DETERMINANT OF EFFORT ACHIEVEMENT RATHER THAN

ABILITY IN GRADE 7 STUDENTS

Theme: promoting children's well being

Sub Theme: Focus on effort rather than ability

School Name: Govt Girls High school Swari District Buner

NAME: Zenab

Roll No: BY 669951

(B.Ed. 1.5 Years)

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD,

Overall background of the participants of the project; area / school: (socio-economic

status, occupation / profession – earning trends of majority of the parents, literacy rate,

academic quality, and any other special trait of the community where the school is

situated).

I selected the topic Determinant of effort achievement rather than ability in grade 7 students
of Govt Girls High school Swari District Buner for my research work. The participant of my
project or my research paper is children achievements rather than ability of class 7th. It is the
local research that is action research. Before starting my project it is necessary for me to
know overall background of the Students. So for this purpose I made a Performa to collect
the background information of the Students of Govt Girls High school Swari District Buner.
Firstly schools are situated at the village of Swari District Buner KPK Pakistan.

SOCIO-ECONOMIC STATUS, OCCUPATION / PROFESSION

I adopted Govt Girls High school Swari District Buner. The number of Students is to
different have different and separate background. Every student have different story.
Different kind of category people live in this area, in this poor, middle and upper status
people included. As a trainee teacher I observe that every student represented his/her family
background because each has different story. I observe that much complication comes from
different status in same society.

OCCUPATION / PROFESSION – EARNING TRENDS

That is rural area most people are attached with agriculture. Where 30% parents of Students
is attach agriculture, 20% in teaching profession and 19% is labor and servant etc.16%
parents is in offices and well educated jobs in army and police departments. Few have their
poultry forms and animal forms. Each parent has different method of earning. A mostly
person is grow wheat, vegetables and cane etc. Children help their parents in work.

LITERACY RATE

I noted that the literacy rate of the villages, it is not so bad. Literacy rate of Government
primary schools Jangai District Buner is 48% but it is good other than around the villages.
Parents meeting were held in school, and then I observe the literacy rate of the village almost
20% parents is well educated. 5% parents are belonging to average family and other parents
are illiterate. Mostly Students‟ parent is matric pass.

SPECIAL TRAIT OF THE COMMUNITY

The community where the school is situated people has good hobbies, like greenery,
plantation and playing cricket and rugby football. Students and other villager‟s boys
participate in game and then go on high level. Many people migrate rural to urban area for
children study. Private school is present in village which provides best education to Students.
1. Why did you select this specific sub-theme and topic? Relate it to your
experience / problem in your classroom / institution.

I select the specific topic Determinant of effort achievement rather than ability in grade 7
students because I want to describe the issue Determinant of effort achievement rather than
ability in grade 7 students and explain the possible contribution. I am a trainee teacher and
choose Govt Girls High school Swari District Buner for my research project. The most important
factors is choosing topic depend on your own interests, values, goals, beliefs, views,
strengths, and weaknesses. Most of the studies are made on the demand side determinants of
effort achievement rather than ability in class seven students. To the best of our knowledge
regarding the Determinant of effort achievement rather than ability in grade 7 students. The
foremost aim of the study was to investigate and analyse the relationship of General Mental
Ability, Interest and home environment with Academic Achievement. The study reveals that
General Mental Ability, home environment Interest and academic achievement are
significantly and positively correlated. Whereas the high score of girls indicates that they are
superior to boys. Academic achievement of students especially at the grade 7th is not only a
pointer to the effectiveness or otherwise of schools but a major determinant of the future of
youths in particular and the nation in general.

During their first few years of life, children‟s brains are rapidly developing, as is their
capacity to learn essential social and emotional skills. Social and emotional development in
the early years, also referred to as early childhood mental health, refers to children‟s
emerging capacity to Early learning settings are rich with opportunities to build and practice
social and emotional skills; however, the quality of these settings affects the degree to which
a child‟s social and emotional development is supported.

Learning outcomes have become a phenomenon of interest to all and this account for the
reason why scholars have been working hard to untangle factors that militate against good
academic performance.

THEME: prompting children's well being

Promoting well-being involves understanding and addressing child, youth, and caregiver
functioning in physical, behavioural, social, and cognitive areas. A focus on well-being
should be integrated into all aspects of child welfare services. Particularly in the field of child
abuse prevention, addressing child and family needs related to well-being is a critical part of
reducing risks and increasing safety and protective factors. This section presents information
on protective factors and child, youth, parent, and caregiver well-being. It also offers
resources about marriage, fatherhood, and parenting, as well as building the capacity of
programs and systems to promote well-being.

Below are some of my favourite simple activities that can be used to promote child well-
being. They work well at school, and with a little adaptation, could be equally as useful at
home. All of them work even better if parents/teachers join in too and they can be re-visited
and engaged with throughout the year.

Protective Factors to Promote Well-Being

Protective factors are conditions or attributes in individuals, families, communities, or the

larger society that mitigate or eliminate risk in families and communities, thereby increasing
the health and well-being of children. Protective factors help parents to find resources,
supports, or coping strategies that allow them to parent effectively, even under stress.

Efficacy, confidence, positive emotions

This is an open-ended activity that can be shaped to the needs of the child. It can be
completed in two ways; as a communal class/family board for all to see and share, or as a
personal board/booklet for children to keep track of their own thoughts. Children are
encouraged to think about what went well in that – lesson, day, play-time, trip out etc. and
note it down. It generates an opportunity to discuss and share highlights from a child‟s point
of view and encourages the savoring of positive moments.

Positive emotions, relationship building, confidence, connection

Every child has an envelope with their name on it. Hand out slips of paper and invite
children to identify and write one thing they appreciate about each of their
siblings/classmates (you could include neighbor, parents/teachers too). They should then
place them in the correct envelope, which is sealed when the activity is complete and given
out to each child to read.
There are also some behaviour strategies you can use to help your child with self-
regulation:
 Plan for challenging situations where it might be hard for your child to behave well. For
example, „The shop we‟re going...

 Praise your child when she shows self-regulation and manages a tricky situation. For
example, „You were great at waiting.

 Self-regulation is the ability to understand and manage your own behaviour and reactions.

 Self-regulation is important for development. For example, it helps children with learning
and social skills.

 Self-regulation develops most in the toddler and preschooler years. It continues to

develop into adulthood.

 Help your child develop self-regulation through talking about feelings and role-modeling.

