What Do You Know About Wealth Education?

Did you ever look up the word wealth education? If you have, you may have come across many different things like wealth education school, coaching in wealth education, negative input of certain wealth education site, but you may have also come across poverty college or poverty war college.

Why is that, really? So few the options when we are trying to survive the next crash that will possibly wipe out the middle class. Are you ready for it? Wealth education should be a curriculum or materials that will get you ready, if you are willing to take that step to change your mindset, for the ups and downs of any life changing experiences you may encounter. Let me rephrase that, when you applied for your recent job application, did they ask for your GPA in high school or college, no I don’t think so. Has the job you are at the moment teaching you skills that you can take with you anywhere? The job you are presently at, is it teaching you to be rich, how to manage your money responsibly and be aware of your health? Maybe not.

My friend it is time for you to take your wealth education seriously. You, I and many of us are groaning and complaining about the bailouts and everything else, but you know what, none of that matters when the big tide comes and wipes out those that are still clinging to the old economy mentality. That economy doesn’t exist anymore. It is time for you to change the old mentality and get with the program.

One of the authors to get you started and get you motivated in changing with the times that are coming is Wallace Wattles. Others are Esther Hicks, the famous Robert Kiyosaki and Ron Paul. Some of these will help you change your mind and become creative and free. These people are a few of course of many that decided to go the unbeaten path with much success. Don’t wait until it is too late because the roof you may be under may not be over your head in the time to come.

Whole Word Is Nonsense – How We Got Stuck with the Worst Way to Learn to Read

Rudolph Flesch was a graduate of Teachers College and an authority on both reading and writing. He was himself an educator and, you might think, an insider. Nonetheless, he spent much of his life in a frustrating quest to persuade his colleagues that they had made a tragic mistake by favoring look-say over phonics. His “Why Johnny Can’t Read” was a national bestseller in 1956. But the education establishment vilified him and ignored him.

Flesch waited 25 years and tried again with “Why Johnny Still Can’t Read.” Again it was a bestseller. Again the educational establishment snickered; and his earnest, heartfelt effort could not overcome their hostility. He died believing that the situation might be hopeless. This tribute will consist of trying to answer a question: why did Rudolph Flesch have to waste so much of his life defending the obvious?

I’ve read his books and many others dealing with the same topics and I kept asking: what is REALLY going on here? Phonics has to be a part of any reading program, right? Isn’t it the simplest way to figure out a word you don’t know? Why do his opponents keep pushing ideas that don’t work? All they have to do is read Rudolph Flesch. Two bestsellers! Surely everyone has heard of these wonderful books.

Flesch discusses British schools, where it is normal for children to learn to read by Christmas of their first grade. Once they grasp the phonetic code, they can read anything, at age seven. Children forced into look-say (or whole word) classes learn English as if each word were a Chinese ideogram. This approach is slow and inefficient. Typically, kids can memorize about 800 “sight words” a year. Even by the sixth grade, so-called A-students could be expected to know only 5000 words. With this limited vocabulary, there is no newspaper or cereal box that they can read even half of, at age twelve. Worse still, children that age have more than 30,000 words buzzing around in their heads. They speak most of these words, and recognize all of them in conversation. They just can’t recognize them in print. Imagine the imprisonment and torture we are describing here. Your ears and your brain know 30,000 words, but your eyes know only 5000. You can get a migraine just thinking about this. By the end of high school an outstanding look-say student might know 10,000 words on sight, but by that time the volume of heard or recognized words has probably grown past 50,000. The victim of this abuse will be semiliterate for life. The victim will not be able to read for pleasure.

It’s difficult for an adult to identify with what a child goes through in look-say. Here are some simple ways to do this. Go on Google and find some pages in a foreign language you don’t know. Or turn a page of English upside down and look at it in a mirror. Now imagine you are told to memorize all those words by SHAPE alone. (Note that you will eventually need to memorize several shapes for every word: “teachings,” “Teachings,” “TEACHINGS,” and versions in hand writing or odd typefaces.) In all cases, you must NOT break words into letters or syllables. You must NOT sound out the words. Just memorize the shapes– that is, the design, the look, the appearance. Feeling dyslexic, are you? Feeling depressed and anxious? ADD coming on? Yes, that happens a lot.

