PBS LearningMedia has a collection of videos on to illustrate teaching strategies in the classroom. There are also support materials with a background essay and articles on this topic in a section called "Connections."
I have two daughters (15 months and 3.5 years) and frequently fall into the set piece of “you look so pretty in that dress/hair combed/etc.” My parents did not raise me to be conscious of my looks and thanks to them, I managed to avoid body obsession until well into high school. Both girls have wonderful bright and outgoing personalities, love their books, love their soft friends and I know I need to make more of a point to acknowledge these things that make them special, not just that I think they look beautiful. Thank you for the timely reminder.
An empathetic essay Teaching ..
This week ABC news reported that nearly half of all three- to six-year-old girls worry about being fat. In my book, , I reveal that fifteen to eighteen percent of girls under twelve now wear mascara, eyeliner and lipstick regularly; eating disorders are up and self-esteem is down; and twenty-five percent of young American women would rather win America’s next top model than the Nobel Peace Prize. Even bright, successful college women say they’d rather be hot than smart. A Miami mom just died from cosmetic surgery, leaving behind two teenagers. This keeps happening, and it breaks my heart.
Teaching Strategies: The Importance of Empathy ..
Crazytrains you completely missed the point of what Perno was saying. He was saying that before this article he always told his neices how pretty they look, but that he’ll make an attempt to quell that first response and try something else that doesn’t focus on their looks even if it makes him sound stupid.
Free empathy Essays and Papers - 123HelpMe
But a peacock isn’t clever. Why can’t our daughters be told they are smart, funny, clever, etc. AND beautiful? Why avoid it all together? That, in the end, gives the message that you think they aren’t beautiful because you never tell them and they hear that others are told that. I am trying to teach my daughter that she is beautiful just the way she is by not focusing just on looks, but making sure she knows she is beautiful for the whole person she is and that her outward appearance doesn’t need to be changed to make her beautiful. Please, add some balance to life!!!
With his essay, “Empathy and ..
I know I came late to the party here but I think I just need to point out one thing that I found disturbing reading the below posts…. I think that if a child has to ask if they are pretty they are starting to have doubts that their parents think they are. And while it is important for them to know they are clever and such, I think lack of being told that they are pretty affects them as well. There should always be a balance. Tell a child they are pretty because every person desires to hear that they are occasionally. Don’t let it become the only praise you give them, however. Let them know they are more than just a pretty face but never make them feel as if they are not pretty because you refuse to tell them so. How is a child to feel if another child calls them ugly if they never have anyone to tell them they are pretty? This will cause them harm in the long run too and we need to find a happy medium rather than one extreme or the other.
and that this problem can possible be amended by teaching empathy
Students should become active in the learning process immediately upon entering the classroom. Muschla, Muschla, and Muschla-Berry (2013) stated: "Classes in which students begin working from the minute they take their seats are usually more successful than those in which the first few minutes are lost as the students get settled" (p. 3). Losing just the first five minutes daily amounts to 25 lost minutes per week of instruction and could amount to a loss of 20 class periods of instruction per school year. Their solution is using a math-starter problem that students begin immediately upon entering the classroom. In, they present at least one problem for each Common Core math standard for grades 6-12. Each is designed to be completed in 5-10 minutes, which includes reviewing the answer and any follow-up discussion. This strategy is also good for classroom management, as during this time the teacher can take attendance, pass back papers, interact individually with students, and observe students as they work (p. 3).