Using a blend of teaching "skills" as well as "content". As a teacher, you must not only teach the kids but also teach them to teach themselves. This is usually done through teaching skills like reading, summarizing, outlining, critical thinking, focusing, and application. The assessments, and therefore scores/grades, are skills themselves, too.
They are students. Their goal is to be better students. In order to achieve this, they must study. The origin of the work study is as follows:
study (v.) early 12c., from O.Fr. estudier "to study" (Fr. étude), from M.L. studiare, from L. studium "study, application," originally "eagerness," from studere "to be diligent" ("to be pressing forward"), from PIE *(s)teu- "to push, stick, knock, beat" (see steep (adj.)). The noun meaning "application of the mind to the acquisition of knowledge" is recorded from c.1300.
Some strange desciptors and origins appear in this definition. Diligent, eagerness, to push, to knock, to beat...
Mistakes and progress are more similar in meaning upon closer examination as well.
We must as teachers teach them how to study and to be eager and to push themselves.
I don't think this is "vs" situation. Both are important but I would place growth slightly ahead of achievement. I believe that all students can learn and the majority of the problem in US education is a placement issue more than a teaching and learning issue. We can all think of "achieving" students that aren't learning and students that are making incredible strides in learning but not "achieving".
Using a blend of teaching "skills" as well as "content". As a teacher, you must not only teach the kids but also teach them to teach themselves. This is usually done through teaching skills like reading, summarizing, outlining, critical thinking, focusing, and application. The assessments, and therefore scores/grades, are skills themselves, too.
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study (v.)
early 12c., from O.Fr. estudier "to study" (Fr. étude), from M.L. studiare, from L. studium "study, application," originally "eagerness," from studere "to be diligent" ("to be pressing forward"), from PIE *(s)teu- "to push, stick, knock, beat" (see steep (adj.)). The noun meaning "application of the mind to the acquisition of knowledge" is recorded from c.1300.
Some strange desciptors and origins appear in this definition. Diligent, eagerness, to push, to knock, to beat...
Mistakes and progress are more similar in meaning upon closer examination as well.
We must as teachers teach them how to study and to be eager and to push themselves.
I don't think this is "vs" situation. Both are important but I would place growth slightly ahead of achievement. I believe that all students can learn and the majority of the problem in US education is a placement issue more than a teaching and learning issue. We can all think of "achieving" students that aren't learning and students that are making incredible strides in learning but not "achieving".
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