Here is the fundamental point. Words learned phonetically will always re-introduce themselves to you, a thousand times if necessary. Each word contains its own speech chip, so to speak. The word talks to you, “Here’s how you pronounce me!” But a word learned as an ideogram is static and uncommunicative. Either you have memorized it or you haven’t, much like a house, car or other object seen as you drive through a neighborhood. Do you know that house or don’t you? The house doesn’t say, not a peep. It’s up to you to recall the shape of the roof, the color of the garage, etc. (Imagine the nightmare of trying to memorize thousands of houses by name.) For children caught in look-say, English looks like this: htchfgd fhwtrg dsphw mjl bqv xtpkng… There’s thousands upon thousands of small, strange, silent shapes to memorize. And they’re coming at you very fast as you try to read across the page.

Only the smartest Chinese can learn even 20,000 of their ideograms (which have only one shape and often contain a pictographic element). Even this amount requires excellent memory, great discipline, and endless practice drawing these symbols. Modern educators routinely condemn practice and memorization; how odd that they selected a reading pedagogy that demands both. English now hurtles toward a total vocabulary of 1,000,000 words. Look-say was never a feasible way to deal with this Niagara of symbols. Memorizing short, common words (house, stop, good, but, they, what) may not be too bad at first. Children might learn one or two thousand such words and get A’s in third and fourth grade reading. (Provided, of course, they are reading books written in this controlled vocabulary–so the A’s are quite dishonest.) But progress will now come more slowly because the children will have to move on to bigger, more visually cumbersome words (bathroom, apartment, however, television, somewhere). Their brains will struggle to remember the tiny visual differences between, for example, virtue, virtual, visit, vertigo, vision, verse, visible, vista, version, visa, visiting, virgin, visual. (What mnemonic tricks would you use to remember that “virtue” has something to do with morality but “virtual” has something to do with computers? Would those tricks work a month later? Could you transfer those memory tricks to VIRTUE and VIRTUAL?) Still more bad news: Once children learn to sight-read a few thousand words, their brains resist phonics. If these children try to read some words phonetically, well, they can’t, not easily. It hurts. Their brains have become wired for shapes, not sounds. These children will say they hate reading. Teachers will start calling them dyslexic.

According to Flesch, we are wired to talk by age three, write by age five, and read by age seven, roughly speaking. These things happen naturally, with time and encouragement. Learning to talk, he notes, is a far greater intellectual leap than learning to read. But what do you know– three-year-olds do it. Similarly, seven-year-olds will almost universally learn to read, if you don’t put obstacles in their way. An inability to read is rare among humans; you would expect to find actual brain damage. The evil genius of look-say is that it creates the symptoms of brain damage in healthy children. Here’s a grim but probably accurate thought. If our educators were teaching children to talk, we would have a society overflowing with mutes. As it is, we have a society overflowing with “functional illiterates.”

Frank Smith, whom many educators regard as a great expert on reading, did more than anyone else to perpetuate the war against phonics and against Rudolph Flesch. Smith states flatly: “Readers do not need the alphabet.” He ridicules phonics (“the 166 rules and 45 exceptions,” as he puts it). Smith likes to pretend that young children are empty-headed and will be sounding out exotic words they do not know. But that’s a phony set-up. Kids in first grade already know more than 20,000 words. They need help ASAP in recognizing the printed version of all these words. Smith himself gave the game away when he wrote, as a put-down: “Phonics works if you know what a word is likely to be in the first place.” Yes, and that can be a big help–just what the child needs to keep going. Suppose the story is about a farm; there are chickens, mules, ducks, cows, pigs, turkeys, horses and a rooster there. The child knows all those words; with just a hint of the starting sound, the child reads all those words. Call phonics one of the great inventions of human history. Or call it a code-breaker, a crutch, a trick, a cheat sheet. It lets children read all those thousands of fairly complex words they speak in conversation by age five, but with look-say will not be able to read until they are in high school, if ever. Words such as hurricane, internet, digital, vacation, interstate, Mercedes, crocodile, computing, cheerleader, quarterback, aspirin, battery, janitor, detergent, headquarters, electricity, military, Manhattan, athletic, chemistry, understand, groceries, religion, Hollywood, etc., etc.

