How Shyness Affects Learning Spoken and Written Language
When a child is shame-averse to expressing what they are reading, they are, necessarily, less able to learn to read.
Unhealthy Learning
Do you see what I see? The Child, the Child…
What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
TED Talk: Shame Disabled Learning in Culture of Medicine
I experienced… the unhealthy shame that exists in our culture of medicine — where I felt alone, isolated, not feeling the healthy kind of shame that you feel, because you can’t talk about it with your colleagues.
N.Y. Times: Doctors Suffer From Shame Disabled Learning Too
Until we attend to the culture of shame that surrounds learning errors, we will be only nipping at the edges of one of the greatest threats to our children’s education.
MUTISM & MIND-SHAME
Refusing to speak or speaking in a whisper spares the child from the possible humiliation or embarrassment of saying the “wrong” thing.
Research: Investigating the Literacy – Mental Health Relationship
Research: mental health effects of feeling chronically improficient in the skill areas most important to success in school
Major Update to Children of the Code – Two New Video Chapters
The Children of the Code site has been upgraded to much higher quality videos that can be run on your tablets, smartphones, etc. ++ Two new chapters: “What is Reading?” and “Paradigm Inertia”
Neuroscience: Neural Correlates of Math Anxiety
Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for … Read more
When Learning Hurts – Toxic Learning
What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skills most critically important for success in school?
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skill areas most critically important for success in school?