Encouraging pupils to keep noise to a minimum should be a valuable part of all children’s education, according to a new research.
Dr. Helen Lees, from Stirling University’s school of education, says that “enforced (强制的) silence” is seen as a punishment and often acts to suppress children’s natural ability. But she says that teaching children about the benefits of “enforced silence” — deliberate stillness that gives them the opportunity to focus and reflect in a stress-free environment — can have a significant effect on pupils’ concentration and behaviour.
It is the latest in a string of researches to establish a link between the classroom environment and pupils’ academic ability.
A study almost a decade ago in London found that children’s exam results were cut by as much as a third if they taught in noisy classrooms. Teaching unions have also called for a limit of 26℃ to be put on classroom temperatures because teachers and pupils struggle to work in hot conditions and some educationalists claim that too much clutter(杂乱的东西) on classroom walls can prevent children from concentrating.
Dr. Lees said: “When we take some research on school settings and put it all together, what we see is that education without silence does not make much sense. In areas of better learning outcomes, better self-confidence and well-being measures, enforced silence in a person’s life and an individual’s education is shown throughout the relevant research to be a benefit.”
Dozens of schools across Britain already introduce periods of “reflective silence” into the timetable.
Kevin Hogston, head of Sheringdale Primary, south London, has just introduced a minute’s silence at the start of twice-weekly meetings in which children are taught breathing techniques and encouraged to reflect. The school plans to introduce it into classrooms every day.
1. According to Dr. Helen Lees, “enforced silence” _____________.A.is an effective way of punishment |
B.does not make much sense in class |
C.can improve pupils’ confidence |
D.can make pupils more creative |
A.prevent something from developing |
B.make something better than before |
C.get something back |
D.unite with something. |
A.Students are more creative if taught in noisy classrooms. |
B.Silence makes a great difference to pupils. |
C.Clutter on the walls can help students concentrate. |
D.Most schools are not satisfactory in terms of classroom temperatures. |
A.How to arrange classroom settings. |
B.How to achieve silence in class. |
C.Encouraging pupils in class is beneficial. |
D.Keeping quiet in class can improve academic ability. |
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【推荐1】Conventional wisdom is a major barrier to innovation (创新) that threatens the survival of companies everywhere. It’s based on the assumption that old ideas will always work, so they shouldn't be challenged. While this may be a valid assumption in situations that don't change, it’s unlikely to hold true in a changing situation. In today’s rapid changing global environment, old methods often don’t work, and stubbornly using them can lead to major problems.
Most people seem to agree with conventional wisdom because it gives one a false sense of security. If everyone else believes it, then it must be true. Individuals who use conventional wisdom are certain that they are right, and being right is good. They want to continue using old ideas rather than take risks with changes that might not work. In 1977, Ken Olsen, co-founder and CEO of Digital Equipment Corporation (DEC), stated “There is no reason for any individual to have a computer in his home.” Despite being a dominant leader in the computer industry, DEC no longer exists. People seem to forget that since innovation is a change, there can be no innovation without change. Unfortunately, conventional wisdom prevents leaders, followers and companies from changing and therefore innovating. If companies don’t innovate, but their competitors do, the future is likely to be problematic. Breaking from conventional wisdom has led to many of the most innovative companies and products in history across many industries, so it has a powerful effect on business success.
Ted Turner (founder of CNN) knew little, if anything, about the news business, but he knew it was inconvenient to watch news only at the dinner hour, as was common before CNN. Turner's solution was to create a cable channel dedicated to news 24 hours a day. The news establishment reflected conventional wisdom at the time, and predicted his idea would fail because no one wanted to watch the news all day. However, it doesn’t take a rocket scientist to understand that viewers don’t have to watch the news all day for the CNN to work. Viewers just have to watch when they want to get information. Due to conventional thinking, the critics failed to recognize the opportunity that was clear to Ted. They assumed that only what was familiar to them could work in the future.
Conventional wisdom prevents creativity, flexibility and risk-taking, so unconventional leaders enthusiastically break from it. To survive, thrive and maintain competitive advantage, companies must be flexible when reacting to change.