My guess is that children don’t need a lot of phonics to get started. (I say this knowing that Dr. Flesch would disagree. I say this because I somehow graduated from college and became an author without learning even a single phonics rule. I think that what happened was that I was in look-say classes but the teacher was teaching some informal phonics on the side! Fortunately. Indeed, it’s one of my favorite theories that a LOT of guerrilla teaching occurred in this country. Otherwise, the look-say disaster would be much worse than it is.) At most (and this is just my impression), young children need one consonant sound plus the long and short vowel sounds. But here’s what they absolutely have to know: the alphabetic concept by which letters can stand for sounds. And it’s this great cultural treasure that look-say was designed to keep forever hidden. Judging by everything I’ve read, look-say is the worst possible way to teach reading. Whenever it’s used, literacy declines. Weird reading problems proliferate. Look-say (or whole word) is arguably a form of child abuse.

What, by the way, is the best way to teach reading? I suspect it’s the same way we teach tying shoelaces, cooking, using a computer, and all the rest. An adult sits by the child and helps the child along. Children love stories and they love repetition. So there’s plenty of opportunity to point at letters, syllables and words, to repeat sounds, to enjoy rhyme, and to discuss what a wonderful but sometimes whacky thing the English language is. I also suspect that poetry–anything with rhyme, including nursery rhymes and doggerel–should be central.

Well, this debate has been played out in many books and throughout the country. At this date, 20 years after Dr. Flesch passed away, his message largely prevails. The forces of whole word–especially since 1995–are slowly receding, like some dark tide. But we are still left, ever more intriguingly, with the question: why did this bogus technique come into vogue in the first place? To find the answer, we have to peer back at the history of education, all the way to the early part of the 20th century and into the late 19th century. Two entirely new fields were born at that time, Education and Psychology; the same small group dominated both. What were the motives and goals of these willful men, the ones who perpetrated look-say and so many other dubious strategies? For many years I simply could not figure it out. Why were American educators so incurably drawn to bad ideas? I kept hoping there was a benign explanation. Then I began suspecting that these people were either the biggest bunglers in history or huge criminals. But which? And why? For a long time, American educational theory and practice seemed to me like a bizarre mystery story.

Is the Carrot and Stick Method Useful in Higher Education?

Consider how the process of learning begins for students. As a general perceptual rule, when students begin their degree programs they hope to obtain good grades, useful skills, and relevant knowledge. The tuition paid assures placement in a class and there are implied results that students expect as a product of their involvement in that class. In contrast, instructors expect that students will obey the academic rules, perform to the best of their abilities, and comply with specific class requirements that include deadlines for completion of learning activities.

For students, grades serve as an indicator of their progress in class, a symbol of their accomplishments and failures, and a record of their standing in a degree program. I have heard many students state that their primary goal for the class was to earn what they refer to as “good grades” – even though they may not be fully aware of what constitutes a good grade for them. When students aren’t achieving good grades, or the minimum expected by instructors and/or the school, instructors may try to nudge them on – either through positive motivational methods such as coaching and mentoring, or negative motivational methods that include threats and a demeaning disposition.

I found that many educators dangle a carrot in front of their students through indirect methods, such as the potential to earn a better grade, as an “A” in an indicator of the ultimate achievement in school. There may be incentives given to prompt better performance, including additional time or a resubmission allowance for a written assignment, as a means of encouraging students to perform better.

My question is whether the focus of teaching in higher education should be on the carrot we dangle in front of students to perform better or should there be more of a focus on what motivates each individual student to perform to the best of their abilities? In other words, do we need to be dangling something in front of students to serve as a source of motivation?

