Brilliant!Before you start the car trip, buy a packet of chocolate frogs.
As you all get into the car, children in the back seat, adults in the front, the adult(s) should open the packet of chocolate frogs. The packet of chocolate frogs should be left in full view of the children.
Then, start driving.
Sooner or later, the bickering, the shoving, the kerfuffle, the noise, the complaints from the back seat will get to be too much for the grown-ups to bear.
At that stage, the adult(s) should reach for a chocolate frog. They should wind the window down, and throw the frog out.
At the end of the journey, the children may eat any frogs that are left.
Tuesday, September 30, 2008
Chocolate frogs and all that
Wednesday, September 24, 2008
Fair grades
[HT: Mark Richards] A Pittsburgh school district has set 50% as a student's minimum grade.
Pittsburgh Public Schools officials say they want to give struggling children a chance, but the district is raising eyebrows with a policy that sets 50 percent as the minimum score a student can receive for assignments, tests and other work. ...
"A failing grade is a failing grade," district spokeswoman Ebony Pugh said.
At the same time, they said, the 50 percent minimum gives children a chance to catch up and a reason to keep trying. If a student gets a 20 percent in a class for the first marking period, Ms. Pugh said, he or she would need a 100 percent during the second marking period just to squeak through the semester.
It gets better ...
Superintendent James Lombardo said he's in favor of implementing the idea, partly as a fairness issue. He noted that a failing grade carries far more mathematical weight than any other grade if the "E" or "F" has a range of zero to 59 percent.
"I guess I laud the Pittsburgh district for recognizing some of the foibles of our numerical system," he said, adding low percentage scores sometimes are given to students because of their attitude or work ethic, rather than their level of accomplishment.
I guess if one were to be kind, this would be considered a nudge as opposed to a scheme that weighed early assessment lower as a means of providing a catch-up opportunity or for allowing a low assessment grade to be discontinued. That said, it doesn't say much about the numeracy component of the education program.
Science and parenting
Part of the problem is that most of us pay, at best, selective attention to science—and scientists, for their part, have not done a good job of publicizing what they know about corporal punishment. Studies of parents have demonstrated that if they are predisposed not to see a problem in the way they rear their children, then they tend to dismiss any scientific finding suggesting that this presumed nonproblem is, in fact, a problem. In other words, if parents believe that hitting is an effective way to control children's behavior, and especially if that conviction is backed up by a strong moral, religious, or other cultural rationale for corporal punishment, they will confidently throw out any scientific findings that don't comport with their sense of their own experience.The issue is that a parenting behaviour can appear to work right away (and so be affirmed) but actually do more harm later on or be otherwise ineffective. Scientific research can inform about the latter. And it is not just corporal punishment. Consider sleeping, eating and all sorts of other things where it is difficult to weigh the present and future.
The argument in the article is that governments need to ban violence against children and Kazdin again laments the lack of political traction in the US on that. But come on, is he really surprised. The same parents are the voters and if they see corporal punishment as effective and morally OK, why would they vote to ban it.
This suggests that the way to get parental behavioural change is not the public equivalent of corporal punishment -- bans and penalties for infractions. Instead, my guess is that social norms and changes will be more powerful. I have not looked into it, but my guess (hope) is that the degree of violence against children has fallen: e.g., less using of hard objects and more using of hands. Why has this occurred? Social pressure mainly.
The key to social pressure is exposure. And that is the issue with parenting. So much of it is within the confines of a household and not exposed socially. That is why pressures to breastfeed are stronger (as you leave the house sometimes) while punishment is another matter. Then again, how often are we seeing physical punishment performed outside the house? The point here is that we need to think far less from the hip and far more using science (this time on parenting behaviour) to actually produce changes.
Monday, September 22, 2008
Parentonomics on TV
Here is the link to the video (scroll down to 'Bribing Kids')
[Update: Well that wasn't quite what I was expecting. All about bribery where I came off as the academic who creates highly incentivised children while a psychologist (read: anti-economist) came off as saying it would be better to give children praise and hugs as rewards and time-outs and I am guessing no hugs as punishments. Call me crazy but I'd rather toy with material things than emotions.]
Friday, September 19, 2008
Punishment Capital
The challenge, then, is to make sure that you have punishments available to you that you are willing to carry out. You may be able to rise to that challenge by building up what Joshua Gans calls “punishment capital” – not to be confused with capital punishment. Professor Gans, author of a new book called Parentonomics, points out that if you are the source of a steady stream of money or sweets, that gives you a negotiating position. Threatening to remove the carrot (or rather, the flow of chocolate coins) is more credible than threatening to wield the stick. What one parent sees as junk food, Professor Gans sees as an “incentive opportunity”.
