Potential is only that unless it is acted upon

Bird Droppings March 7, 2017
Potential is only that unless it is acted upon

 

“Love is a complex experience which seems to follow no rules but its own. Romantic love can have the power of a hurricane or the tenderness of a soft wet wind. I have known, too, a chance introduction which instantly and magically merged into a lifelong friendship. And I’ve known love that refused to blossom over decades despite close, frequent contact. Then suddenly, this same person I had not considered significant became a treasured friend.” James Kavanaugh, A Lifetime Isn’t Long Enough To Love you

 

It was nearly fifteen years ago I went for an interview to be accepted into a Master’s Degree program at Piedmont College. I failed my interview. I had already been in school for over a year in the program and somehow I had just failed the entrance interview.  Perhaps in my zeal for the program I had forgotten the interview process. I called my advisor and an appointment was made with the Dean. I was extremely fortunate to sit in with the Dean of the Education department and gain acceptance to the program officially. A few months later I faced the professor who failed me on the interview. Much like Kavanaugh’s thought we became good friends and in effect he reintroduced me to a long forgotten bit of my past in the poet James Kavanaugh. I have now many of his books in my library and this particular one caught my attention. The above is the first paragraph of the introduction to this book.

 

“Sometimes, indeed there is such discrepancy between the genius and his human qualities that one has to ask oneself whether A little less talent might not have been better… It is a fact that cannot be denied: the wickedness of others becomes our own wickedness because it kindles something evil in our own hearts… Show me a sane man and I will cure him for you.” Carl Jung (senior quote in 2003 LHS yearbook for Jamie Garr)
As I was thinking of potential it is so much on how we perceive and see the world and those around us. It is the acceptance and caring we share and that we allow others to participate in. Potential a simple word yet so often robbed from students from friends as we impose our own priorities and limitations on relationships on communication and on life itself.

 

“There comes that mysterious meeting in life when someone acknowledges who we are and what we can be, igniting the circuits of our highest potential.” Rusty Berkus

 

As parents, teachers and friends we need to be igniters for others and when needed be a self-igniter for us. Each day I watch teachers and other students limit the potential of others. Often indirectly and without thought we do this.

 

“Rough diamonds may sometimes be mistaken for worthless pebbles.” Sir Thomas Browne

 

A number of years ago in 1905, a miner unearthed in South Africa a baseball size rock, pulled from the ground covered in mud. It may have been discarded but when an observant miner carefully washed and cleaned the stone it turned out to be the largest diamond ever found. The Cullian Diamond weighed in at over 3000 carats. When cut the diamond was made into several now famous cut stones most of which reside in the crown jewels of Great Britain including the golf ball size diamond in the scepter of the Queen.

 

“Continuous effort, not strength or intelligence is the key to unlocking our potential.” Liane Cardes

 

“The treacherous, unexplored areas of the world are not in continents or the seas; they are in the hearts and minds of men.” Allen E. Claxton

 

So often it is within us that we become limited. We ourselves become the stumbling blocks for our own potential. It takes perseverance and effort to many times over come our own fears and inadequacies. Often children are put down and carry that into later events and undertakings, a sense of inadequacy and potential is squashed.

 

“Ineffective people live day after day with unused potential. They experience synergy only in small, peripheral ways in their lives. But creative experiences can be produced regularly, consistently, almost daily in people’s lives. It requires enormous personal security and openness and a spirit of adventure.” Steven R. Covey

 

A virtual business empire has been built by Covey helping and inspiring people to become aware of their own potential unlocking what they hold inside. Great coaches in sports and life through understanding of people achieve success with teams that may not have the greatest athletes but have a concerted effort for achieving their potential. In a recent college football game, a seemingly invincible team was upset by a smaller college. It was that team’s effort to reach their true potential and another team thinking less of them because of who they thought they were.

