Are these statements TRUE (T) or FALSE (F), according to the text?
( ) Schools tend to emphasize academic performance and test scores.
( ) Students should develop life skills, such as self-control, ambition, and competitiveness.
( ) Getting high grades does not necessarily mean that the student will be successful in life.
( ) The emphasis on academic performance is not supported by parents at all.
( ) Long-term success is usually achieved by students who get high grades.
Mark the alternative which presents the correct sequence, from top to bottom.
Are these statements TRUE (T) or FALSE (F), according to the text?
( ) Schools tend to emphasize academic performance and test scores.
( ) Students should develop life skills, such as self-control, ambition, and competitiveness.
( ) Getting high grades does not necessarily mean that the student will be successful in life.
( ) The emphasis on academic performance is not supported by parents at all.
( ) Long-term success is usually achieved by students who get high grades.
Mark the alternative which presents the correct sequence, from top to bottom.
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic
performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience,
which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first
group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that
praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do
when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort
and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better
choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that
produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball
court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do
not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite
studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful
information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but
interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
School Curriculum Falls Short on Bigger Lessons
By Tara PARKER-POPE
Now that children are back in the classroom, are they really learning the lessons that will help them succeed?
Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.
In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.
Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.
Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.
(Adapted from www.nyt.com)
Gabarito comentado
Gabarito: E
Fundamento decisivo: O critério decisivo é o confronto literal das afirmações com os trechos centrais do texto: ele afirma “the ever-growing emphasis on academic performance and test scores”, lista as life skills como “self-control, motivation, focus and resilience” e diz que elas são “far better predictors of long-term success than high grades”; além disso, menciona que essa ênfase “may be distorting their and their parents’ values”, sem dizer que os pais não a apoiam de modo algum. Daí resulta a sequência T - F - T - F - F, que leva à alternativa E.
- Confirme se a afirmação usa os mesmos termos do texto; sinônimos aparentes ou ampliações indevidas podem tornar o item falso.
- Quando o texto compara dois fatores como preditores, use essa hierarquia para julgar afirmações sobre causa de sucesso ou fracasso.
- Desconfie de palavras absolutas como “at all”, “always” e “usually” quando o texto usa formulações mais limitadas, como “may be”.