Sub Theme: Focus on effort rather than ability

There is effective effort – the kind that leads to growth and new learning; and there is
ineffective effort – the kind where a student expends energy, but the energy is unfocused and
leads to little progress. If we are to praise effort, we must praise the effective effort that leads
to growth. Praising effort can result in less effort.

A student engages in low effort when they work on tasks that are too easy for them for
example, only putting their hand up to answer the simplest of questions. Because they aren‟t
challenging themselves, they aren‟t learning anything new. Praising this kind of effort will
only lead to further under performance. We must focus our attention on the effective
behaviour and actions that lead to students‟ growth. If a student is engaging in ineffective
effort that‟s getting them nowhere, we must redirect them towards the kind of effort that will
help them grow.

Praise for ability is commonly considered to have beneficial effects on motivation. Contrary
to this popular belief, six studies demonstrated that praise for intelligence had more negative
consequences for students‟ achievement motivation than praise for effort. Fifth graders
praised for intelligence were found to care more about performance goals relative to learning
goals than children praised for effort. After failure, they also displayed less task persistence,
less task enjoyment, more low-ability attributions, and worse task performance than children
praised for effort. Finally, children praised for intelligence described it as a fixed trait more
than children praised for hard work, who believed it to be subject to improvement. These
findings have important implications for how achievement is best encouraged, as well as for
more theoretical issues, such as the potential cost of performance goals and the socialization
of contingent self-worth. According to the research, the focus with children should be to set
process and effort based goals, rather than outcome based goals. This is more evidence for
the fact that while focusing on process goals increases the chance of achieving a desired
outcome, the opposite is not necessarily true.
2. What was your discussion with your colleague / friend / senior teacher or supervisor
regarding the problem? (05 marks)

Ways to handle a conflict with a colleague, friends, senior teachers, parents and supervisor
and co-workers don't gossip about the conflict, address the conflict sooner rather than later,
discuss the problem face-to-face, try to find common ground, keep an open mind and listen,
when it's your turn to talk, stay calm, know when you need to involve a third party, learn
from both the conflict and the resolution. Get the other person involved in solving the
problem with you. Identify possible solutions and assess which option works best for both of
you. This is not about getting the other person to agree to a solution you have already chosen.
To really solve the problem it needs to be a mutual, sincere process of identifying, exploring
and evaluating options in relation to what each person needs and wants. Educators have
expended remarkable exertions in the studying the personal factors on academic achievement
of students. Sometimes it is more important to focus on a student‟s effort and to give praise
and feedback for effort rather than achievements.

According to my colleague, friends, senior teacher and supervisor teacher who is real pivot of
the whole education system and the success of the whole system directly hinges upon the
teaching-learning activities including the formulation of the instructional aims and objectives.
The teacher‟s personality and style of interaction with the students has been reported to be a
very crucial variable in student‟s behaviour achievement. Due to lack of qualified manpower,
lack of such institutions of higher learning where we could train our scientists and teachers.
The availability of such manpower is possible only through institutions of higher learning
having well equipped laborites, properly maintained libraries, conducive environment in
scientific knowledge which could provide leadership and guidance.

Focusing on the student‟s effort encourages continued learning which will help the student
strive towards the desired goal or achievement. Why is continuous, indiscriminate or
unrealistic praise unhelpful Continuous or unrealistic praise is unhelpful as it allows the
student to develop unrealistic expectations of them. It also encourages the student to think
everything they do is perfect which discourages the student to try new things. This type of
praise can lead to the child thinking they can do no wrong and may lead to a fear of failure
and may not be able to cope if someone disagrees with them. Provide 5 examples of realistic
praise Thank you for being patient while you waited for your turn. I really enjoyed how you
have used a range of colours on your art project. Thank you for packing away the puzzles. I
really appreciate it. I enjoyed reading the different characters you created in your story book
assignment. It makes me incredibly happy to see you sharing the toys with the other students.
3. What did you find about the problem in the existing literature (books / articles /

websites?)

In light of this existing literature, it has been predicted that motivated behavior should be
associated with attributions to stable, internal factors, such as ability, to explain successful
performance. To explain unsuccessful performance, attributions to unstable, controllable
factors such as lack of effort may be most adaptive. In fact, the few studies relating young
children's attributions to achievement outcomes find that children who attribute success to
ability or those who do not attribute lack of success to lack of ability tend to obtain higher
scores on achievement tests and are more likely to plan to pursue further courses in 7th grade
students of Govt Girls High school Swari District Buner. No relation was found between
ability attributions regarding achievement in science and classroom behavior in a study of
Govt Girls High school Swari District Buner students.

Effort usually refers to whether a student tries hard, asks for help, and/or participates in class.
This way of grading would be difficult for both the students and teachers. There is no real
definite way of measuring how much effort a student has put in. The teachers would have to
get used to a whole new method and they would have to figure out some way to grade
the students based on effort. It would also not be fair to the students. There is no real definite
way of measuring how much effort a student has put in. The teachers would have to get used
to a whole new method and they would have to figure out some way to grade
the students based on effort. It would also not be fair to the students.

Five minutes of work on a task may feel like hours to a student who does not know what the
next steps need to be, or even what the longer-range goals for the work are–especially if the
student does not have a developed interest for the task. Similarly, a student with a well-
developed individual interest may be able to briefly glance at the third declension adjective
endings and decide he knows them, while another, equally able student with a less-developed
interest, has to work after school to learn these endings.

Effort

Effort usually refers to whether a student tries hard, asks for help, and/or participates in class.
Studies of student effort suggest that the more difficult a task appears–in the sense of the
task's difficulty and the likelihood that the student can complete it successfully–the less likely
it is that the student will be motivated to take the task on. On the other hand, studies of
student effort also suggest that effort is associated with the possibility of doing well on a task.
Thus, students might be expected to figure out what they need to study, study it, and be
successful–if they have the ability to do the assigned task, confidence in this ability, and no
anxiety about the task.

Whether students exert effort or not is typically described as a choice or decision that is made
by the student about whether success is possible. Students' expectancy value is influenced by
their previous success, their perceptions about teachers' beliefs and practices, their goals, and
by their self-concept. Students' beliefs about both their own abilities, and about the relation
between ability and effort, influence the likelihood that they will exert effort. students' beliefs
develop over time in conjunction with experience. She also notes that students are
increasingly influenced by the feedback they receive, meaning that some change in students'
beliefs and motivation is possible.

