Micro-habits, academic success, student concentration, motivation, educational psychology, Nordic countries, France, United States, school routines, behavioral psychology
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Abstract
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Abstract
Discover how micro-habits can improve students' concentration and motivation in class, and explore differences in educational approaches between France, the US, and Nordic countries.
Extract
[...] For the lessons where this is possible, why not display the steps of the lesson, display for example the plan on the board, this gives a reference point to the students, knowing what they have already done and how much is left to do. The advantage of these practices is that they are not a complete upheaval of the way of working, they are just a few adjustments that can have a beneficial impact on the students' success. The link with parents The way students perceive concentration in class can also depend on the parents. [...]
[...] It is better to focus on what has been done well, in order to encourage them to progress and ensure that they do not become discouraged. Micro-habits and links with educational policies It is perfectly possible in the current context to integrate micro-habits into educational policies. In fact, one of the main objectives is to help students in their quest for success, and this is achieved through a number of adjustments. It is in this sense possible to draw inspiration from what exists in other countries, a comparison will be established a little further down. [...]
[...] On this journal, they will have to note not only their habits but also their feelings about them. These tools are interesting because they are complementary. They allow for a broader view of the use of micro-habits, and to have the point of view of several people, students as well as teachers, and why not, some parents who would volunteer to talk about the habits of their children at home and how it can have an impact on their attention and concentration in class in general. [...]
[...] The pedagogical approach is very different depending on the schools. The rhythm is also variable, but remains much more flexible than that of France. Micro-habits are strongly encouraged, especially in all that concerns personal development programs. In the Nordic countries as a whole, students appear to be more autonomous, the school rhythm is much softer, and routines are automatically integrated every day, both at school and at home. In Finland, in particular, daily gestures have a significant importance in the life of students. [...]
[...] The adolescents are therefore aged 11 to 15 years old. If this age range has been chosen, it's because the high school years are often perceived as the most difficult, both by the students and their parents; a difficulty that exists as much from a purely academic point of view as from a relational point of view, and the two are of course linked. It is also in high school that young people have the most trouble concentrating and motivating themselves. [...]
