The Learning Success Blog

Should all primary school students be required to qualify for a “Social Media Licence”?

That’s the proposal prominent Australian child psychologist, Michael Carr- Gregg has made to the government.

His idea is the licence would be needed before a student could bring a digital device to school.  Students would qualify for the licence by passing an on-line test with questions including privacy, cyber-bullying and how to spot a stranger online.

Great idea, but is it sufficient?

Can teachers use students' facial features to understand them and their learning styles better?

International profiling and communication specialist, Alan Stevens, says yes they can.  Alan has developed a process he calls rapid trait profiling which enables people to make a fast personality and character assessment of others. He says large companies and organisations such as Disney Films have seen the benefits of clearer communication and understanding between people. 

Alan spoke to The Learning Capacity Podcast about how rapid trait profiling is being used in many areas of life including education and parenting. He also discusses learnings from Australian Aboriginal lore, and taking up free fall Skydiving at the age of 50.

Should we concentrate our teaching on trying to improve where students are performing badly, or focus more attention on helping them build on their existing strengths?

It shouldn't be an either /or choice. But according to positive psychology expert, Penny Nesbitt, working on a student's natural strengths will be more rewarding for both the student and their teacher.

Penny spoke to The Learning Capacity Podcast about the movement to positive education and how the strengths approach is being used in classrooms around the world.  She also spoke about the power to two little words:  "NOT YET".

New research shows behaviour in high school is a stronger predictor than IQ or socio-economic background of better jobs and higher income.  

The research has been published by the American Psychological Association based on data collected from 346,660 U.S. high school students in 1960 and follow up research 11 and 50 years later.

The 1960 high school phase measured a variety of student behaviours and attitudes as well as personality traits, cognitive abilities, parental socioeconomic status and demographic factors.

The follow-up surveys measured overall educational attainment, income and occupational prestige.

All 560 students at my granddaughter’s primary school in Sydney signed a massive banner with the pledge: “Standing Together Against Bullying”.

The banner is prominently displayed at the school’s entrance.  The mass signing is part of her school’s participation in the National Day of Action against Bullying & Violence.

Similar activities took place in many schools around Australia on March 16, 2018.

A tiny minority in our community think kids who are bullied should just ‘suck it up” because it “builds character”. 

That’s nonsense.  It’s mid 20^th century thinking. And even then it was a minority belief.

We now know that bullying can have devastating impacts. Students involved in bullying can develop behavioural and emotional problems and have trouble learning, according to many academic studies.

Parents and teachers know this, of course. They don’t need studies to tell them what they see happening to their children and students.

How can schools take a stand against bullying? 

“All the lonely people, where do they all come from?  All the lonely people, where do they all belong?”

 “Eleanor Rigby” by The Beatles (1966)

The stereotypical lonely old lady or man is what many people think of when confronted with the fact that there are lonely people all around them.

It's easy to understand why some old people may be lonely. They’re living alone. Their children may live far away, or they may not have children. These lonely men and women might have illnesses or physical disabilities that prevent them from easily leaving their homes to make or maintain friendships.

We don’t often think of children being lonely. But many are.

Children who are co-operative, socially responsible and helpful in kindergarten achieve higher scores on reading, writing and numeracy tests in primary school, compared with children with less pro-social behaviour.

This is the finding from a 5-year study of more than 52,000 kindergarten students from nearly 2800 schools.  The study was led by Dr Rebecca Collie at the University of New South Wales School of Education. 

Test scores from the children’s NAPLAN (Australia’s National Assessment Program - Literacy and Numeracy) in 2012 and 2014 were compared for four different social and emotional behavioural profiles observed when they were in kindergarten:

Being smart, learning well and getting good marks isn’t a guarantee of success after school or university. There is more to it than that, according to newly published research.  

Teaching kids to get in touch with their feelings is really important for their success in education and later in life.

And that’s not just a new age, hippie belief. It’s backed by science.

A study of 800 kindergarten children looked at their social skills and how they turned out 19 years later as young adults.

The study - Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness- was published in the American Journal of Public Health.

Many adults have experienced how stress affects our ability to concentrate, work or learn. Whatever the stress is, if it is bothering us enough, we find it hard to focus.

Imagine what it’s like when children are being bullied.  This can be a major stress for them and can go on day after day, week after week.  It’s chronic stress. 

If it’s hard for an adult to work under stress, it’s not surprising that a student who is being bullied will find attending to schoolwork tough.

Now a recent study has shown how the effects of the stress from bullying are even greater for students with disabilities. This is because they often lack a repertoire of emotionally appropriate responses to bullying and may instead respond with physical or verbal aggression.