1. The author's attitude to conventional wisdom is ________.A.disapproving | B.approving |
C.supportive | D.indifferent |
A.the consumers didn’t like its products |
B.the CEO stuck to the conventional ideas |
C.the leaders lacked the sense of security. |
D.the employees took many risks with changes |
A.missing opportunities could lead to failure |
B.changing could contribute to business success |
C.watching news at the dinner hour is convenient |
D.conventional wisdom influences business success |
A.Rocket scientists can ensure the CNN works properly. |
B.Most of the viewers don’t like to watch the news at work. |
C.It’s necessary to understand when people watch the news. |
D.It’s easy to know people needn't watch the news all the time. |
A.old methods are changing with time |
B.opportunities lead to business success |
C.conventional wisdom limits innovation |
D.successful companies need wise leaders |
【推荐2】Is future you? It might seem like a strange philosophical question. But the answer to how you think about your future self could make the difference between decisions you ultimately find satisfying and ones you might eventually regret.
The brain patterns that emerge on an MRI (核磁共振成像) when people think about their future selves most like the brain patterns that arise when they think about strangers. This finding suggests that, in the mind’s eye, our future selves look like other people. If you see future you as a different person, why should you save money, eat healthier or exercise more regularly to benefit that stranger?
However, if you see the interests of your distant self as more like those of your present self, you are considerably more likely to do things today that benefit you tomorrow. A paper in the journal PLoS One revealed that college students who experienced a greater sense of connection and similarity to their future selves were more likely to achieve academic success. Relationships with our future selves also matter for general psychological well-being. In a project led by Joseph Reiff, which includes 5, 000 adults aged 20 to 75, he found that those who perceived a great overlap (重叠) in qualities between their current and future selves ended up being more satisfied with their lives 10 years after filling out the initial survey.
So how can we better befriend our future selves and feel more connected to their fates? The psychological mindset with what we call ”vividness interventions“ works. We have found, for instance, that showing people images of their older, grayer selves increases intentions to save for the long term. Besides, you might try writing a letter to-and then from-your future self. As demonstrated by Yuta Chishima and Anne Wilson in their 2020 study in the journal Self and Identity, when high-school students engaged in this type of ”send-and-reply“ exercise, they experienced elevated (升高的) levels of feelings of similarity with their future selves.
Letter-writing and visualization exercises are just a couple of ways we can connect with our future selves and beyond, but the larger lesson here is clear: If we can treat our distant selves as if they are people we love, care about and want to support, we can start making choices for them that improve our lives-both today and tomorrow.
1. What’s the function of paragraph 2?A.Generating further discussion. | B.Introducing a research result. |
C.Showing the effect of the finding. | D.Concluding various viewpoints. |
A.By offering relevant statistics. | B.By using quotations. |
C.By referring to previous findings. | D.By making comparisons. |
A.Benefits of befriending our future selves. |
B.Ways of connecting with our future selves. |
C.Methods of changing psychological mindsets. |
D.Possibilities of us becoming our future selves. |
A.Making future plans makes a difference. |
B.Our future selves look like other people. |
C.Getting to know your future self benefits. |
D.Your choice affects the fates of strangers. |
【推荐3】Five Simple Ways to Increase Your Intelligence
Your IQ, which stands for Intelligence Quotient, is a scientific assessment(评估)of your intelligence. While there are limits based on native intelligence levels, recent studies have shown that it’s possible to increase your intelligence. Your brain needs exercise just like a muscle. If you use it often and in the right ways, you will become a more skilled thinker and increase your ability to focus. Here are five simple techniques to exercise your brain.
1. Minimize(使减少到最低程度)television watching.
2.
3. Read Challenging Books. If you want to improve your thinking and writing ability, you should read books that make you focus.
4.
5. Take time to reflect. Spending some time alone in reflection gives you a chance to organize your thoughts and prioritize(优先处理)your responsibilities.
A.Early to Bed, Early to Rise. |
B.Take some time to exercise |
C.Think of new ways to do old things |
D.Reading a classic novel can change your view of the world |
E.Watching television doesn’t use your mental ability or allow it to recharge |
F.Afterwards, you’ll have a better understanding of what’s important and what isn’t. |
G.Just as sitting at your desk all day is bad for your physical self, sitting in the same mental seat all the time is bad for your bran. |
【推荐1】Human brains are social organs — they’re neurobiologically (神经生物) wired for connection. But just as our students’ brains can be unfavorably affected by negative mentality and misfortunes, so can their parents’ brains, affecting relationships with teachers.
What feels hurtful from a parent could be a worn-out brain, one that is trying to survive and so is defending itself and paying close attention to experiences or relationships that may feel terrifying or unsafe.
There are times when we may feel harmed by a parent, and we too can fire off sharp words if we re feeling misunderstood and angry. We may also unintentionally increase a conflict while moving farther away from cooperation and solutions. A poorly regulated educator cannot help a poorly regulated parent.
