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• W2136173989 abstract "INTRODUCTION As teachers in University of Nevada, Las Vegas Honors College, we face semester after semester a familiar classroom scenario. There they are, our students, arranged around room, eyeing us with some degree of suspicion mixed with a healthy amount of good will and desire please. They want do well; they want work hard, but they also might be just a little bit bored, a little bit restless. They would love try something new but too afraid do so. They grow terrified when pushed out of their comfort zones and faced with new challenges that might threaten their GPAs and hopes of medical or law school. We find this grade obsession and risk-aversion frustrating, but we think we understand. Richard Badenhausen reminds us that many honors students have learned define themselves by their ability perform in a system that rewards them uncovering and then delivering 'what teacher wants' (28). Removing opportunity meet well-defined academic expectations threatens students' self-esteem and self-image. Who am I if not person who writes best paper or earns highest score in class? (Guzy 30). Repeatedly, honors students have told they models of excellence in an academic culture that relies on testing and emphasizes rote learning, so they afraid fall off pedestal (Badenhausen 28). Exercising creativity and risk-taking demands that students challenge academic norms, standards, and sometimes individuals. Our students do not want disappoint anyone, including This student anxiety may only be intensified by well-meaning parents. William Deresiewicz, professor-turned-essayist, writes that students elite schools have been driven their whole lives by a fear of failure--often, in first instance, by their parents' fear of failure (par. 19). Madeline Levine, a clinical psychologist, helps us complicate this assertion. She argues that parents of high-achieving students often eager provide their children with opportunities and shelter them from either challenge or disappointment (6). As a result, these parents expect good grades, reduce family responsibilities, and are typically in a frenzy of worry and overinvolvement (6). Their children, who become overly dependent on opinions of others, aren't particularly creative or interesting (Levine 5, 6). Carl Honore also targets unprecedented parental over-involvement (4). While he believes that our culture's celebrity-worship adversely influences many children along social spectrum, the burden falls most heavily on children higher up social ladder, where pressure compete is more intense (9). He states that this modern approach children is backfiring (8), for today's affluent, pampered children suffering physically (both due a sedentary lifestyle as well as athletic overtraining) and mentally ([d]epression ... and stress-induced illnesses). Then culture clash. These stressed-out students who highly dependent on approval of others enter our classrooms, and we want them to think for themselves. We want them think and work outside proverbial box, but they feel that their previous success has depended on their not doing so. How then can we blame them if they balk? When we consider how crippling these conflicting demands must be, it is difficult not give in, not bow their silent exhortation, Just let us do what we know how do. At this specific historical moment, though, it has becoming increasingly obvious us, their teachers, that we cannot afford let them endlessly repeat familiar patterns. Humans have always lived in uncertain times, but particular cast of our uncertainty in this second decade of twenty-first century--forged by forces of globalization and resulting economic challenges--demands that we re-examine our teaching methods and that students add their repertoire new ways of being students. …" @default.
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• W2136173989 date "2013-01-01" @default.
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• W2136173989 title "Rebels in the Classroom: Creativity and Risk- Taking in Honors Pedagogy" @default.
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