What is the Carrot and Stick Method?

I believe that most people understand the meaning of dangling a carrot in front of students to motivate them. The phrase is actually based upon a tale about a method of motivating a donkey and while the carrot is dangling in front of it, the stick is used to prod the animal along. The carrot serves as a reward and the stick is used as a form of reinforcement and punishment for non-compliance.

This approach is still used in the workplace, even subconsciously by managers, as a method of motivating employees. The carrot or incentives may include a promotion, pay increase, different assignments, and the list continues. The stick that is used, or the punishment for not reaching specific goals or performance levels, may include demotion or a job loss. A threat of that nature can serve as a powerful motivator, even if the essence of this approach is negative and stressful.

The Carrot and Stick Approach in Higher Education

If you are uncertain about the use of this approach in higher education, consider the following example. You are providing feedback for a written assignment and it is now the halfway point in the class. For one particular student, you believe they have not met the criteria for the assignment and more importantly, they have either not put in enough effort, they did not perform to your expectations, or they did not live up to their full potential.

It is worth mentioning that your beliefs about students are shaped by how you view them and their potential. In other words, I try to see my students as individuals who have varying levels of performance and that means some will be further along than others. In contrast, instructors who believe they do not have enough time to get to know their students as individuals may view the class as a whole and set an expectation regarding the overall performance level that all students should be at for this particular point in the class.

Returning to the example provided, my question to you is this: Do you reward the attempt made by the student or do you penalize that student for what you perceive to be a lack of effort? As a faculty trainer, I have interacted with many faculty who believe that all students should be high performers and earning top grades, regardless of their background and prior classes. When students fail to meet that expectation, there is a perception that students either do not care, they are not trying, or they are not reading and applying the feedback provided. The instructor’s response then is to dangle a carrot (incentive) and use the stick to try to change the necessary student behaviors.

Relevance for Adult Learning

There is a perception held by many educators, especially those who teach in traditional college classes, that the instructors are in control and students must comply. This reinforces a belief within students that they do not have control over their outcomes and that is why many believe grades are beyond their control. I have seen many students stop trying by the time they were enrolled in a class I was teaching simply because they could not make a connection between the effort they have made to the outcomes or grades received. In other words, while they believed they were doing everything “right” – they were still getting poor grades.

At the heart of the adult learning process is motivation. There are as many degrees of motivation as there are types of students and it is not realistic to expect that all students will be performing at the same level. I’ve learned through time and practice that adult student behaviors do not or will not permanently change as a result of forced compliance. However, behaviors will change in time when an instructor has built a connection with their students and established a sense of rapport with them. I encourage instructors to think beyond dangling a carrot and try to influence behavior, and not always through the use of rewards.

From a Carrot to a Connection

It is important for instructors to create a climate and classroom conditions that are conducive to engaging students, while becoming aware of (and recognizing) that all students have a capacity to learn and some gradually reach their potential while others develop much more quickly. My instructional approach has shifted early on from a rewards or carrot focus to a student focus. I want to build connections with students and nurture productive relationships with them, even when I am teaching an online class and have the distance factor to consider. I encourage students to make an effort and I welcome creative risks. I teach students to embrace what they call their failures as valuable learning lessons. I encourage their involvement in the learning process, prompt their original thinking during class discussions, and I teach them that their efforts do influence the outcomes received.

I recognize that this type of approach is not always easy to implement when classroom management is time consuming, and this is especially true for adjunct instructors. However, at a very minimum it can become an attitude and part of an engaging instructional practice. I encourage instructors to include it as part of their underlying teaching philosophy so they recognize and work to implement it. Every educator should have a well-thought out teaching philosophy as it guides how they act and react to students and classroom conditions. A student focus, rather than a carrot and stick focus, creates a shift in perspective from looking first at the deficits of students and seeing their strengths – along with their potential. It is an attitude of looking away from lack and looking towards meaning in the learning process, and a shift from seeing an entire class to viewing students individually. My hope is that this inspires you to re-evaluate and re-examine how teach your students and consider new methods of prompting their best performance.

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