I Got Nuthin'

What do fish, pigs, vegetables, and people have in common?

Fish have fins, veggies have roots, pigs and people have legs.  Pigs squeal, well so do girls (ok, gay men...and my brother-in-law).   Sort of a reach though...isn't it?  Pigs and people are more alike than fish... and all of the aforementioned are even less like veggies.

Honestly, who cares?  Ok, scientists care...farmers care...food distributors care...gardeners probably care.  This is going nowhere.

What the heck was my point, anyway?

My point was.... school might help pigs more than kids.  I thought I had a cool metaphor coming.

Moving along.

It is really hard trying to articulate nuances. I digress.

 This whole thing sounded a lot better in my head than it does on paper.  I am going to chalk this blog up to....SUMMER BREAK!!!!!

A Balance-Driven Life

I am old enough to remember the first time I watched TV at school.  It was a big deal.  Walter Cronkite was reporting the details of the Martin Luther King assassination.  The impact of his death and the magnitude of this event was initially dwarfed by my excitement.  Television was still relatively new and had never been a part of our learning process. I was just a kid.

That weekend, I had a cold and was bound to the couch.  I watched Martin Luther King's funeral live on a a little 12 inch black and white TV.  This time, the significance of his death became real to me. Masses of people were grieving. I was moved. For the first time, I cried for someone I did not know and would never know.  The television allowed me to participate, to be touched by this man and to discover, firsthand, the beginnings of an amazing legacy. 

The year that King died, there were three TV channels.  Our family watched television together, after dinner.  When my parents were young,  their families would gather each evening around the radio.  

Media was a family event.  What was heard and seen was discussed at dinner tables and among family and friends.

Playboy magazine was behind the counter at the drugstore and covered in brown paper.  Of course, I wanted to peek, but couldn't.  Today, the Internet is a window not only to a wealth of information, but also a portal to any image or sound imaginable.

I am a proponent of change. I am a supporter of a technology-infused curriculum.  TV had a big impact on my life as a learner. Today, computers and devices of all types are providing innovative and creative opportunities for students and teachers.

Still, I am not quite comfortable in this high speed, high tech, device-driven life. I wonder about the ramifications of too much connectedness, too much information, too much of the time. I wonder if I can set the limits that children need to feel safe in such a complex world.

Mean Teachers and Other Scary Stuff

On Thursday, I had a panic attack the size of George W. Bush's brain.  Oh, whoops...no, this was a REALLY BIG panic attack!!! It was more like the size of say...oh, Obama's magnificence!   :o)

I have tried to make friends with panic, but she is so large and pushy that I have a hard time giving her space in my life.  What I have learned to do over the years is to allow for her.  She is going to come when she feels like it.  I don't have a say in the matter.  I bend to her, because I have no other choice.  She owns me.  She dwarfs me. She runs through my mind and body like a jet on steroids.

Panic is a like a mean teacher.  She punishes me and provides absolutely no direction.  She is a puzzling witch with a big wart on her chin. She is darkness and all have is a wet match.

She is a beast.

My body is wired to panic. I truly believe this.  I imagine panic to be sort of an emotional seizure. My mind and body are saturated with fear and my only tool is surrender. I drip vulnerability.  She humbles me.

When I was young, panic ran my life.  I gave her all of my power.  Now, we live in begrudging harmony, and she rarely visits anymore.  

For all of her apparent ugliness, she has taught me much.

Surrender. Humility. Vulnerability.

Each day, as I approach my classroom, I think of her.  I remind myself that my students face their own beasts.  That they too have and will have enormous inner struggles that will dwarf them and leave them limp.

Education and Business: Enemies or Bedfellows?

Education has focused a lot of energy on pedagogy, as well as, assessment of student and educator outcomes. Technology has also provided educators an opportunity to increase student engagement and to enhance instruction. There is no doubt that this focus has improved performance for some, and created a more student-focused classroom for many.

However, the path forward needs to take a broader view.  This view requires that business, education and government work together to create ground-breaking changes.  These changes will require huge shifts for all involved.  It's time.

Historically, business has asked that education produce certain types of workers.  Since, the globalization of the marketplace, business need has driven education to produce more white collar workers. The reality is that not all people are wired to be white collar workers.  Not all people want to be white collar workers.  

