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TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place.(l. 60-61)
The phrasal verb take place means
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
It´s widely documented that being kind can trigger a release of the hormone oxytocin which has a number of physical and mental health benefits as it can significantly increase a person´s level of happiness and reduce stress. More recently though, it's been found it plays a significant role in the cardiovascular system […](l. 25-28)
The pronoun it refers to
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
The idea expressed by can in Kindness is best learned by feeling it so that they can reproduce it(l. 11) is
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
It's become quite clear that modern education must encompass more than just academics[…](l. 68).
The sentence which has the same meaning of the previous one is It's become quite clear that modern education
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen, grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness. (l. 58-59)
In this sentence as is
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
Which word is a noun according to the context?
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
Science explains that the good feelings we experience when being kind are produced by endorphins that activate areas of the brain […] (l. 15-16)
In this sentence, that can be replaced by
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
In the sentence It seems we just can't get enough of those addictive feel good emotions and with good reason (l. 4), the expression can´t get enough of means
I sent that to everyone I know.
What did Mom say? She said she
As people talk more frequently through text messages, words and expressions are changing to make the communication process faster.
Therefore, LOL, BTW, ASAP, OMG, FYI are a type of
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
In the sentence Teachers must understand the learning patterns of the students who grew up in a culture other than their own, GROW UP is a Phrasal Verb.
All of the options bellow are phrasal verbs, except
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
Consider the sentence: In addition to openness, teachers must know the learning patterns of the students in their class.
Select the correct option regarding the underlined terms:
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
Which one of the options bellow is NOT one of the six basic principles for teachers to use when evaluating their culturally diverse classroom?
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
In a few words, how can you sum up Text I?
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
According to the text type, it is correct to say that Text I
TEXT I
Building Blocks: The First Steps of Creating a Multicultural Classroom
Discovering diversity takes creativity, extra effort, diligence, and courage on the teacher's part. A
multicultural classroom must thrive on these differences and use them as a foundation for growth and
development. Differences command work, resolution, openness, and understanding. Teachers who
address these differences and add them to the curriculum will succeed in creating a multicultural
5 classroom that will advance the educational goals of all students.
(...) Teachers in multicultural classrooms must be open to their students and put forth the effort
needed to get to know their students inside and outside of class. If a teacher is hesitant about being
open, the class will reciprocate and the students will become estranged from one another and the
teacher. In order to be open, teachers must be interested in their students, fearless, willing to try new
10 and different things, sure of themselves in order to avoid taking things personally, and non-
judgmental of his or her students (Canning 196). Also, openness is not making assumptions and being
prepared for the unexpected (Canning 199). (...)Many cultures have many different mores and
folkways. Teachers must be open to what the students are doing and find out why they do what they
do. This openness will create communication in the class, which will ultimately develop into a
15 classroom that is learning, understanding, and culturally fluent.
In addition to openness, teachers must know the learning patterns of the students in their class.
Teachers must understand the learning patterns of the students who grew up in a culture other than
their own. Teachers who open themselves up to cultural difference will effectively handle culture
clash while teachers who assume that student A is rude and student B is dumb will close
20 communication in the classroom and destroy any hope of having a multicultural classroom. The best
way to handle culture clash is to be open, knowledgeable, and not be afraid to talk about the cultural
differences in class no matter what discipline the teacher is teaching (Jones 12). An open teacher will
create an open class and an open class will have open lines of communication that will create a positive
and beneficial learning environment for everyone.
25 (...) Gloria Boutte and Christine McCormick suggest six basic principles for teachers to use when
evaluating their culturally diverse classroom, these are, "1) building multicultural programs, 2)
showing appreciation of differences, 3) avoiding stereotypes, 4) acknowledging differences in
children, 5) discovering the diversity within the classroom, 6) avoiding pseudomulticulturalism"
(140). Showing appreciation of differences is very important because a teacher who does not show
30 appreciation of all the differences in their class will not get the chance to attempt any of the other five
principles. Teachers need to pay attention to their verbal and nonverbal language when he or she
responds to students who speak differently. For example, if a child reads, "Dere go the sto-man", the
teacher should avoid interrupting the student to provide the correct English version. Instead, the
teacher should thank the student for reading and then model the correct English version when she or
35 he speaks. However, the most important thing to remember about all classrooms is the premise that
every child is unique. All children are different and beautiful in their own way, no one student should
feel excluded from the class.
(...) Creating multicultural classrooms is a growing priority for all teachers and administrators. This
includes restructuring classroom evaluation and punishment techniques, but, more importantly, it
40 includes embracing difference and opening up the classroom for communication.
Larri Fish of Siena College
What kind of text type is Text I?
Sobre o sinal analógico é correto o que se afirma em:
O corte esquemático a seguir é do projeto de uma escola e demonstra a ventilação cruzada como solução de ventilação para as salas de aula. Analise a peça gráfica e as asserções I e II a seguir e depois assinale a alternativa correta.
-
-
Corte esquemático da sala de aula
Fonte: https://arcoweb.com.br/projetodesign/arquitetura; Acesso em 01/03/2015.
-
I. A ventilação cruzada, utilizada como estratégia nesta solução de sala de aula para buscar um melhor arejamento do ambiente, foi garantida
-
PORQUE
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II. Foram previstas janelas em ambos os lados da sala de aula e as circulações horizontais foram resolvidas por meio de varandas, ou seja, sem vedações verticais do piso ao teto, o que permite a livre circulação do ar de um lado ao outro.
A figura abaixo é uma imagem do Hospital Infantil Sarah, localizado na cidade do Rio de Janeiro e projetado pelo arquiteto João Filgueiras Lima (Lelé). Assim como na maioria de seus projetos, no Hospital Sarah Rio, Lelé utilizou um elemento bastante característico de sua arquitetura, o qual tem a finalidade de favorecer a ventilação e iluminação naturais, visando melhorar o conforto ambiental do edifício.
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Qual é o nome técnico deste elemento, que está indicado na figura com o número “1”?
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Hospital Sarah Rio
Fonte: https://arcoweb.com.br/projetodesign/arquitetura; Acesso em 28/03/2016.