Studybays.me – EnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 3301 ‘, commenttype’ 1 ‘jacomentUrl’ https://www.edunews.pl/system-edukacji/nauczyciele/3301-nastawienie-na-rozwoj-i-wytrwalosc-jako-czynniki-sukcesu ‘contenttitle’ Focus on development and perseverance as success factors’, hidInput Comment: ‘You must input comment.’, HidInputWordInComment: ‘The words are too long you should add more spaces between them’, hidEndEditText: ‘Please exit spell check before Submitting comment’, hidInputName: ‘You must input name’, hidInputEmail: ‘You must input email’, hidValidEmail: ‘Your email is invalid’, hidAgreeToAbide: ‘You must agree that abide by the website rules’ hidInputCaptcha: ‘You must input the captcha’, textQuoting ‘Quoting’ textQuote ‘Quote’ , textPosting ‘Posting’ textReply ‘Reply comment’, textCheckSpelling ‘No writing errors’, mesExpandForm ‘(+) Click to Expand’ mesCollapseForm ‘(-) Click to Collapse’ theme ‘default’, txtCopiedDecode ‘Copied DCode’}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length = 1) {for (i = 1; i -1) {tmp = c_url [i].

split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 1474 & wound = 2003011957” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’ function (e) {displayVotedComments ( ‘com_content’, ‘1474’); }); }}.) Send (); }); / ** / Change, change, change. It’s the shortest day message to the world of education and science. To keep up with the world and the expectations and requirements on the part of learners, education systems must remain in constant change, constant effort to make smaller or larger reforms. Is that so? I guess not all, if still stuck in the Prussian model, which argues on his blog, among others, Marzena Żylińska. Reform of the education system – this slogan appears in the programs of most political parties on most continents. On the one hand, politicians recognize that this is an area which may consist of many attractive promises to their voters, the other is an expression of genuine concern for the development of education, which can not keep up with social changes and civilization in the twenty-first century. Of course, very often, as in the famous saying, that we want good, but comes out as always … why not just try to reform, but also reform wisely … Analyzing activities in different countries, you will find that “education reform” They cease to be a program having a beginning and an end. Education reform, like education process itself becomes commonplace and continual category. We are dealing with a whole series of actions to change the reality of the school and the university, like the “flow” of reform. Which depend on the success of education reform? Based on the results of the OECD (PISA) and the analysis of the development of education systems prepared by McKinsey, you can definitely say that there is no single recipe for a successful education reform, while you can identify four areas that contribute most to the positive changes in education: the decentralization process relies on increasing school autonomy; equal educational opportunities among students; freedom of choice of school and educational paths; high standards of teaching. But that, according to international experts from education enough. A key challenge in itself, however, seems to be the fundamental structure of education – the education system. Actual changes in the education system will be inhibited until the aim of the reform measures will only maintain existing solutions or correction, not invent a system tailored to the twenty-first century. Finally, we want to change something? Let’s end with the Prussian model of education in Polish! Derivative model of the Prussian bureaucracy is also educational. Therefore, a negative effect on our schools and teachers will strengthen the control of the ministerial bureaucracy and the school by putting more and more new reporting requirements for teachers and pulling them from their work with students. It is a pity that practically every year we deepen this bureaucratic storm. At a meeting at the headquarters of Gazeta Wyborcza, devoted to the Teachers’ Charter PNA representative told that not so long ago, experts therefore decided to sum up all the requirements of teachers in educational law. It came out more than 30 pages! It’s absurd in its purest form. How to maintain the direction of “reform” is for two or three years it will have 300 pages of requirements … The need for profound changes in education in the XXI century is signaled by a countless number of scientific publications and expert reports. An example is the report Horizontal (The Horizon Report) prepared each year by The New Media Consortium – a separate version for universities, separately for the education system (K-12). Unfortunately, it seems to me that in Szucha Avenue do not read such reports. They prefer to develop the institutions subordinate to the Ministry, which of course do not have any interest in order to break out of the only correct line of thinking. Well, what else would be here to reform? 