For example, suggests that students are engaged and learning takes place when teachers
promote effort in the classroom by emphasizing participation, setting high expectations, and
encouraging students to support each other as learners. If students have a clear understanding
of the goals of the tasks they are assigned, they also might be expected to be better able to
effectively regulate the possibility of their success. In fact, students who have a sense of
efficacy, who both value and experience feelings of enjoyment for the task, can also be
expected to expend effort to master the task.

Student ability
Learning ability of the academic capability of a pupil generally dictates the pace at which he
or she can learn. A student with lower ability and thus a slower pace of learning is by no
means an indicator for future failings.
Some head teachers say the practice of grouping children helps them as professionals to
target help, especially as some children start school "ready to go" and others need a lot of
nurturing.
The academic capability of a pupil generally dictates the pace at which he or she can learn. A
student with lower ability and thus a slower pace of learning is by no means an indicator for
future failings. A student with less ability may be less academically capable than his or her
peers, but teachers should be aware this learner may excel in more specific areas.
Students with a medium ability score may find themselves less motivated to learn,
particularly if they lack the confidence to perform in groups. While they may not be as
reserved as low ability learners, these pupils may benefit from learning materials with
progressively harder tasks to grow their confidence.

In the first part of our series on differentiation in the classroom, we identified seven learning
profiles that teachers should be aware of. This profile differentiation allows teachers to give
pupils of all strengths and weaknesses the best chance of learning.
As a key part of differentiation, teachers should establish their pupils‟ readiness to learn, their
learning interest and learning ability. Scoring learner profiles in these three areas arms
teachers with the best strategy to teach mixed-ability classes. Firstly, however, it is important
to understand that readiness is not synonymous with a pupil‟s ability, and both can influence
his or her motivation, as well as external factors. In this post we breakdown these three
principal profile differences and what a high, medium or low rating in each could translate to.
A student with a high learning ability score may not present any immediate concerns for
teachers or parents, but teachers must ensure this type of learner doesn‟t become complacent.
This type of pupil should still be given regular attention and assessment so his or her interests
are constantly stimulated to avoid a lack of motivation.
4. What were the major variables / construct of your project? Give definitions /

Description from literature.

Student’s effort
Effort is the process, achievement is the outcome. Children spend their time in the effort, and
so this is what they can change. The achievement is the result of the effort. The most
important thing that any student can do is to make their best efforts at all times. Student
Achievement Factors. Student achievement is impacted on numerous levels including
students‟ personal factors, their interactions with others such as parents, teachers, and
administrators, and lastly the larger systems that surround the student.
The achievement is the result of the effort. The most important thing that any student can
do is to make their best efforts at all times. This is the way that they will achieve their
potential. Not everyone is a high achiever, but everyone can do their best. Praise for
effort is hence encouraging what you really want.
Like most people, students are dependent on different levels of the effort and achievement
equation for the motivation to work hard. When an effort is recognized and rewarded, the
outcomes are generally much higher. Research proves that reinforcing effort and providing
recognition are effective in improving student achievement and learning.

Students Achievement:
Effort is the process, achievement is the outcome. Children spend their time in the effort, and
so this is what they can change. The achievement is the result of the effort. The most
important thing that any student can do is to make their best efforts at all times. This is the
way that they will achieve their potential.
These stages of education give a child ability and knowledge about every aspect of the
world and to increase their thinking ability. Student‟s behaviour is one of the serious issues
that prevail in the country nowadays since this problem does not isolate gender; both boys
and girls do it. It is also rampant across the streams, that is, it affects all forms. Since these
students are of different ages, it means student behaviour cover all age groups at Middle
School. If no solutions to the problem of student behaviour are sought for the school,
authorities will no longer have a say in the goings on in schools. The quality of education
obtained in schools will also lose value, making it very difficult for the country that engage in
the practice will grow up to be irresponsible and rebellious and without regard for order or
authority.
What is promoting children's social well-being?

Promoting Child Well-Being. Promoting well-being involves understanding and

addressing child, youth, and caregiver functioning in physical, behavioural, social, and
cognitive areas. A focus on well-being should be integrated into all aspects of child
welfare services. Particularly in the field of child abuse prevention Promoting Children‟s
Social and Emotional Well-being. Promoting children‟s social competence is one of the
founding principles of the Office of Head Start. That strong commitment to nurturing
children‟s mental health continues today. Social and emotional well-being is closely
linked to children‟s school readiness. Supporting children‟s emotional well-being is
highly important, if not supported it can cause problems later on in life.

Student’s ability

The academic capability of a pupil generally dictates the pace at which he or she can
learn. A student with lower ability and thus a slower pace of learning is by no means an
indicator for future failings. A student with less ability may be less academically capable
than his or her peers, but teachers should be aware this learner may excel in more
specific areas.

Students with a medium ability score may find themselves less motivated to learn,
particularly if they lack the confidence to perform in groups. While they may not be as
reserved as low ability learners, these pupils may benefit from learning materials with
progressively harder tasks to grow their confidence.
5. What did you want to achieve in this research project?

The achievement is the result of the effort. The most important thing that any student can do
is to make their best efforts at all times. This is the way that they will achieve their potential.
Not everyone is a high achiever, but everyone can do their best. Praise for effort is hence
encouraging what you really want. Motivating team members toward goal achievement is no
small task. Essentially, leaders should reflect behaviours that inspire and motivate
people to change. Though motivation factors vary across an organization, there are many
leadership qualities common to successful leaders. Leadership qualities that influence goal
achievement include the ability to create a clear vision, the ability to understand
organizational culture, the ability to focus on performance development, and the ability to
encourage innovation. This open communication allows for increased creativity and
ingenuity. Another consideration of leaders who motivate the workforce to achieve success is
coaching and performance development. The leader should engage in observation and
performance discussions that are critical to ensure that desired behaviors are demonstrated.

Praising achievement

To praise achievement, the teacher praises the completion of something or achievement of

some standard.

To praise achievement, a teacher may say something like:

Well done, you have completed the work.

I'm pleased with your progress.

You have achieved full marks. That's great!

This uses a traditional conditioning approach, pairing the praise with an event. Praise
makes them feel good when they think of achievement.

It is important to remember different ability levels and that a real achievement for one
student may be a poor showing for a more able student. The use of praise for achievement
should reflect this.
 A danger of praising achievement is that students then evaluate future work as 'return on
investment' as they may see the pleasure of achievement as not being worth the pain of the
effort required to get there.

