A month or so ago there was an interesting article about dreams in a NYTimes blog by Jonah Lehrer.
http://opinionator.blogs.nytimes.com/2010/03/19/why-we-need-to-dream/
He discussed the purpose of dreams--possibly a combination of sorting through new experiences to decide which to remember and an attempt to search for new associations. In this way the dreams are essential for creative thought.
He discussed an interesting experiment by Jan Born published in Nature in 2004. The study involved subjects doing a tedious numerical task. However, there was a shortcut to the task if the subjects could see subtle links between number sets. Less than 25% of the subjects found the shortcut. However, if people slept between trials 59% were able to see the shortcut.
I think that is an amazing finding. Haven't most of us had the experience of waking up suddenly with the solution to a problem we have been puzzling over? I always talk to students about the importance of sleep. In most cases, I believe students would benefit more from extra sleep than extra studying. As we move into finals periods, I would encourage all of you to get some sleep. Let your brain work.
Friday, April 23, 2010
Wednesday, April 7, 2010
Help!
Inspired by my son's admission that he doesn't "take help when he should" I'm writing two posts in one day. This one is about students asking for help--or not. In a recent Chronicle of Higher Education discussion of online courses I found this quote:
"I always clearly state in my syllabus that I will grant extensions if requested in advance of a due date, yet many students choose instead to forfeit points and turn in assignments late, so averse are they to direct contact with an instructor. In fact, I suspect some students take courses online instead of face to face precisely so that they can remain below the radar. "
http://chronicle.com/article/Designing-Effective-Online/64772/
I know exactly what he is talking about. I was such a student and I have encountered many such students. Professors present an intimidating image to many students. Many, but not all, are scared to death of us. I have students who will come begging for extensions because they need to get their nails done and others who won't say a word when they miss an assignment because their mother died. I know that I was very reluctant to go to a professor with a question, let alone a request for an extension. Recognizing that, I try to make it very easy for students to approach me. I try to create an atmosphere where we all recognize that this class, while important, is only one aspect of a student's life (or mine!) In a semester I can't overcome the tendencies of a very shy or reluctant student, but using things like email helps. Students don't have to actually talk to me, they can communicate by writing--avoiding the dreaded "direct contact."
Some instructors cultivate an atmosphere of fear and intimidation in their college classes. They thrive on being seen as the expert, the authority, on having control of the destiny of their students. I am not that kind of instructor. So, if you are in my class, ask me for help--and sooner rather than later. At some point, even I can't help you get out of the hole.
"I always clearly state in my syllabus that I will grant extensions if requested in advance of a due date, yet many students choose instead to forfeit points and turn in assignments late, so averse are they to direct contact with an instructor. In fact, I suspect some students take courses online instead of face to face precisely so that they can remain below the radar. "
http://chronicle.com/article/Designing-Effective-Online/64772/
I know exactly what he is talking about. I was such a student and I have encountered many such students. Professors present an intimidating image to many students. Many, but not all, are scared to death of us. I have students who will come begging for extensions because they need to get their nails done and others who won't say a word when they miss an assignment because their mother died. I know that I was very reluctant to go to a professor with a question, let alone a request for an extension. Recognizing that, I try to make it very easy for students to approach me. I try to create an atmosphere where we all recognize that this class, while important, is only one aspect of a student's life (or mine!) In a semester I can't overcome the tendencies of a very shy or reluctant student, but using things like email helps. Students don't have to actually talk to me, they can communicate by writing--avoiding the dreaded "direct contact."
Some instructors cultivate an atmosphere of fear and intimidation in their college classes. They thrive on being seen as the expert, the authority, on having control of the destiny of their students. I am not that kind of instructor. So, if you are in my class, ask me for help--and sooner rather than later. At some point, even I can't help you get out of the hole.
Who are you?
Yesterday I ran across some school work that one of my son's had done in 4th grade. The students had put together a portfolio of their best work of the year, and included a little introduction describing themselves. There were some very insightful things my son noted about himself and his personality. But what really struck me was the equal weight given to all of his observations. They weren't listed in this order, but in the short essay these were the items he felt important enough to include:
I have brown hair.
I am flexible.
I am smart.
I like steak.
I don't do many sports.
I don't like writing.
I am solitary.
I have hazel eyes.
I have a cat.
I like science.
I don't take help when I should.
I have a fish.
I have a brother.
As adults, do we look at ourselves in the same way? Is our hair color as notable as our intelligence? Is our favorite food as important as our family structure? I was impressed with the matter of fact way he noted some of his weaknesses, and the matter of fact way he noted some of his strengths. They are equally descriptive, but no more important than his hair color or favorite food. I wonder when we start to give greater weight to different aspects of our personality and self image. Is there a developmental stage in which we start to differentiate our self description?
I have brown hair.
I am flexible.
I am smart.
I like steak.
I don't do many sports.
I don't like writing.
I am solitary.
I have hazel eyes.
I have a cat.
I like science.
I don't take help when I should.
I have a fish.
I have a brother.
As adults, do we look at ourselves in the same way? Is our hair color as notable as our intelligence? Is our favorite food as important as our family structure? I was impressed with the matter of fact way he noted some of his weaknesses, and the matter of fact way he noted some of his strengths. They are equally descriptive, but no more important than his hair color or favorite food. I wonder when we start to give greater weight to different aspects of our personality and self image. Is there a developmental stage in which we start to differentiate our self description?
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