Big business drives our economy, and in turn, the job market for our workforce. The fact that skilled labor has shifted overseas from American soil is not a new revelation.  However, it is having a deleterious affect on the American worker.  Education in America is forced to respond to the desires of the corporate sector, instead of responding to the diversity among American students and the broader populace.

It is time for big business to listen to education.  We need to continue to be the innovators of the world, as well as, becoming(once again) the leading producers in the world.  Yes, big business will have to pay American workers more money than workers overseas.  Honestly,  is a 3 trillion dollar annual profit rather than an 6 trillion dollar annual profit really a hardship for corporate America? Yes, I am just throwing out numbers, but you get my point.  Half of a whole lot is still a whole lot.

Capitalism is a great start up economic system.  However, it encourages greed, overly-competitive, and selfish behavior.  These are the models that our children see.  Yes, education needs to continue to change and improve.  Assessment isn't a bad thing, but assessment should fit student goals and capacities...not business goals focused on building an America that provides for an elite few.

We are the greatest country in the world.  Let's lead the way in humanism.  Let's define a business model that makes America great again.  Education will be happy to help!

#EPIC Failure

We fail far more than we succeed.  It is our failures that allow us to move closer to our best. Failure knows no limits. It touches the old and the young, the wise and the numb. Everyone suffers a skinned knee and a wounded heart.

As a teacher, I feel that our curriculum says little about failure. Certainly, there are stories of failure that are told and gaffs in history that are reviewed. We examine the world in hindsight. But, we do not teach our students to examine themselves. 

We should. 

I would like to teach a course called, Failure.  As a part of this course, students would become intimately familiar with failure and how to move beyond it. They would examine their feelings and the reactions of others, including their peers, their parents, and their teachers. 

They would learn to identify the reasons for their failures and ways to rectify them moving forward.  They would learn to be experimental and take thoughtful risks. They would develop a metacognitive relationship with failure. The ability to embrace their wounds and analyze their actions. Failure would become a laughing matter. A part of life that is accepted and expected.

Students would become comfortable sharing successes and failures. Laughing, teasing, and bolstering one another. Facing their failures, with eyes open, and the tools needed to persist when success looms beyond their reach.

What Lies Beyond the Village?

In 2010, we established new roots in the quaint Midwestern town of Carmel, IN. We selected our neighborhood because of the people, not the homes.  Our neighborhood is filled with families. There are scads of children and parents that are invested in the education and the lifestyle that this community provides.  When purchasing this home, we had already decided that our son would grow up here.

We wanted to recreate our childhood for Turner.  A childhood marked by stability and consistency.  A place where neighbors became friends and children grew.  We wanted a village of like-minded people. 

In the four years since we first settled in this community, Turner has encountered the loss of three families in close emotional and physical proximity to ours. These families contained a total of eight of Turner's good friends.  

Turner loves an entourage.  He is a classic example of an extrovert.  In his mind, "the more the merrier", is a way of life.  He is a peacekeeper, a scuffle settler and a communicator.  The losses that Turner has experienced has given the saying, "It takes a village..", new meaning in our lives.   

The truth?  The village is gone.  The neighborhood that Nicole and I knew as children, has been replaced by collections of families that mingle less and move more. Driven by money, career, bigger homes and opportunity, the village has become a relic of the past.

Ours is a strong and self-reliant family.  We know how to nurture one another and move through changes.  Turner has recovered quickly from his losses, but is mindful that loss is imminent.  At ten years of age he has experienced more loss than I did in twenty years.

I wonder about the impact of this shift on our world.  I wonder if our neighborhoods are less cohesive and if our bonds are more shallow.  I wonder if this makes our neighborhoods more like large cities where anonymity among neighbors is commonplace.

Turner's losses will not deter us from reaching across the street, but we will do so, knowing that all connections are temporal.  Sadly,  so will he.

The Egg Lady

When I was about eight years old, a particular Amish woman (aka "the egg lady") came to our neighborhood once a week with (of all things) fresh eggs.  My mother and the other suburban housewives would buy eggs and chat with her for a few moments. I remember watching this transaction from a distance. The egg lady's demeanor was polite enough, but she seemed unhappy to me. I remember wondering what she must feel like, driving her station wagon around town selling eggs.  It seemed lonely.  She was different.