Praising achievement publicly, can be a problem in a mixed class where lower achievers
compare themselves with higher achievers and so are less motivated by praise for their poorer
achievement. This can lead to students valuing praise less, and also seeing the teacher as
offering false praise in 'trying to motivate them'. The result can be reactive demotivation that
actually decreases performance. If this may happen, it may be better to praise achievement
privately.

Praising effort

In praising effort, the teacher praises the amount of work that the student has done,
regardless of the achievement.

To praise effort, a teacher may say something like:

Well done, you've worked really hard on that.

I like the way you've put in extra effort.

I can see you've spent a lot of time and thought on this. That's very good.

Effort is the process, achievement is the outcome. Children spend their time in the effort,
and so this is what they can change. The achievement is the result of the effort.

The most important thing that any student can do is to make their best efforts at all times.
This is the way that they will achieve their potential. Not everyone is a high achiever, but
everyone can do their best.

Praise for effort is hence encouraging what you really want.

A problem with praising effort alone is that students may feel they deserve praise for a good
mark, or even better than last time. If they are only praised for effort, they may end up putting
effort into the appearance of effort while losing sight of the end goal of achievement.

1. Verbally acknowledge children’s efforts.

Tell your child/student(s) specifically what he/she did that you are proud of.
For example, you can say “You were so focused on your math homework tonight! Keep up
the good work,” “That was so nice the way you helped your brother with his math
homework.”

When children get specific positive feedback for doing the right thing, they want to do more
of it. Virtually all children want to please adults (whether they show it or not) so for most
children, specific praise makes a positive impact.

Praise is also an easy way to give your child attention which many children so desperately
crave.

3. Use humour with your child’s/students

Research supports the use of humor in creating positive outcomes for children. Make jokes,
listen to their jokes, smile often, say something silly, sing something you would normally say,
or anything else that would make them smile/laugh (make sure it is age-appropriate).

Show your child/student(s) that you are happy to see them.

Smile at them when they come into the room; for parents…put your arms out for a hug. Ask
about their day, weekend, etc. and really listen when they talk.

Remind your child/student(s) that they should be proud of themselves (e.g., “You worked so
hard on that science project. You should be so proud of yourself!”).

This helps build internal confidence in them, so they can learn to be proud of themselves for
being persistent, working hard, being kind to others, etc. If they feel successful they will be
successful.

To make sure children grow up to be good adults, encouraging positive behaviour in children
is very essential for parents. Consistency, alertness and the below measures are necessary as
well, but above all, as a parent, YOU need to ready and equipped to go this journey.

Neighbours and Environment is a powerful teacher. It is the same environment that separates
human behavior from that of animals. Similarly, the environment that you create for your
children is what he or she will imbibe.

For everything you do, your child is looking up to you. Be a role model; do not whine or
swear in front of your children.
In fact, the more harmonious, realistic and positive aura you will maintain in the house, your
child will build that mental picture and is likely to grow out of that imagery.
6. Who were the participants in your project?

My research topic is related to the motivating children during covid-19. The participants of
my project are given below with individually detail.

1. Students

2. Colleagues

3. Parents of the students

4. Teachers

5. Friends

Individually each participant play different role.

 Students:

My research work is at Govt Primary Schools Jangai Buner, the main participant is
the students. Many students and colleagues give me positive response. Recruitment of
students as research participants must be designed to minimize the possibility of
undue. Students may be recruited for research participation; however, a student may
not be required to participate in research (without a comparable non-research
alternative offered) as a course requirement. Students (individuals or groups) should
not be selected solely on the basis of convenience when they would not otherwise be
appropriate for inclusion. Reasonable levels of extra credit or rewards may be offered
for participating in research. If extra credit or rewards are offered for
participation, students must be provided with and informed of non-
research alternatives involving comparable time and effort to obtain the extra
credit in order for the possibility of undue influence to be minimized.

 Parents:

I held many meeting of students‟ parents. I observed huge difference between the
educated and uneducated parents of the children and students. Parents have always
helped with homework and made sure their children fulfill responsibilities like chores,
but the extended and often unstructured time families are spending together during the
current crisis creates new challenges.
7. How did you try to solve the problem?

There are positives to both effort and achievement, and if these can be linked, then students
can be motivated both to work hard and keep their eyes on the final prize. A way to do this
is to show how effort causes achievement. It says 'if you do this, you will get that'. Ways of
linking effort to achievement include saying things like: If you keep trying like that you'll
do really well. All your hard work has paid off with a great result. Well done. I like the
thought you put into that. It is clear that this has led to a very interesting piece of work. In
linking effort and achievement, it is important to find the right balance of praise for both
effort and achievement that creates the right motivation for future work. A key purpose of
praise is to create effective attribution, which is effectively cause-and-effect thinking where
the student attributes success to hard work. Praising success alone makes it desirable but
does not lead to attribution. When a student is contemplating work, they need to both feel
good about the work they are doing and also set off in the right direction, keeping their
eyes on the final achievement. Bringing both into praise helps this.

This approach is not only pertinent to teaching and can be used in any motivational
situation, from business managers who want to motivate employees to parents encouraging
their children. Parents get children to follow the schedule and fulfil responsibilities without
nagging and in a way that prevents blow-ups and tantrums? A psychologist and parenting
expert who has worked with parents in disaster situations, has studied how parents can help
children become more self-motivated and decrease conflict in the family and neighbours.
In this piece she shares some strategies to make the house run more smoothly.

1. Involve children in setting schedules

When children participate in creating guidelines and schedules, they are more likely to
believe the guidelines are important, accept them and follow them.

To involve children, parents can set up a family meeting. At the meeting, parents can discuss
the schedule and ask children for their input on decisions like what time everyone should be
out of bed and dressed, when breaks from schoolwork would work best and where each
family member should be during study time.

Not every idea will be feasible – children may feel being dressed by noon is fine! But when
parents listen to a child‟s ideas, it helps them own their behaviour and be more engaged in
what they are doing.
There may well be differences in opinion. Parents can negotiate with their children so that at
least some of the children‟s ideas are adopted. Resolving conflicts is an important skill for
children to learn, and they learn it best from their parents.

2. Allow children some choice

Schoolwork has to be done and chores need to be completed, but having some choice about
how they are accomplished can help children feel less pressured and coerced, which
undermines their motivation.

