Class Notes (808,126)
Canada (493,084)
Lecture 8

Lecture 8.docx

12 Pages
Unlock Document

McMaster University
Social Sciences
Geraldine Voros

Canadian Children March 1, 2011 We hurry them because we want the best for them •Achievement Overload  Largely the middle class parents who have achievement overload  Bring them up in terms of social status  Children who are generous should be seen as well but since we are so focused on materialism we begin to push and hurry them incorrectly  All children reading on par by the fourth grade  Children who do have to work hard because they are the grinders do better in university  don‟t have to be gifted to be successful •School Hurrying Children  have the stellar tests in school (Grade 3,6,9); look at children across the province and rank schools and performance within them (i.e. better teachers) but point is to see if we are educating kids appropriately  factory management kind of mentality  undermining education when we tell kids to stay home from school when the test comes  we are more concerned with grades instead of what we are actually learning  not so interested in the job as to the amount of money that it is being paid  counter productive  Lots of cheating and dishonesty with regards to this  Manipulation of the system all the way along  Erosion of the moral development  Instituion and the people within it become overloaded with paper work and it takes away from the amount of time educators can spend with their students  Three things we must look at: o Student is the center of the interest o teacher o length of time they are together  children have different levels of intelligences but we need to know how to get to the child and treat in them that desire to learn  maximize the students learning potential if they know what their Strengths and Weaknesses are  teachers vary in intelligence o bright teacher but don‟t know how to teach o average teacher who struggled but has become a magnificent teacher because they know what it is to struggle o intelligence and charisma is a verbal and affection for children o some are engaging and approachable and some frightening o affection that some teachers have; half heartedly we have already short changed the child  schoolphobics - If children are hurried along the way and are considered the least important part of the process you can understand why children don‟t want to go to school (no energy to cope with this confusion) •Free Floating Anxiety  we can see where stress has come in  free floating anxiety  totally normal child but something has gone awry see in the classroom now is restless and irritable and unable to concentrate  don‟t have the words with which to articulate the feelings and describe to you what is going on in their life  put into awkward roles that they cant articulate you see the errors that adults are making that has put them in these at risk situations o Children in a surrogate self child becomes symbol of parents frustrated competition in the workplace, parent will pressure them to perform (vicarious living) o child as status symbol If child is in special class or something then they feel the need to brag etc.  working parents can add a stress particularly in the dual career family o children are hurried because they are being worked into a parents schedule  children who are treated as therapists  single parent families o trying to support children financially and emotionally and them having a stressful time in the workplace and than explains to the children their stress at the workplace and for suggestions (not appropriate)  the child is consciousness and called upon to play the role of moral arbitrator  how does a child respond to being put into these types of situations  need to check and balance ourselves and look and listen and hear these children and have patience and critically think and make intelligent choices about how we raise our children What Do We Want For The Children Largely intrinsic things Positive Things •inner confidence  go into an exam confident you do 20% better •a sense of purpose •involvement •meaningful constructive relationships  having that connection and mental map  knowing what each aunts strength was and who you can go to to entertain that strength •success at school •success at work I Want Your Moo - Book Turkey who doesn‟t like his sound. Turkey was happy with the sounds he made when small but grew up and makes a gobble. Asks a variety of animals, if he can take their sounds, they all say no. Rooster gave the “doodle-doo”. They had to wake up the world, but they couldn‟t make the right sounds together. Turkey scared away hawk trying to eat chicks by gobbling. Turkey is convinced it is the way it should be and should be happy about this. Everyone has gifts and we should nurture and develop them.  How do we teach children that they are okay and to have confidence in themselves Development Of Self & Self Esteem Self Esteem  Abraham Maslow o A fully functioning child is very different from someone who is floundering in life o Difference is attitude towards themselves o Rooted in their self esteem  Quiet sense of self respect and self worth; high self esteem you don‟t waste time and energy impressing others because you already know that you have value  confidence about your presence  Described as the main spring that gives children success or failure o Noisy conceit or lacking all self esteem you are set up for human failure and vice versa  Help youngsters find a firm and whole hearted belief in themselves o Encourage them to move foward •Two Basic Needs  to having a solid stellar sense 1) “I am lovable”  I matter and I have value because I exist 2) “I am worthwhile”  I can handle myself and environment with competence - big difference between being loved and feeling loved  just loving a child is not giving them a healthy fully functional possibility  child has to feel love What We Need To Know  When child is born they have this potential for psychological health and it depends on whether or not the environment is nurturing •how high self esteem is built •how a child‟s self view affects behavior •what price a child pays when self esteem is low •what you can do to foster high self esteem Phenomenon Of Mirrors: Self & Self Esteem A Reflection  Meaningful to you in terms of building a definition of yourself  Through our actions and words e can convey to a child what we think of them  Every child is born without a sense of self; child acquires a sense of self through the interaction with their social environment; the way they are contexualized; acquire it from interactions with parents and others  “Wolf” kids are the tarzan types who have no self and then this develops through interactions; just exist; no need for others because they have had no human contact; only human in appearance  self hood is not instinctual it is something that has to be learned from living with others; we are very interdependent  quality of the relationship is there, you are spending time with them; they are loveable and they are loved (worthwhile) •Wordless Messages  child is lifted in a very sensitive manner it speaks differently than if they were put down abrupt o jerking- not so liked; sensitive - precious
More Less

Related notes for SOCSCI 2O03

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.