The other thing I remember I liked was when asked to work in a group, the teacher explained to me why, or it was something I could grasp. In art or lab science, we often got projects that required a limited number of set-ups or needed more than two hands. In English or foreign language classes, we might be doing a play that needed multiple actors, or practicing conversation. Harder was the 'I have given you a lot of work, so divide it up so you all don't have to do it', because I would try to push for the 'work twice as hard on my own' -- though some of that was the non-AS-specific thought of 'a group could be full of people who won't do the work, but want me to cover for them for their good grades'.
But getting used to those helped prepare me for late college/grad school where my peers and I -- all highly motivated and intelligent people -- had to work together to learn the material because graduate-level science can be hard. (Not to mention how collaborative science was, which would have blown my ten year old mind.)
Also, it seems a lot like remembering 'this isn't your fault, or his/her/the other kid's fault, but a problem because you two are different and that happens', is a good thing to reinforce.
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branchandroot
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Date: 2011-05-23 02:52 pm (UTC)But getting used to those helped prepare me for late college/grad school where my peers and I -- all highly motivated and intelligent people -- had to work together to learn the material because graduate-level science can be hard. (Not to mention how collaborative science was, which would have blown my ten year old mind.)
Also, it seems a lot like remembering 'this isn't your fault, or his/her/the other kid's fault, but a problem because you two are different and that happens', is a good thing to reinforce.