Parents can present some chores around the house, and children can choose which they
prefer. They can also pick when or how they complete them – do they want to do the dishes
before or after watching their TV show?

Parents can also give children choice about what fun activity they would like to do at the end
of the day or for a study break.

3. Listen and provide empathy

Children will be more open to hearing about what they need to do if they feel that their
own perspectives are understood. Parents can let children know that they understand, for
example, that it is not fun to be in the house and that they miss being with their friends.

Parents can begin requests with an empathetic statement. For example, “I know it seems like
getting dressed is silly because we‟re in the house. But getting dressed is part of the routine
we have all decided upon.” Even if they might not agree with their child‟s perspective, when
parents show that they understand, cooperation is enhanced, as is the parent-child
relationship.

4. Provide reasons for rules

When parents provide reasons for why they are asking for something, children can better
understand the importance of acting in particular ways. Reasons will be most effective when
they are meaningful to the children in terms of the children‟s own goals. For example, a
parent can say that dividing up family chores will help everyone have more time for fun
activities after dinner.

5. Problem-solve together
Not everything will go according to plan – there will be times of frustration, nagging and
yelling. When things aren‟t working out, parents can try engaging in joint problem-
solving with their children, which means employing empathy, identifying the issue and
finding ways to resolve it.

For example, a parent might state, “You know how I‟ve been nagging you to get up in the
morning? It‟s probably really annoying to hear that first thing in the morning. The problem is
that even though we decided we‟d all get up at 8 a.m., you are not getting out of bed. Let‟s
put our heads together to see what we can do to make morning time go more smoothly. What
are your ideas?” I have seen this take the stress out of mornings for working parents who
need to take their children to school before going to work, and I believe it could help during
the pandemic, too.

All of these practices can help children to feel more ownership of their behaviour. That will
make them more likely to cooperate.

However, these strategies require time and patience – something that is hard to come by at
times of stress. Research studies show that parents are more likely to yell, demand and
threaten when time is limited, they are stressed or they feel worried about how their children
are performing. That‟s why it‟s important for parents to find time for their own self-care and
rejuvenation – whether it be by taking a walk, exercising, meditating or writing in a journal.
A pandemic or other disaster presents challenges for parents, but using motivational
strategies can help parents provide a calmer and more effective environment that also
facilitates a positive parent-child relationship.
8. What kind of instrument was used to collect the data? How was the instrument developed?

Data collection is a methodical process of gathering and analyzing specific information to

proffer solutions to relevant questions and evaluate the results. It focuses on finding out all

there is to a particular subject matter. Data is collected to be further subjected to hypothesis

testing which seeks to explain a phenomenon. The underlying need for Data collection is to

capture quality evidence that seeks to answer all the questions that have been posed. To

improve the quality of information, it is expedient that data is collected so that you can draw

inferences and make informed decisions on what is considered factual.

Methods and Procedure

This research was conducted through mixed-methods research. The researchers intended to

study the problem in-depth covering all aspects of the phenomenon. For that the best design

includes both quantitative and qualitative research methods. The population of the study was

covering all immediate stakeholders of the problem: the students, the parents, the teachers,

and heads of the schools. Data were collected through cross-sectional research design. Since

the researchers strived to explore the possible factors of student behavior, this descriptive

research was more into exploratory design.

Sampling Design
The Government Girls High school Swari District Buner is target population for the research.
The sample of the present research had segments in it. One major segment of the sample was
school student behavior and personality development. Using multi-stage stratified random
sampling technique the schools of girls. Thus, our sample comprised those students of girls
schools who were absent from the schools for more than 20% of the academic days. This
selection was made on purposive basis.
Instrumentation
For the purpose of triangulation, the basis of mixed-research design, both qualitative and
quantitative data collection tools were employed. In quantitative, a self-developed
questionnaire was used. Those items were also translated into Urdu, for the understanding of
Government Girls High school Swari District Buner students.

What are Behaviors for learning?

Relationship with curriculum involves 'being able and willing to access, process and respond

to the information available through the curriculum. Negative behaviors can arise from not

being able to access the curriculum which in turn affects a child's sense of self. Positive social

behaviors are outcomes of leadership opportunities, often referred to as soft skills, which are

incorporated by many local programs as part of their menu of services. Positive

Behavior for Learning is implemented to improve the learning and wellbeing of all students

in all school settings. Positive Behavior for Learning is a whole school approach for creating

a positive, safe and supportive school climate in which students can learn and develop. Social

behavior is behavior among two or more organisms within the same species, and

encompasses any behavior in which one member affects the other. This is due to an

interaction among those members.

INTERVIEW

An interview is a face-to-face conversation between two individuals with the sole purpose of

collecting relevant information to satisfy a research purpose. Interviews are of different types

namely; Structured, Semi-structured and unstructured with each having a slight variation

from the other.

Primary Data Collection

Primary data collection by definition is the gathering of raw data collected at the source. It is

a process of collecting the original data collected by a researcher for a specific research

purpose. It could be further analyzed into two segments; qualitative research and quantitative

data collection methods.

1. Plan a routine together

Try to establish a routine that factors in age-appropriate education programmes that can be
followed online, on the television or through the radio or other source. Also, factor in play
time and time for reading. Use everyday activities as learning opportunities for your children.
And don‟t forget to come up with these plans together where possible.

Although establishing a routine and structure is critically important for children and young
people, in these times you may notice your children need some level of flexibility. Switch up
your activities. If your child seems restless and agitated when you‟re trying to follow an
online learning programme with them, flip to a more active option. Do not forget that
planning and doing house chores together safely is great for development of fine and gross
motor functions. Try and stay as attuned to their needs as possible.

2. Have open conversations

Encourage your children to ask questions and express their feelings with you. Remember that
your child may have different reactions to stress, so be patient and understanding. Start by
inviting your child to talk about the issue. Find out how much they already know and follow
their lead. Discuss good hygiene practices. You can use everyday moments to reinforce the
importance of things like regular and thorough hand washing. Make sure you are in a safe
environment and allow your child to talk freely. Drawing, stories and other activities may
help to open a discussion.

3. Take your time

Start with shorter learning sessions and make them progressively longer. If the goal is to have
a 30- or 45-minute session, start with 10 minutes and build up from there. Within a session,
combine online or screen time with offline activities or exercises.

