One of my favorite components is that the teachers show the children how to evaluate their own (and others’) work. Gradually, they whisper what they’re doing, and eventually, they no longer speak out loud – it has become “private speak.” This is something that adults do regularly (think through things in their heads) but kids do not all do this. As the students practice writing a letter with the teacher, they describe their pencil strokes out loud. Other strategies include encouraging “private speak” by modeling it out loud. Then, for the next 45 minutes, the children STICK TO IT. Younger children scribble or draw their play plan, while older children write as much as possible. Before the play hour begins, the students write down their play plan. Tools of the Mind employs strategies such as a “play hour.” This sounds very similar to “center time” in most preschool or kindergarten rooms, but the difference is in the childrens’ play plans. The author describes the program, explains its benefits, and finally (in a much too short conclusion) explains how you can apply elements of the program to parenting and educational settings. The chapter focuses on a Preschool and Kindergarten program called Tools of the Mind. I just finished reading Chapter 8, and I thought I’d jot down some of my impressions. I have been reading Nurtureshock by Po Bronson and Ashley Merriman and I HIGHLY recommend it to parents and educators.
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