As the daughter in a Midwestern Presbyterian family, I suppose it is not surprising that I managed to confuse the Amish with the Mormons.  I thought the Amish WERE the Mormons.  Sort of like Jack is sometimes referred to as John, or Julia can be called Julie.

Since I was confused about the identity of these two groups, I assumed that the "egg lady" was in a bad mood because her husband had other wives.  She was probably the one who got the lousy job of delivering the eggs while the other wives were at home eating cookies, drinking tea, and laughing.  

Luckily,  as I have grown older, I have become more informed about religion.  I no longer think that the "egg lady" is a polygamist, or for that matter, that the Mormons down the street are "getting it on" with multiple spouses.  

When I am hurt and angry about other peoples, less than knowledgeable, views on issues that matter to me. I remind myself of my own childish ignorance. It may seem funny...now.  But, I know that my ignorance, as a child, could easily have been interpreted as insensitivity, or even bigotry.  

The 21st Century School: Think Tank and Research and Development Organizations

Yesterday, I asked my 9 year old son (Turner) how he felt about his performance on the state-mandated assessment he had taken that day.   I felt relieved, of course, when he told me..."it was easy...just the same stuff we've already learned".

Turner is a case study of a kid who likes going to school.  Primary education can work for students who are comfortable with a social learning model.  I am concerned, however,  about his motivation as he reaches the middle school years.

These years comprise huge developmental changes for children across physical, cognitive, social, and emotional domains. They are "experienced".  They know what school is like.  A continuation of "more of the same" wears thin for these students. Instead, infusing the curriculum with a variety of pedagogical approaches centered upon problem-based learning, has the potential to re-engage the middle years student in the process of learning. Perhaps, to even ignite their love of learning.

In many ways, secondary students are ready to become a part of defining solutions to our world problems.  They are old enough to know that the world is not the illusion that we presented to them during their primary years. The illusion that we can protect them and shelter them from the problems that generations of world citizens have created.

Today, more than ever, students are savvy in ways that preceding generations were not.  They are both innocent and wise. Child-like and worn. They have glimpsed the real world and they know that there is much to do.

Promoting a Compassionate Classroom

"If love connects us with others, personality must certainly be the mechanism through which love is perceived and understood." 

Julie Meyers, 2013

As an educator of seven different middle school students, misunderstandings between and among us occur with regularity.  The MBTI (Myers Briggs Personality Type) has documented 16 personality types. Each personality type has discrete preferences for interacting with and perceiving the world.   

In elementary, middle, and even high school, differences among people, are rarely approached from a scholarly perspective.  Most often, students are told that we are all different and that we need to learn to get along with others.  The behavior of "not getting along" is then redirected, referred, or disciplined.

As an educator, helping students to become cognizant of the variety of personality types in the world, may help to promote a more compassionate learning environment.  In the coming week, I will be informing my students about personality type.  They will  participate in an age-appropriate version of the MBTI.  Then, we will discuss how similarities and divergence among personality types affects communication, understanding, and learning.

To optimize student learning, my belief is, that the classroom environment needs to be infused with love, compassion, and understanding.  Raising student awareness regarding personality differences and learning styles is one step toward improving student performance.

From Dream to Reality: A Professional Development Exercise

It is 5:17 am on Tuesday morning.  I am on vacation.  I can't sleep. Why?  Because I am now worrying about the amateur sand sculpting competition that I am participating in on November 22nd.  Grrrrrrrrrrr!  

Dreams are much MORE fun when they are simply dreams. As a risk-taker, my first obstacle is always myself. Once I commit myself, and start to take steps toward my dream, fear kicks in.  Fear of looking silly.  Fear of being judged. Fear of failure. With 55 years of experience you would think I would be at ease with risk-taking. The truth is, the more important something is to me, the more I sweat it. 

In the end, I know that I won't allow myself to be paralyzed by my fear.  I know that once I design the sculpture, practice in clay or some other medium, and show up on the sand, my love for this hobby will kick in.  I will begin to relax and sink in to that place inside of me where hand, heart, and creative spirit meet.  

Risk-taking connects me more deeply to myself and in turn, to all people. It tears away at my walls and reminds me of my humanness.  It puts me squarely in the role of learner.  As a teacher, I can't imagine a more powerful exercise.  

Finding Passion in School? Really?!?