🙂 (Note about the author: Marcin Polak is the creator and editor of Edunews.pl, is engaged in education and social communication, implementing social projects and commercial nationwide and international) / ** / jQuery (document) .ready (function ( $) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 1925 ‘, commenttype’ 1 ‘jacomentUrl’ https://www.edunews.pl/system-edukacji/przyszlosc-edukacji/1925-w-strumieniu-reform-ale-dokad-plynie-ten-strumien ‘, contenttitle ‘In the stream of reforms. 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Send (); }); / ** / What is the key to success? Intelligence? Emotional intelligence? Flexibility? Focusing? Perhaps our attitude and belief that we succeed? The way in which we, the teachers, we see our students, their abilities and skills is crucial for their performance. Research Rosenthal and Jacobson (1968) [1] on the Pygmalion effect, about which I wrote in the article Learning 1 [2], perfectly illustrate this assumption. Meanwhile, neuroscience research in psychology and [3] show that the ability of Intelligence and are features which can be developed. Much more than the innate talents and skills developed should be interested in the learning process of the incentive point of view, because they are the key to the success of our students. Carol Dweck [4] [5], a professor at Stanford University, noticed that pupils with developmental attitude (ang. Growth mindset) achieve higher scores than pupils with rigid attitude (ang. Fixed mindset). Angela Lee Duckworth [6], in turn, draws attention to the persistence (ang. Grit), as a distinguishing trait of successful people. Perseverance is one of the consequences of attitude development. Such attitude leads to the motivation to learn new things, overcome difficulties, perceiving them as challenges and effort on the road to success. In contrast to the rigid attitude of students, students with setting developmental approach to tasks with greater motivation, perseverance and optimism, not discouraged by the difficulties and learn from failures, believe they can learn everything. What we, the teachers, we can do to develop in students this attitude? Let’s try: praise – but not for the outcome of the intelligence, but for the work, effort and development; build students’ sense of wewnątrzsterowności, feeling that success depends on them, not on external factors; learn that failure is not a tragedy, but part of the learning process and the road to success; educate perseverance in overcoming difficulties and self-reliance, not replace; show that the more valuable is the attempt to achieve the objective even in the light of failure than surrender and do not take up the challenge; messages change from “I can not do” to “how can I overcome the difficulties”; to give feedback indicating a next development zone; model and inspire a passion for learning by example. Where to start? First of all, the submission of information about students attitude development. In the course of exploring this subject found a lot of interesting material that can be a great beginning of the discussion on this subject (knowledge of English, however, necessary): TED Talk – Carol Dweck TED Talk – Eduardo Briceno Lesson Ted-Ed on attitude development Free course for teachers concerning the attitude the script for the development of a lesson on the attitude to the development of the Khan Academy Bibliography: [1] Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston. [2] Ostrowska, B. (2015). Learning one. Taken from: http://www.superbelfrzy.edu.pl/rodzicom/uczenie-sie-1/ [3] Dweck, C. (2006). Mindset: The New Psychology of success. New York: Random House. [4] Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263. [5] Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, S. D., & Dweck, C. S. (2015). Mindset Interventions are scalable and treatment for academic underperformance. Psychological Science. [6] Duckworth Lee, A. (2003). The key to success? Grit. Taken from: https://www.youtube.com/watch?v=H14bBuluwB8 note about the author: Dr. Barbara Ostrowska – a psychologist, a coach, a teacher of the International Paderewski School in Lublin, Poland Superbelfrzy member of the group. He provides training for teachers and coordinates European projects in their school. This article appeared in the blog Superbelfrów. 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Send (); }); / ** / School treats children coming to school as white cards that you need to save. Completely not taken into account the fact that these cards are already somehow saved – says Agata Wilam, co-founder of the Children’s University during his speech at TEDx Krakow. And it proves that children are great, creative and interesting world of a group that wants to learn. And he did not have to be within the lines imposed on them. Unfortunately, the school does not meet their needs are, and therefore willing to participate in after-school initiatives, such as the Children’s University. In his speech Agatha Wilam important questions arise. What are the objectives of the school? Where we are going? Why do we need a school? These questions still have not found answers yet come up with complex concepts that are to be the foundation of the education system.

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