I myself have been blamed for my son’s upsetting behaviors when he was struggling emotionally. Eleven years ago, when Andrew became a newcomer in high school, the anxiety and anger masking the fear he felt almost destroyed our family. We felt helpless and often hopeless.
In the middle of this scary time, I received an email from Andrew’s Spanish teacher.
Dear Dr. Desautels,
I wanted you to know that Andrew finished his project today and had a smile on his face. I just wanted to share that with you.
Please let me know how I may serve you in the days to come.
Mr: Pickett
This email changed everything for me as a mom and as an educator. It helped our family experience a bit of hope and inspiration. Andrew worked hard for Mr. Pickett that term and ended with an A. He failed most of his other classes, but because of the connection this teacher created with Andrew, he felt heard, seen, and appreciated.
One thing I’ve learned is that I must regulate my own brain state before I interact with parents. Mr. Pickett’s effort to foster a positive relationship with my family and my son has shown me a way to support both students and their parents.
1. Why does a parent say hurtful things?A.They dislike teachers. | B.They are easily upset. |
C.They are much too stressed. | D.They are willing to let their anger out. |
A.He was physically ill. | B.He had emotional suffering. |
C.He tried to escape his family. | D.He quarreled with his teacher. |
A.He wanted to change everything. |
B.He was persuaded by his parents. |
C.He realized the importance of the subject. |
D.He got care and appreciation from the teacher. |
A.Students. | B.Teachers. | C.Parents. | D.Doctors. |
The implication(含义) of saying “You are the prettiest girl in class,” or talking about the goals she scored but not her overall effort, is that you love her only when she looks the best, scores the highest, achieves the most. And this carries over to the classroom.
Social psychologist Carol Dweck, PHD, tested the effects of over-praise on 400 fifth graders while she was at Columbia University. She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.
“Praising attributes(品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges,” says Dweck, now at Stanford University, “They figure they’d better quit while they’re ahead.”
1. The underlined words “Praise-aholic kids” refer to kids who are ______.
A.tired of being praised | B.worthy of being praised |
C.very proud of being praised | D.extremely fond of being praised |
A.better-known | B.better-organized |
C.more persuasive | D.more interesting |
A.praise for efforts should be more encouraged |
B.praise for results works better than praise for efforts |
C.praising a child’s achievements benefits his or her success in life |
D.praising a child’s abilities encourages him or her to take on challenges |
【推荐3】I remember my first true introduction to art fondly. It was my second year of university and I was a confused 19-year-old at the time, unsure of what academic path I wanted to pursue. I knew that I had always been fascinated by things that made me question the world around me, and my art history class was the first time I really got to get my feet wet.
My professor, a post-graduate with natty (齐整的) hair, entertained us with her stories of travel and revealed the arts of the world to us, something that had not been touched on since my primary school years. The grand story of time was told in broken Greek sculptures, figures whose amazingly detailed limestone carvings were often missing arms and heads to the brittle ravages (无情的破坏) of time. We explored the patterns of the Medieval era and the early Renaissance religious symbolism of Michelangelo and Botticelli. We analyzed the mustard (芥末黄) and chiaroscuro (明暗对比) glare of the Baroque paintings of Caravaggio and El Greco, and we were amazed by the sandcastle-naturalism of the Spanish architect Gaudi. The history of art has fascinated me ever since.
I never had a talent for art myself, but I always did have a well-grounded appreciation for those who did. In primary school, we explored art through music and painting classes, but once we entered secondary school, art was an elective course and quickly limited to the dustbins of my memory. It was only after that humble art history class that I realized what I had been missing.
I strongly believe that a well-rounded society needs everyone to have an early education in the arts. A healthy society needs all its members to open their eyes—and their minds—so that they can learn what is true and beautiful, just as the famous Greek philosopher Plato said, “The reflection of beauty causes the soul to grow wings”.
1. What’s the meaning of the underlined sentence in the first paragraph?A.The author got lost in the art history class due to the confusion. |
B.The author was starting to figure out the exact academic path. |
C.The author was starting to learn to appreciate art. |
D.The author wet his feet because of carelessness. |
A.To show his love for Greek sculptures. |
B.To show the beginning of his love for art. |
C.To tell readers the professor’s love for grand stories. |
D.To tell readers what the Renaissance religious symbolism is. |
A.Ambiguous | B.Supportive | C.Opposed | D.Doubtful |
A.To advocate the popularity of art history. |
B.To propose a change in the education of art history. |
C.To urge people to explore more art classes in an early age. |
D.To arouse people’s awareness of the importance of early art education. |