Articles about English Language Learning, Translating, and Learning Attitude

Humanizing Human Beings, To Be Little Candles for Others


Beside My Job in HR Consultant, I am freelance translator and I l also had experience as language teacher. That is why education, language, and translation are interesting subjects for me to write in www.triond.com in 2008.

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Bad Label is Taboo for Parenting and Education

By Purnomosidhi, ex-teacher and education watch

Labeling can have effect to human beings to do something. When saying negative things about someone, you give bad label to him/her. And how do you feel, when others do not belief in you because they have given you bad label?

When I was a teacher, I had some students, who were labelled as naughty students. One day, one of them, called Kevin, got high point in the English exam that I handled.

I guaranteed that he was not cheating. I hed watched him during the exam. But, ironically, his parents were suspicious about his result. They did not believe that he could get high point. They told it to the homeroom teacher, Kevin knew it. I could feel what Kevin felt. I had the sam experience when my lecturer during my study in university said that she had been suspicious about my academic achievement.

In the next examination, Kevin said to me he wanted to sit on my chair. I told him to be back to his chair, but he did not want to. Then, He did the examination on my chair. Perhaps, he wanted to prove that he could achieve high point without cheating.

Bad label make your children, students, friends feel uncomfortable. They will feel that the other do not belief them. It can also has bad influence to their self esteem and confidence.

http://educationlink.bravehost.com

PROMOTE ENVIRONMENTAL EDUCATION FOR CHILDREN

by Deborah Mitchell — Senior Editor, Environmental Protection

Environmental education for children is critically important and should start before school begins. Early environmental education experiences help shape children's values, perspectives, and understanding of the environment and how to interact with it. Yet many children have little or no meaningful exposure to environmental education or opportunities to connect with the natural world because they are involved with activities that isolate them from it.

Computers, video games, television, schools' emphasis on homework, a full after-school schedule of extracurricular activities, lack of access to natural areas — all these things and more are isolating children from the natural world and the advantages of environmental education.

In fact, it's been shown that fostering environmental education in children is critical because it:

* helps them develop into adults who understand and care about environmental stewardship
* nurtures their sense of wonder, imagination, and creativity
* provides them with a sense of beauty, calm, and refuge in a sometimes frightening world
* expands their intellectual development; it's been proven to improve test scores, grade-point averages, and problem solving skills
* enhances physical development
* helps them understand the interrelationship of all life

Many of the decisions you make on a daily basis affect the environment; for example, what household products to buy, how much driving to do, what items to recycle, what to buy for dinner, and what products to use on your lawn and garden. Children need to learn from a very early age that the environment has an impact on their lifestyle and quality of life. Similarly, their lifestyle has an impact on the environment.

Today's children will be responsible for making decisions that will shape the health of the environment. To prepare them for such responsibilities, they need a sound environmental education as a foundation from which to make those decisions.

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Risk Taking

To Be Little Candles for Others

Risk taking is the willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one's personal growth, integrity, or accomplishments are enhanced.


The very nature of learning requires risk taking. Asmall child would never learn to walk, talk, or socially interact without taking risks, experiencing successes and failures, and then monitoring and adjusting accordingly.

Quantum leaps in learning, solving problems, inventing new products, and discovering new phenomena require risk taking. Risk taking within the learning environment requires a willingness to think deeply about a subject or problem, share that thinking with others to hear their perspectives, listen to their critiques, and then build on those experiences toward a solution or solutions (Dweck, 2000; Weiner, 1994). Too often, students are engaged in learning activities that focus on the "right answers." Instead, students should be encouraged to engage in discussions about numerous approaches—and potential solutions—to a problem (Brophy, 1998; Vispoel & Austin, 1995).

In order to take risks that lead to intellectual growth, students must be in environments that they perceive to be safe—places in which to share ideas, reflect on and discuss perspectives, and learn new things. Research shows that students learn more when they are engaged in intellectually stimulating assignments where they engage in meaningful, intellectually stimulating work in which they construct knowledge (Newmann, 1996; Newmann et al., 2001). This research applies to all students regardless of socioeconomic status or prior academic achievement.

http://www.ncrel.org

The Art of Parenting

The relationship between the child and his parents is primarily based on love, freedom and a total acceptance of the child as an individual. The parent's core philosophy, in dealing with their children, should be a deep trust in children's natural intelligence and their ability to make their own decisions based on awareness and understanding.

The relationship between parents and children should be such where children should be able to express themselves with honesty and integrity, have trust in themselves and understand that their lives, actions and feelings are their own responsibility, and have a non-serious, zestful, confident, creative and fearless approach to life and learning.

The parent's main focus should be to help children transform their natural curiosity into a strong inner discipline and motivation. Parents should understand that each individual child comes with some gift, some treasure. It may be academic, it may be practical, or it may be artistically creative. Parents should try to provide as much space and as many opportunities as possible for the child's individuality and creativity to unfold.

Parents should not use comparison and competition as stimuli for achievement and performance. Life is so vast, individuals so unique, and there are so many human gifts that cannot be quantified, tested or measured: for example, a loving heart, sensitivity, courage, awareness, honesty, vitality, being generous or understanding. All these qualities are valued as precious, in fact priceless.

Parents are the first teachers of the children and their homes their first classroom. Parents should help in every possible way to give freedom, to give opportunities for personal and spiritual growth to their children.

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