Yesterday's post was all about me.  My artistic pursuits.  My connection to sand and soul when immersed in this art form.  Except that it wasn't all about me.  It was about each of us.  It was about our children, their lives, and their educational experiences.

When exploring my passion, I begin to see the world through an entirely different lens.  There is no negativity, no limits.  I begin to rely more on my gut and less on facts and reason.  Surely, all of us need a blend of both.  

In the world of schools, students never encounter a course called, "Finding my Passion".  We leave that exploration to the family and in many cases, to chance.  But, wouldn't the world be a better place, if we helped students to consciously find and cultivate their passions? 

Analysis, data, and evidence dominate the teaching and learning culture.  Of course, all of these skills are important and need to be developed.  But, couldn't we also give 10% of the school day to a curriculum that helps students to explore the activities that excite and delight them?

Thank You, Sensei

I have not lived purposefully.  Instead, my life has been a patchwork of connected experiences. Truthfully, I have never had the confidence to make and carry out a long-term plan. Instead, I have made short-term, often reactive decisions.

Decisions like, "WOW! Now there is a REAL HOTTIE!"  Or, "YES! I wanna go to the beach!"  Or, "Definitely, I want to go back to school!"  

That was a bit of levity.

Over the past couple of years, I have had the opportunity to get to know someone who has a very different approach to her life.  She is purposeful.  She is decisive. She eliminates obstacles and keeps her focus squarely on her family and work goals.

Needless to say, she has my deep admiration.  

My relationship with this 34 year old woman, coupled with aging, has caused me to reflect on my approach to my life.  At 55, my attitude has shifted from, there is plenty of time to do what I want, to, I need to make the MOST of the time I have left.  

In my 30's, I discovered a passion and a talent for sand-sculpting.  Like many sand artists, this interest emerged via beach vacation.  After several sculpting vacations, I discovered that this passion took me to places within myself that I simply could not evoke in any other way. I connect with an indescribable peace and humility.  I become keenly aware that as transient is the art, so are all things. 

What I have recognized, is that I have undervalued my skills, and my passions.  I have chosen to take the safe route and have not risked to gain the rewards that come from facing who I am and committing to my personal desires and goals.

Today, that is changing...today, I am making a public commitment to myself to pursue this dream...wherever it takes me.  

And today, I bow to my unwitting Sensei. Thank you for the lesson.  You will always have my deepest, most heartfelt gratitude.  You know who you are.

"Teach Your Children Well"

"78 percent of respondents in a recent international Monster.com poll reported experiencing the so-called "Sunday Night Blues." And a whopping 47 percent said they get it "really bad." In the U.S., that number jumps to 59 percent."

Reported by: Huffington Post, The Third Metric

If you stop and think about the number of people who are suffering on Sunday night...59%...it is really startling.  The article, that reported the results of this poll, goes on to give advice on how people can cope with their weekly bout with the blues.  What the article doesn't address, in any real deep sense, is why people have the blues.  

Oh sure, the obvious answer is that work is not as fun as play. Work involves stress. Work involves...well work. I am going to take a "Gladwellian" stab at illuminating the "why" of this conundrum.  

People don't choose professions based on what they love to do. People choose professions for economic reasons.  

After a few years in the workforce, Americans realize that they are unsatisfied with what they are doing. All the while, their family has developed an appetite for expensive toys, homes, and all of the accouterments of the American lifestyle.  From this cycle of mega-materialism, the Sunday Night Blues are born.  

There is another way, of course.  It takes guts to get there. It takes a willingness to make changes and sacrifices.  In the end, however, your children will thank you and respect you, and there is a good chance that they will escape the Sunday Blues.

A Tarnished Dream

Fact 1:  Eighty percent  (80%) of Americans own seven percent (7%) of the wealth in the United States.

Fact 2:  That means, 10% of Americans own 93% of America's wealth. 

 reported by Ezra Klein, Washington Post

What does the distribution of wealth, in this country, have to do with education?  In the past, education led to increased wages, opportunity, and success. Today, our children see a hazy future, in an uncertain world, filled with inequity. There is a strong and undeniable connection between our economy and education. 

1. The future.  Sure, children love to play. But, children also pay attention to the adult world.  They pay attention to the economic frustrations and challenges that their families face.  If a child's family struggles, the child knows.


