Andrew+Cameron

Mastery: =‍**yoga for kids**= 01/23/yoga-for-kids

The inborn thirst for learning is cultivated;

by learning to cope with the world, the

child can say, “I can succeed.” **playing bored games or reading story** =‍**Mastery:**=

‍** Incorporate competitive and cooperative games/sports**
==‍** Lifelong learning – MODEL that all people have opportunities to learn and, at times, failures are part of learning and growing**== ==‍** Provide practice opportunities to develop life skills instead of limiting it to classroom**==

‍** Incorporate competitive and cooperative games/sports**
==‍** Lifelong learning – MODEL that all people have opportunities to learn and, at times, failures are part of learning and growing**== ==‍** Provide practice opportunities to develop life skills instead of limiting it to classroom**==
 * Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together. Mastery learning includes many elements of successful tutoring and the independent functionality seen in high-end students. In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, [|formative tests], as well as regularly correcting mistakes students make along their learning path.**
 * Teachers evaluate students with [|criterion-referenced tests] rather than [|norm-referenced tests].**


 * The Circle of Courage model portrays four universal growth needs of all children: Belonging, Mastery, Independence, and Generosity. This philosophy emerged from collaboration of Martin Brokenleg, a professor of [|Native American Studies], and [|Larry Brendtro], a professor in children’s behavior disorders. They studied how traditional [|indigenous cultures] were able to rear respectful, responsible children without resorting to coercive discipline.**


 * Children were taught to carefully observe and listen to those with more experience. A person with greater ability was seen as a model for learning, not as a rival. Each person strives for mastery for personal growth, but not to be superior to someone else. Humans have an innate drive to become competent and solve problems. With success in surmounting challenges, the desire to achieve is strengthened.To lead by example and be responsible.**

Mastery refers to the need for individuals to experience a sense of success or competence with respect to their environment. Mastery is not achieved through besting others but through achieving personal goals or one’s personal best. It is assumed that everyone can achieve personal success through building on their areas of strength and striving for personal goals. Mastery is not limited to academic content and paper and pencil skills. There are many areas in which personal levels of success can be achieved (e.g., social, art, music, sports, work) and multiple ways to demonstrate it (e.g., a project, a presentation, a play, a poem, a song). Students who experience success usually feel competent in their abilities, seek new learning, are creative and willing to risk failure, and are self-directed and persistent.

In Native American culture the goal was to develop cognitive, physical, social and spiritual competence (Brendtro et al., 2002). Striving was for the attainment of personal goals not to be superior to one’s opponent. A tradition of the Native American culture was that one should always observe someone with more experience and learn from them. Someone more skilled was seen as a model not a competitor. People who excelled were honored and children were taught to acknowledge their accomplishments. Those that excelled learned to accept their honors with modesty.

Mastery, as used here, is contrary to Western values of competition and "survival of the fittest." Typically, schools only reward a narrow range of types of successes and few students achieve the rewards. Given the history of negative experiences that many students endure and the negative expectations that others have of them, they frequently feel like failures. This sense of inadequacy ultimately becomes a self-fulfilling prophecy because it leads to students having negative expectations for themselves and thus, decreased efforts (Brendtro et al., 2002). This sense of failure and pessimism often permeates throughout the broader system, creating a "depressive" school climate that supports feelings of inability to make positive changes. Students who do not experience success usually develop a low sense of self-worth, avoid tasks for which they dread failure, give up easily, become dependent on others, and devalue and deride schooling