4. Protect children online

Digital platforms provide an opportunity for children to keep learning, take part in play and
keep in touch with their friends. But increased access online brings heightened risks for
children‟s safety, protection and privacy. Discuss the internet with your children so that they
know how it works, what they need to be aware of, and what appropriate behavior looks like
on the platforms they use, such as video calls.
Establish rules together about how, when and where the internet can be used. Set up parental
controls on their devices to mitigate online risks, particularly for younger children. Identify
appropriate online tools for recreation together - organizations like Common Sense Media
offer advice for age-appropriate apps, games and other online entertainment. In case of cyber
bullying or an incident of inappropriate content online, be familiar with school and other
local reporting mechanisms, keeping numbers of support helplines and hotlines handy.

5. Stay in touch with your children’s education facility

Find out how to stay in touch with your children‟s teacher or school to stay informed, ask
questions and get more guidance. Parent groups or community groups can also be a good
way to support each other with your home schooling.
9. What were the findings and conclusion?

This study examined the links among students' effort, tracking, and students' achievement. It
found that students in higher tracks exert substantially more effort than do students in lower
tracks. These differences in effort are largely explained by differences in prior effort and
achievement, as well as students' experiences in their classes. Students' effort is strongly
related to students' learning, and track differences in students' effort account for a modest
portion of track differences in students' learning. Finally, the effect of students' effort on
students' learning is roughly the same, regardless of the track in which a student is placed.
The final conclusion is that the student's adjustment problems at home, education, society,
and emotion remarkably affect their academic achievement. It is very clear that some
solutions should be sought to improve the student's academic improvement and as well as
their personality development.
Effort is the process, achievement is the outcome. Children spend their time in the effort, and
so this is what they can change. The achievement is the result of the effort. The most
important thing that any student can do is to make their best efforts at all times.

The conclusions are arrived as follows:

The female students are found to be better than male in tackling their adjustment problems.
This reveal the fact that among the same age level, females seem to be more mature than the
males. The students appear to deal their adjustment problems better than the other students.
·The urban students are found to be highly adjusted than the rural students. This is because
students from urban areas get all facilities and face fewer problems than that of the rural
students. The adjustment ability of the students has no connection with the educational
qualification of their parents. Both the low and high qualified parents have the same parental
care at home. The students of high-income group are found to be better in adjusting with their
environment than the students of low-income group. The reason may be the high-income
group students are provided with moderate luxurious life but the low-income students have to
struggle for their basic needs. ·The students who have high academic achievement are better
in dealing with their adjustment problems than the students with low academic achievement.
In other words it can be concluded that the students who are better in their adjustment
mechanisms are able to score high academic achievement. On the other hand the students
with the low adjusting ability get low academic achievement. The final conclusion is that the
student's adjustment problems at home, education, society, and emotion remarkably affect
their academic achievement. It is very clear that some solutions should be sought to improve
the student's academic improvement and as well as their personal it y development. So the fol
lowing recommendations are suggested. These educational implications play a vital role in
the personality development of the youth. The most direct influence on
student achievement is what actually goes on in classrooms, shown in Figure 1 as classroom
process variables.
Academicians and education researchers have long been researching the ways and factors
affecting the academic achievement. Since majority of school students spend most of their
time at home with their parents and family, therefore parents and family may have a
significant role in the academic achievement of school students.
Each instruction level has specific standards or goals that educators must teach to their
students. Achievement is usually assessed through frequent progress and comprehension
checks and examinations; however, there is no consensus on how it is best evaluated or which
elements of it are most important.
Student achievement refers to the extent to which a learner has attained their short or long-
term educational goals. Individual differences in academic performance are strongly
correlated with differences in personality and intelligence. As well, students‟ levels of self-
efficacy, self-control and motivation also impact levels of achievement.
Students are achieving when they acquire the knowledge, skills, and attitudes that will
prepare them to lead happy and successful lives. Basic skills in language arts and math are
critically important, especially for elementary students, but are not sufficient. They are
building blocks, a starting place for moving to other, higher order dimensions of
achievement. Our definition of achievement has three primary dimensions:
1. Personal. Students achieving are prepared to lead lives in which they are content and filled
with a sense of wellbeing. They believe in themselves and feel passionate about the careers
and vocations to which they aspire.
2. Social. Students achieving are prepared to be contributing members of society. They
collectively form an informed electorate, upholding our country‟s core values of liberty,
justice, and equality. They show respect and tolerance for others, stand up for those who are
vulnerable, and reject violence and crime.
3. Economic. Students achieving have the skills to sustain themselves in financially viable
careers, and to contribute to a thriving national economy characterized by high levels of
innovation and entrepreneurship.
Student achievement is impacted on numerous levels including students‟ personal factors,
their interactions with others such as parents, teachers, and administrators, and lastly the
larger systems that surround the student e.g. school districts, neighborhoods, local economy,
political policy, and multicultural relations. Bronfenbrenner‟s bio-ecological model illustrates
a holistic view of the “whole child” in the full context of their world. The model contains four
levels from the most personal to the externalized elements of a person‟s life experiences.

Effort usually refers to whether a student tries hard, asks for help, and/or participates in class.
Studies of student effort suggest that the more difficult a task appears–in the sense of the
task's difficulty and the likelihood that the student can complete it successfully–the less likely
it is that the student will be motivated to take the task on. On the other hand, studies of
student effort also suggest that effort is associated with the possibility of doing well on a task.
Thus, students might be expected to figure out what they need to study, study it, and be
successful–if they have the ability to do the assigned task, confidence in this ability, and no
anxiety about the task.
Whether students exert effort or not is typically described as a choice or decision that is made
by the student about whether success is possible. Students' expectancy value is influenced by
their previous success, their perceptions about teachers' beliefs and practices, their goals, and
by their self-concept. Students' beliefs about both their own abilities, and about the relation
between ability and effort, influence the likelihood that they will exert effort. students' beliefs
develop over time in conjunction with experience. She also notes that students are
increasingly influenced by the feedback they receive, meaning that some change in students'
beliefs and motivation is possible.
10. Summary of the Project

Effort is the process, achievement is the outcome. Children spend their time in the effort, and
so this is what they can change. The achievement is the result of the effort. Praise for ability
is commonly considered to have beneficial effects on motivation. Contrary to this popular
belief, six studies demonstrated that praise for intelligence had more negative consequences
for students‟ achievement motivation than praise for effort. Fifth graders praised for
intelligence were found to care more about performance goals relative to learning goals than
children praised for effort. After failure, they also displayed less task persistence, less task
enjoyment, more low-ability attributions, and worse task performance than children praised
for effort. Finally, children praised for intelligence described it as a fixed trait more than
children praised for hard work, who believed it to be subject to improvement. These findings
have important implications for how achievement is best encouraged, as well as for more
theoretical issues, such as the potential cost of performance goals and the socialization of
contingent self-worth. According to the research, the focus with children should be to set
process and effort based goals, rather than outcome based goals. This is more evidence for
the fact that while focusing on process goals increases the chance of achieving a desired
outcome, the opposite is not necessarily true.

