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Reading James’ chapter about “the law of habit” led me to think about how parents and teachers try to instill in a child at an early age “good habits” and “good behavior”. I compared this philosophy to the infamous biblical statement from Proverbs 22:6 which states; “train up a child in the way he should go, and when he is old he will not depart from it”. Based on the rules of society we try to teach new generations how to behave and to follow the rules of the world. As a child we are curious and impulsive by nature. My parents often reminded us there are rules everywhere at home, school and work… you can’t escape rules or codes of behavior even as an adult. When a person repeats an act it will become a habit whether good or bad. I believe the goal of teaching good habits or acceptable behavior will lead a child to become being a good and well behaved citizen as an adult.
Another key statement from James was teachers should provide practical opportunities for students to think, feel, and do in order to create new habits. This is an important point because I believe what you do the most is what you will do the best. The video clip we saw in class last week confirmed that some teachers and students feel there is not enough time to go deeper into the material therefore student only retain necessary information for the test then it is lost. Are the students in the U.S. becoming less smart academically as move on to upper grade levels? National data revealed that “12th graders posting the weakest scores compared with their elementary and middle-level peers” (Robelen, 2010). We are in essence mis-educating the children in the U.S by not providing the basic tools needed to have academic success in those areas and compete globally. International assessments shows high scoring countries teach fewer concepts more in-depth at the early grade levels that lead to supporting higher order learning in the upper grade levels (Hammond, 2010, p.72). The U.S. continues to test large numbers of topics that lead to superficial or rote oriented learning. During the Bush administration in 2001 there was a push for high-stakes testing that cause this type of learning to occur. The federal enacted law of No Child Left Behind (NCLB) required awards and sanctions for states receiving this funding which in turn increased stress on teachers to teach to the test instead of teaching for understanding. The result is that teachers overlook connecting subjects to prior knowledge to engage the student.
We are all competitive by nature. James believes that new habits can be created by new stimuli and excitement. After reading this passage I began to think of my research on Finland and comparing it to the U.S. There were specific strategies put in place that took them from one of the lowest performing to now one of the highest performing nations. They eliminated the state mandated testing system and replaced it with “a curriculum and assessments focused on problem solving, creativity, independent learning, and student reflections” (Hammond, 2010, p.165). At the state level Kentucky is moving toward common core standards that are comparable to international standards and the new talk is coined as Next Generation Learning which will lead to individualized student learning. Individualized student learning is an important point to as James state “build useful systems of association”.
I think purpose of James message this chapter is that as educators our main responsibility is to facilitate learning habits of individuals to help them being to think independently and critically. Just think some of these individuals could possibly have our destiny in their hands.
References
Darling-Hammond, L. (2010). The Flat World and Education; How America’s Commitment to Equity Will Determine Our Future New York, NY: Teachers College Press.
James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.
Mineola, NY: Dover.
Robelen, E. (2011). Proficiency Eludes U.S. on Science NAEP. Retrieved January 25, 2011, from Education Week Web site: http://www.edweek.org/ew/articles/2011/01/25/19naep_ep.h30.html?tkn=UPMFFOihMMDH7cZ9cGvRLx5VDlgl5sxArrXD&cmp=clp-edweek
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