the grammar properly. f) They show that they have not practised enough. g) Speaking is a conscious, cognitive process. h) Speaking is an automatic habit.   Perhaps all of these statements are true for you. Still, you may have found that you favour some more than others. Notice how a), c), e) and g) promote the idea of language as knowledge to learn, a bit like maths or music theory, whereas b), d), f) and h) reflect the side of learning that involves practising a skill, more like tennis or playing the piano. If you think that the skill side of language learning is particularly important, you will probably feel comfortable thinking of yourself as a language coach, someone whose main job is to get students practising and improving. If you see language as knowledge, the question to ask yourself is how your students can best acquire that knowledge, from you teaching it to them or from other sources of reference and input?

American law schools are accredited by the American Bar Association (ABA), which uses its power to promote diversity. In 2000, the ABA discovered that 93.5 percent of first-year students at George Mason University law school in northern Virginia were white. The ABA recognized that GMU had made a “very active effort to recruit minorities,” but said it had not done enough. With its accreditation at stake, GMU law school lowered standards for non-white applicants and admitted more: 10.98 percent in 2001 and 16.16 percent in 2002. That was still not enough. In 2003, the ABA summoned GMU’s president and law school dean and threatened them to their faces with disaccreditation unless they admitted more non-whites. GMU lowered standards even further, and managed to raise its non-white admissions to 17.3 percent in 2003, and 19 percent in 2004. This was still not good enough. “Of the 99 minority students in 2003,” the ABA complained, “only 23 were African American; of 111 minority students in 2004, the number of African Americans held at 23.” True diversity required more blacks, but what of the blacks GMU did admit? From 2003 to 2005, fully 45 percent had grade-point averages below 2.15, which was defined as “academic failure.” For non-black students, the figure was 4 percent. GMU officials pointed out that the ABA’s own Standard 501(b) says that “a law school shall not admit applicants who do not appear capable of satisfactorily completing its educational program and being admitted to the bar.” Law school dean Dan Polsby explained that this requirement was the greatest obstacle to increased diversity.