Focusing on the student‟s effort encourages continued learning which will help the student
strive towards the desired goal or achievement. Why is continuous, indiscriminate or
unrealistic praise unhelpful Continuous or unrealistic praise is unhelpful as it allows the
student to develop unrealistic expectations of them. It also encourages the student to think
everything they do is perfect which discourages the student to try new things. This type of
praise can lead to the child thinking they can do no wrong and may lead to a fear of failure
and may not be able to cope if someone disagrees with them. Provide 5 examples of realistic
praise Thank you for being patient while you waited for your turn. I really enjoyed how you
have used a range of colours on your art project.
Effort usually refers to whether a student tries hard, asks for help, and/or participates in class.
This way of grading would be difficult for both the students and teachers. There is no real
definite way of measuring how much effort a student has put in. The teachers would have to
get used to a whole new method and they would have to figure out some way to grade
the students based on effort. It would also not be fair to the students. There is no real definite
way of measuring how much effort a student has put in. The teachers would have to get used
to a whole new method and they would have to figure out some way to grade
the students based on effort. It would also not be fair to the students.

Whether students exert effort or not is typically described as a choice or decision that is made
by the student about whether success is possible. Students' expectancy value is influenced by
their previous success, their perceptions about teachers' beliefs and practices, their goals, and
by their self-concept. Students' beliefs about both their own abilities, and about the relation
between ability and effort, influence the likelihood that they will exert effort. students' beliefs
develop over time in conjunction with experience. She also notes that students are
increasingly influenced by the feedback they receive, meaning that some change in students'
beliefs and motivation is possible. In the first part of our series on differentiation in the
classroom, we identified seven learning profiles that teachers should be aware of. This profile
differentiation allows teachers to give pupils of all strengths and weaknesses the best chance
of learning. As a key part of differentiation, teachers should establish their pupils‟ readiness
to learn, their learning interest and learning ability. Scoring learner profiles in these three
areas arms teachers with the best strategy to teach mixed-ability classes. Firstly, however, it
is important to understand that readiness is not synonymous with a pupil‟s ability, and both
can influence his or her motivation, as well as external factors.

The achievement is the result of the effort. The most important thing that any student can
do is to make their best efforts at all times. This is the way that they will achieve their
potential. Not everyone is a high achiever, but everyone can do their best. Praise for
effort is hence encouraging what you really want. Like most people, students are dependent
on different levels of the effort and achievement equation for the motivation to work hard.
When an effort is recognized and rewarded, the outcomes are generally much higher.
Research proves that reinforcing effort and providing recognition are effective in improving
student achievement and learning.
The academic capability of a pupil generally dictates the pace at which he or she can
learn. A student with lower ability and thus a slower pace of learning is by no means an
indicator for future failings. A student with less ability may be less academically capable
than his or her peers, but teachers should be aware this learner may excel in more
specific areas. Students with a medium ability score may find themselves less motivated
to learn, particularly if they lack the confidence to perform in groups. While they may
not be as reserved as low ability learners, these pupils may benefit from learning
materials with progressively harder tasks to grow their confidence.

To make sure children grow up to be good adults, encouraging positive behaviour in children
is very essential for parents. Consistency, alertness and the below measures are necessary as
well, but above all, as a parent, You need to ready and equipped to go this journey.
Neighbours and Environment is a powerful teacher. It is the same environment that separates
human behaviour from that of animals. Similarly, the environment that you create for your
children is what he or she will imbibe. For everything you do, your child is looking up to you.
Be a role model; do not whine or swear in front of your children. In fact, the more
harmonious, realistic and positive aura you will maintain in the house, your child will build
that mental picture and is likely to grow out of that imagery.

There are positives to both effort and achievement, and if these can be linked, then students
can be motivated both to work hard and keep their eyes on the final prize. A way to do this is
to show how effort causes achievement. It says 'if you do this, you will get that'. Ways of
linking effort to achievement include saying things like: If you keep trying like that you'll do
really well. All your hard work has paid off with a great result. Well done. I like the thought
you put into that. It is clear that this has led to a very interesting piece of work. In linking
effort and achievement, it is important to find the right balance of praise for both effort and
achievement that creates the right motivation for future work. A key purpose of praise is to
create effective attribution, which is effectively cause-and-effect thinking where the student
attributes success to hard work. Praising success alone makes it desirable but does not lead to
attribution. When a student is contemplating work, they need to both feel good about the
work they are doing and also set off in the right direction, keeping their eyes on the final
achievement. Bringing both into praise helps this.
11. How do you feel about this practice? What have you learnt?

The achievement is the result of the effort. The most important thing that any student can do
is to make their best efforts at all times. This is the way that they will achieve their potential.
Not everyone is a high achiever, but everyone can do their best. Praise for effort is hence
encouraging what you really want. Effort is the process, achievement is the outcome.
Children spend their time in the effort, and so this is what they can change.
The achievement is the result of the effort. The most important thing that any student can do
is to make their best efforts at all times. This is the way that they will achieve their potential.

Why are we successful? If you were to survey a group of students about the causes of their
success on an assignment or test, you would probably discover four general reasons: inherent
ability, effort, other people, or luck. These beliefs about success have been shown to have
clear impacts on motivation and achievement. Believing in the importance of effort is a
powerful motivational tool and the only one of the four reasons mentioned that is actually
linked to achievement.

While it may seem obvious to link effort to achievement, many students do not realize the
connection. However, research shows that students can learn to change their beliefs to
emphasize the role of effort in success. Teachers can help students do this by making the
connection explicit. In Classroom Instruction That Works: Research-Based Strategies for
Increasing Student Achievement activities that can help students connect effort and
achievement. We‟ve added some ideas to make these suggestions particularly relevant to the
7th class student‟s classroom:

 Share examples of individuals whose success was based on their continuing efforts or
refusal to give up. This could be the basis of a unit on persistence, or integrated with a
unit on biographies.
 Ask students to reflect on times that their efforts led to success. Elementary teachers
might use this as the starting point for a personal narrative writing assignment.
 Rate effort and achievement using a rubric. Track or graph effort and achievement
over time to see a connection. The example shared in the book could be modified for
use with elementary students by simplifying the wording or asking very young
students to use happy and sad faces to indicate effort and achievement.