2. Inequity.  If a parent slings burgers for a living, chances are good that their children will find an occupation at a similar economic level.  Conversely, if a parent has economic position and power, their child will have a much greater chance of garnering economic opportunities.  Our children know inequity exists.


3. The world.   Children know that some children are poor and some children are hungry. Children also know that some children live in nice homes, wear nice things, and go to nice places.  Our children know the world.

Education should be a tool for mobility.  If children work hard, they should see a future that is bright and filled with opportunity.  In the past this was actually true.  Today, however, our children know that their economic station is etched at birth. Schools cannot make the American Dream be true. Americans must make the American Dream be true.  Make no mistake, our children see us for exactly who we are.

Educational Assessment: Is It Really that Hard?

Standardized assessments are not the work of evil-doers.  Though from ground-zero (the classroom) it can feel that way. The problem with standardized assessments is that they are standardized.  The intent behind standardization is to create a method of assessment that is objective. This sort of approach works well when testing tire safety, or performing other types of quality control tasks.  It does not work well with people.

Note to education policy and assessment specialists, people are not the same. 

Standardized assessments are cold and unfriendly.  Tires don't care, but people do.  Standardized assessments do not measure thinking, except in a very limited sense.  But, let's not throw the baby out with the bath water.  Let's not ditch assessments all together...at least, not yet.

Note to education policy and assessment specialists, trust teachers.

What would an assessment look like that accounted for differences in students and that trusted teachers to administer the assessment accurately and carefully?

Choice.  A one size fits all assessment model doesn't work.  Period.  Assessments must vary in flavor. A new assessment model could allow collaboration between the parent/guardian, student and teacher  to determine which assessment method would provide the best possible measurable outcome for the student.

Method.  Teachers are experts at rubrics.  Sample rubrics could be developed as they have been for some state-mandated teacher evaluation programs.  The work product or output of the assessment would vary, however, the objectives to be measured would remain the same. How hard is that?

Current state-mandated assessment models are not student-centered.  They focus on the ease of implementation for the state.  They focus on control not trust.  If we are to fix the education system we must fix the way we assess our students.  We must focus on building a new choice-based assessment methodology that allows all learners to communicate what they know and what they know how to do.

A Childs Place

Yesterday, at soccer practice, I listened to a 9 year old boy recite his resume....his grades, his position in his class, his test scores, etc.  He paused and waited intently after each accomplishment to hear my response. Instead of lauding praise on this young lad, I asked him, "How do you feel about your (grades/class rank/test scores)?"  He looked at me with a confused expression and responded, "My Mom is happy, she wants me to get into a good college!"

This morning, a thunderstorm awakened me and I felt the desire to huddle deeper into the bed covers. With the window open, the smell of dampness caressed my nose. The slaps of thunder and flashes of lightening made rooting in cotton sheets and down even more desirable.

As I scurried about the house, kissed my family as they slept, and drove in the rain to work, I wondered if the 9 year old soccer player, I had spoken to yesterday, enjoyed the thunderstorm as much as I had.  Or, I wondered, was his mind already focused on his next important task?

The Applause

At the end of class, yesterday, the most amazing thing happened. My students applauded.  I can't tell you how absolutely flattered I felt, and humbled.  In my teaching practice, my goal is always to find ways to connect with students as they discover or uncover "knowledge".

My class is comprised of 5 students. My students, for whatever reasons, have demonstrated that they cannot participate, politely, in most other classrooms.  Thus, I have the pleasure of dedicating my day to their education.  I am their teacher.

On Fridays, we vary our routine to include different ways of reinforcing what has been learned Monday through Thursday of each week.  This can include educational gaming, experiments, and other student-selected curricular choices.  In many instances we are either engaged around a small table or on the floor.  Doesn't sound very studious, does it?

Yesterday, a Friday, students were at there desks.  I  decided to go "spelunking" during social studies (most people call it using the socratic questioning method).  Spelunking can be a rather tricky process. The goal must be very well thought out and the questions must help lead students to make connections, generalize concepts, or express novel ideas about the topic in question (pun intended).

As a teacher, there is nothing more rewarding than watching students think, become excited to share their thoughts, and then smile when they construct their own knowledge.  Yesterday, that is what happened.  The round of applause that I received from my students was kind and affirming.  The real gift, however, was watching each student uncover their love of learning.