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Chapter 9-Marita's Bargain.
Transcript of Chapter 9-Marita's Bargain.
Rest also presented particular opportunities for strengthening cognitive and analytical skills. As one contributor to the Massachusetts Teacher suggested, "it is when thus relieved from the state of tension belonging to actual study that boys and girls, as well as men and women, acquire the habit of thought and reflection, and of forming their own conclusions, independently of what they are taught and the authority or others." (pg.254) 7:25 a.m. School starts
7:25-7:55 a.m. Thinking skills
90 minutes of:
English, Math(5th grade has two hours every day)
60 minutes of:
Science, Social Science, Music(twice a week),
75 minutes of :
5:00 p.m. School ends
5:00-7:00 p.m. Homework, clubs, detention, sports team
Saturdays(at least twice a month) 9:00 a.m.-1:00 p.m.
Summer(3 weeks in July) 8:00 a.m.-2:00 p.m. Why the long schedule? "What that extra time does is allow for a more relaxed atmosphere. I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded. So there comes to be a feeling that there are people who can do math and there are people who aren't math people. I think that extended amount of time gives you the chance as a teacher to explain things, and more time for the kids to sit and digest everything that's going on-to review, to do things at a much slower pace. It seems counter intuitive, but we do things at a much slower pace and as a result we get through a lot more. There's a lot more retention, better understanding of the material. It lets me a little bit more relaxed. We have time to have games. Kids can ask any questions they want, and if I'm explaining something, I don't feel pressed for time. I can go over material and not feel time pressure." (Frank Corcoran Pg. 262) The extended schedule allows students to see how meaningful the subjects are by breaking it down and not feel rushed. The students are seeing the relationship between effort and reward.(cough cough chapter 5 and 8) The CAT was given at the end of the school year and one at the beginning of every school year. Alexander realized the difference between the high and low socioeconomic classes based on the test results and how much it differs after summer vacation. The higher classes perform better than the other classes because of their educational activity outside of school. They can afford to gain knowledge throughout the summer while the others are stuck playing hop-scotch and watching TV(not that there is anything wrong with that). "Schools work. The only problem with school, for the kids who aren't achieving, is that there isn't enough of it" (Gladwell Pg. 259) "I wake up at five-forty a.m. to get a head start. I brush my teeth, shower. I get some breakfast at school, if I am running late. Usually get yelled at because I am taking too long. I meet my friends Diana and Steven at the bus stop, and we get on the number one bus. I leave school at five p.m., and if I don't lollygag around, then I will get home around five-thirty. Then I say hi to my really quickly and start my homework. And if it's not a lot of homework that day, it will take me two to three hours, and I'll be done around nine p.m. Or if we have essays, the I will be done like ten p.m., or ten-thirty p.m. Sometimes my mom makes me break for dinner. I tell her I want to go straight through, but she says I have to eat. So around eight, she make me break for dinner for, like, a half hour, and then I get back to work. Then, usually after that, my mom wants to hear about school, but I have to make it quick because I have to get in bed by eleven p.m. So I get all my stuff ready, and then I get into bed. I tell here about the day and what happened, and by the time we are finished, she is on the brink of sleeping, so that's probably around eleven-fifteen. Then I go to sleep, and the next morning we do it all over again. We are in the same room. But it's a huge bedroom and you can split it into two, and we have beds on other ides. Me and my mom are very close." (Marita Pg. 264-265) Marita's life is not what you would expect of a normal twelve year-old girl. Marita has responsibilities that she has traded for fun and games. She has had to give up her evenings, weekends, and friends and make KIPP her mindset. That is her bargain. Here is here again "Well, when we first started fifth grade, I used to have contact with one of the girls from my old school, and whenever I left school on Friday, I would go to her house and stay there until my mom would get home from work. So I would be at the house and I would be doing my homework. She would never any homework. And she would say, 'Oh, my God, you stay here late.' The she said she wanted to go to KIPP, but then she would say that KIPP is too hard and she didn't want to do it. And I would say, 'Everyone says that KIPP is hard, but once you get the hang of it, it's really not that hard.' She told me, 'It's because you are smart.' And I said, 'No, every one of us is smart.' And she was so discouraged because we stayed until five and we had a lot of homework, and I told here that us having a lot of homework helps us do better in class. And she told me she didn't want to hear the whole speech. All my friends now are from KIPP." (Marita Pg. 266-267) EDUCATION!