It‟s fairly well known that tangible rewards (stickers, candy, money, and toys, for example)
have been shown to diminish intrinsic motivation. However, the research summarized
in Classroom Instruction That Works paints a slightly more complex picture. First, the results
vary depending on the measure of motivation (behavior during free time, attitudes). Second,
studies show that rewards (even tangible ones) can be effective when tied to the attainment of
a performance standard, as opposed to simply completing a task. However, the research does
still show that abstract rewards, such as praise, are more effective than tangible rewards.
While praise can be a powerful tool for motivation and achievement, it needs to be used
effectively. According to research, effective praise.

 focuses on effort, not just achievement

 is specific both in terms of the student and his or her accomplishments
 provides the student information about his or her performance
 is clear, creative, and varied

Given these recommendations to the 7th class students That Works suggest thinking of such
abstract rewards as “recognition” for specific accomplishments. This recognition may be
shared between an individual 7th class students or on class or school-wide levels, depending
on the accomplishments in question.
12. What has it added to your professional skills as a teacher?

Teachers must also maintain current professional development standards by taking regular
refresher courses and tests. Teaching, by definition, is a form of communication, so it follows
that a teacher must have excellent communication skills.

1. Adaptability

In this modern, digital age, teachers need to be flexible and able to adapt to whatever is
thrown their way. Likewise, administrators are changing and updating expectations and
learning standards. Whether it‟s to the way students learn, the behavior their classroom
exhibits, or their lesson plans, being able to adapt is a skill that every modern teacher must
have.

2. Confidence

Every teacher needs to have confidence, not only in themselves but in their students and their
colleagues as well. A confident person inspires others to be confident, and a teacher‟s
confidence can help influence others to be a better person.

3. Communication

Being able to communicate with not only your students but with parents and staff is an
essential skill. Think about it: almost all of a teacher‟s day is spent communicating with
students and colleagues, so it is crucial to be able to talk clearly and concisely in order to get
your point across.

4. Team Player

Part of being a teacher is being able to work together as part of a team or a group. When you
work together as a team, it provides students with a better chance to learn and have fun.
Networking with other teachers (even virtually) and solving problems together will only lead
to success. Doing so fosters a sense of community, not only in your own classroom but
school-wide as well.

5. Continuous Learner
Teaching is a lifelong learning process. The world is always changing, along with the
curriculum and educational technology, so it‟s up to you, the teacher, to keep up with it. A
teacher who is always willing to go that extra mile to learn will always be an effective,
successful teacher.

6. Imaginative

The most effective tool a teacher can use is their imagination. Teachers need to be creative
and think of unique ways to keep their students engaged in learning, especially now that
many states have implemented the Common Core Learning Standards into their
curriculum. Many teachers are of the opinion that these standards are taking all of the
creativity and fun out of learning, so teachers are finding imaginative ways to make learning
fun again.

7. Leadership

An effective teacher is a mentor and knows how to guide their students in the right direction.
They lead by example and are a good role model. They encourage students and lead them to a
place of success.

8. Organization

Modern teachers have the ability to organize and prepare for the unknown. They are always
ready for anything that is thrown their way. Need to go home sick? No problem, they have a
substitute folder all ready to go. Studies show that organized teachers foster more effective
learning environments. So it is even more imperative to be organized if you want higher-
achieving students.

9. Innovative

A modern teacher is willing to try new things, from new educational apps to teaching skills
and electronic devices. Being innovative means not only trying new things, but questioning
your students, making real-world connections, and cultivating a creative mindset. It‟s getting
your students to take risks and learn to collaborate with others.

10. Commitment
While being committed to your job is a traditional teaching skill, it is also a modern one. A
modern teacher needs to always be engaged in their profession. The students need to
see that their teacher is present and dedicated to being there for them.

11. Ability to Manage Online Reputation

This 21st century, modern teaching skill is definitely a new one. In this digital age, most, if
not all, teachers are online, which means they have an “online reputation.” Modern teachers
need to know how to manage their online reputation and which social networks are okay for
them to use. LinkedIn is a professional social network to connect with colleagues, but other
social networking site profiles, such as Instagram or Facebook, should remain private and
separate from students.

12. Ability to Engage

Modern teachers know how to find engaging resources. Nowadays, it is essential to find
materials and resources for students that will keep them interested. This means keeping up-to-
date on new learning technologies and apps, and browsing the web and connecting to fellow
teachers. Anyway that you can engage students and keep things interesting is a must.

13. Understanding of Technology

Technology is growing at a rapid pace. In the past five years alone we have seen huge
advancements, and we will continue to see them grow. While these developments may be
hard to keep up with, it is something that all modern teachers need to do. Not only do you
need to understand the latest in technology, but you must also know which digital tools are
right for your students. It‟s a process that may take time but will be greatly influential in the
success of your students.

14. Know When to Unplug

Modern teachers know when it‟s time to unplug from social media and just relax. They also
understand that the teacher burnout rate is high, so it‟s even more critical for them to take the
time to slow down and care for themselves. They also know when it‟s time to tell their
students to unplug and slow down. They give their students time each day for a brain break
and let them unwind.
15. Ability to Empower

Teachers inspire; that‟s just one of the qualities that come along with the title. Modern
educators have the ability to empower students to be critical thinkers, innovative, creative,
adaptable, passionate, and flexible. They empower them to solve problems, self-direct, self-
reflect, and lead. They give them the tools to succeed, not only in school but in life.
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(2004).

4. The views of head teachers and teachers on issues of attendance. Research in

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5. Extremism in Education in Pakistan: university Teachers„ Thoughts. Journal of

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6. Allenworth, E., & Easton, J. (2007). What matters for staying On-Track &

Graduating in Chicago Public Schools.

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on student behavior in the Nation„s public schools Baltimore John Hopkins

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Achievement Production: A Case Study of Rural Pakistan. Economics of Education

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10. Gunderson, J. (2008, June). Getting teenagers back to school: Rethinking New York

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