Coleman Case Study Checklist

In his essay Hidden Intellectualism, Gerald Graff emphasizes the idea that to be an intellectual one does not have to excel in school. Graff argues that a person’s intelligence should not be measured by solely what they learned and how they progressed through school, rather, intelligence should be measured by more secular standards. Throughout the essay, Graff provides many examples on how this biased view of intellectualism affected him and others in his childhood and how he suggests that school curriculum be changed to better reflect the different types of intellectualism.

His idea that successful intelligence comes from analytical, practical, and creative thinking resonates with me. Furthermore, his definition of successful intelligence as “the ability to achieve success in one’s life, given your personal standards, and within your socio-cultural context” ( Troxclair, 2015, Slide 11) gives a deeper understanding of intelligence as compared to academic perceptions. A truly intelligent student must achieve success within their life, not just in my classroom, and not just on certain objectives prescribed by the state. Intelligence must be put to good use for the future. This is something that I try to make my students

Education is the turning wheel of success, and Perry explains how he is robbed of school’s positive influence through parallel structure on page 185: “He wouldn’t let me go to school. O.K. O.K. I was a bad kid. But the time came I begged to go to school. I happen to have a brilliant mind. In case you don’t know. A brilliant mind and talent plus” (Capote). Perry’s shortened sentences depict the biting anger Perry holds towards missing his opportunity to have a bright, murderless future. Capote argues that Perry has full intentions of being a proprietous member of society, implying the excuse that without an education bolstering Perry’s life, he can never be like everyone else. Tex Smith eradicates Perry’s endeavour of education before the positive influence could permeate properly, therefore blaming Perry’s behaviour on his father, indicating Perry’s slanted innocence.

Despite enjoying the antics of the little ones, I couldn’t procrastinate much longer. It was time to face the music and meet my cross country ski instructor. I was surprised to feel nervous, after all how difficult could cross country skiing be? For years, I have avidly watched the Olympic Winter Games and the cross country athletes appear to circumnavigate the course without difficulty. Surely I would be able to kick, stride and glide with the best of them. My fearless instructor Bryon introduced himself to the group and welcomed us to our session. With a calm confidence he assured us that we would love our new sport and be tackling the trails in no time. Hesitantly, I followed Bryan and within seconds I was on the ground doing a fantastic Bambi impersonation. This was trickier than it

Society often believes that Education is everything. Well in some cases it’s not, many individuals aren’t school savvy. According to Mark Rose in his essay “Blue Collar Brilliance,” he says that “We reinforce this notion by defining intelligence solely on grades in school and numbers on IQ tests.” (1038) What Rose means here is that we shouldn’t define intelligence through school, but in other areas as well such as non-academic skills.

While reading Too Cool for School by Ellis Cose I have became aware of various aspects of my ‘schooling’ experience. I realized that I may not have had the best schooling experience, but I never pushed up against the system to get any better. Throughout my life I have attended over 10 schools some very high end others bottom of the barrel. Like Cose, I always knew my intellectual abilities, but I was always so dissatisfied with my situation I didn't make the best of it. Instead of soaking up as much knowledge as possible and making a lesson out of my situation I became complacent. I started to slack off and allow myself to become stagnant to what I knew my abilities were. I allowed myself to be a product of my environment when I should I have

In the education system, students are being taught from a young age that they must achieve accomplishments in a typically structured schedule of Mathematics, Sciences, Histories, and English. Depending on the grade one is in, the schedule may vary; yet, the student’s school life still revolves around what one would call “ book smarts”. In the essay, “ Hidden Intellectualism”, written by Gerald Graff, the author states schools and colleges may be at fault for failing to include subjects that are considered “street smart” in the curriculum. Being unable to unlock this different, yet common type of intelligence in students and failing to provide an academic environment in which their skills could flourish is considered a great loss in Graff’s point of view (264). He is not necessarily suggesting that the school system is changed, but the author is trying to communicate that students considered primarily “street smart” can be taught to channel their skills into the world of academia. Subsequently, it would be highly possible a significant number of students would preform far better and efficiently in comparison to many in the school system today. Although many believe intelligence outside the common academic subjects are of little to no worth in the school system, others would agree with Gerald’s point of view by presuming any form of intelligence is of worth, as long as it is channeled dexterously and put to good use.

Rose’s essay goes hand in hand with John Taylor Gatto’s essay “Against School”. Rose explains how formal schooling and intelligence are not one in the same. Rose writes “Intelligence is closely associated with formal education… most people seem to move comfortably from that notion to a belief that work requiring less schooling requires less intelligence.”

Around seven years ago, my family and I would always go to Colorado. Most of the time we went with another family or we brought some of our friends, and that year we went with another family, the Egan’s. We were having a great time just like the multiple times before, and we were eating meals, playing ping pong, watching Forest Gump or Pokemon, and we skied. I had some experience skiing, but Aidan, my friend, had never really skied before.

Executive level brain functions (“executive functions” for short) are a tool for managing cognitive processes such as working memory, reasoning, and problem solving. Tough points out that the present-day education system places considerable emphasis on measurable intelligence (i.e., IQ, pattern detection, and recognition of words and symbols) instead of focusing on the development of executive functions. If schools instead identified these executive functions and worked to build upon them, they will develop in children greater persistence, self-control, determination, and motivation. Additionally, Tough claims that a child’s executive brain function is quite malleable and can be influenced in ways measurable intelligence cannot. To emphasize his point, he includes a study done by Carmit Segal called the Coding-Speed Test in which participants were tested on how their personalities interacted with incentives. Segal concluded that those who performed poorly “may not have been low in IQ, but they were low in whatever quality it is that makes a person try hard on an IQ test without any obvious incentive” (Tough 69). Participants who were able to tap into their ability to care about such a boring test ended up surpassing those who put little effort in, demonstrating that motivation (an executive function) is swayed by incentives while IQ is not. Finally, Tough highlights the fact that matured executive function leads to the development of better character, resulting in a fruitful future. Successful students usually possess six key character traits – optimism, self-control, motivation, conscientiousness, grit, and identity – that lead to higher GPAs and earning potential. (Notice that this list does not include IQ nor economic background). These traits, as Tough details, are developed through successes

Since the hair grows about 1 cm in a month, 6 inches of hair strand can indicate the cortisol level within a longer time period.

D’s physical growth and development I asked multiple questions. I asked when her last growth spurt was and when she began her menstruation. F.D stated, “I believe I had my last growth spurt when I was around 16 years old. I began my menstruation at age 14.”

Students in tracked school system commonly attribute intelligence to being in these higher track classes, and while this may be partly honest, it is not the whole truth. As described in the previous

Gothic literature combines a lot of the factors that people now a day love to watch or read. Gothic literature is one of the most famous type of literature in novels today. In the 19th century the beginning of a famous monster character such as Frankenstein was developed. It was in the novel written by Mary Shelley. This attracted a lot of people’s attention into gothic literature. Another gothic literature novel was The Demon Lover by Elizabeth Bowen. Both these novels have a lot of comparison in gothic literature and with the main characters in each novel.

Graff says that putting students in classes in the contemporary system is wasting and limiting students’ potential and creativity (198). Complaining that intellects do not meet the success standard set by schools, Graff proves that schools limit the intellect students can achieve in their academic career (198-199).