 

“A pint can’t hold a quart — if it holds a pint it is doing all that can be expected of it.” Margaret Deland

 

“It’s the moment you think you can’t that you realize you can.” Celine Dion

 

“What you can become you are already.” Hebbel Friedrich

 

There are really no secrets to unlocking our own potential, it is there waiting. So many years ago I remember my father saying never say “I can’t”, “you can achieve anything you set your mind too”. .

 

“The cynic says, ‘One man can’t do anything.’ I say, ‘Only one man can do anything.’” John W. Garner

 

John Garner was the author of numerous books on a range of subjects including Leadership and motivation. Garner states it is there inside us “Only one man can do anything”.

 

“The greatest waste in the world is the difference between what we are and what we could become.” Ben Herbster

 

“Most people live, whether physically, intellectually or morally, in a very restricted circle of their potential being. They make very small use of their possible consciousness and of their soul’s resources in general, much like a man who, out of his whole bodily organism, should get into a habit of using and moving only his little finger.” William James

We so get into the habit of accepting limitations, of listening to those around us who keep us back. We should instead seek people and friends who uplift and raise the standards for us and those around us. Try and look for people who also want to reach their potential.

 

“It’s not what you’ve got; it’s what you use that makes a difference.” Zig Ziglar

 

“If you think you’re too small to make a difference, you’ve obviously never been in bed with a mosquito.” Michelle Walker

 

We each can make a difference within ourselves and with others by not holding friends, family and or students back. Instead each of us should by helping them to reach their potential, by not having expectations that limit growth and achievement. We can accomplish anything by reaching for the sky. Today it is the near the end of the week let us all be more aware of those around us

 

“Normal day let me be aware of the treasure you are. Let me learn from you, love you, bless you before you depart. Let me not pass you by in quest of some rare and perfect tomorrow. Let me hold you while I may, for it may not always be so.” Mary Jean Iron

 

Please keep all in harm’s way on your mind and in your hearts and always give thanks namaste.
.
My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

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Is there a difference between progressive and traditional teachers?

Bird Droppings March 6, 2017

Is there a difference between progressive and traditional teachers?

 

This is perhaps a loaded question in lieu of today’s educational climate. Watching the news and the major effort under way to dismantle public schools through vouchers, “school choice” and other means we need to look at what we want from education. In a ninth grade literature class that I happened to co-teach in, I was introduced to the book Freedom Writers Diary and the film based on the book. In some ways the story is similar to the story of Foxfire. Erin Gruell a first year brand new teacher in an inner city school circa 1992 is baffled as to how and approach literature with her classes. Elliot Wiggington n 1966 was just as baffled as a new teacher of literature in the mountains of Rabun County Georgia. I recall my own first time teaching verbal students I should add as I taught several years working with severe and profoundly disabled students who all were nonverbal. I will say my earliest teaching experiences with non-verbal students did instill in me an appreciation for empathy and intuitiveness. That first verbal student class picture is on my wall in my room today from 1976. Over forty years ago I saw the same issues Wiggington and Gruell faced walking into a class of students who did not want to be there. Lesson one is always the hardest.

 

“The work teachers and students do together enables learners to make connections between the classroom work, the surrounding communities, and the world beyond their communities.” Foxfire Core Practice three

 

I was given a class of thirteen I was told that they were learning disabled students. As day one progressed I found someone put down the wrong disability on most of these kids. My principal emphasized reading and I found very quickly the highest reading level in the entire class was three or four years behind. I was not privileged to see folders of students I was to only know they are learning disabled. Our readers were the Dick and Jane type books from first grade and my youngest student was twelve. I learned day one these books we were reading would not work period after having one nearly miss my head. At least my teacher’s podium was not set on fire as happened to Elliot Wiggington back in his first teaching job. When I went home that night I swore day two would be different.

 

“Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either-Ors, between which it recognizes no intermediate possibilities. When forced to recognize that the extremes cannot be acted upon, it is still inclined to hold that they are all right in theory but that when it comes to practical matters circumstances compel us to compromise. Educational philosophy is no exception. The history of educational theory is marked by position between the idea that education is development from within and that it is formation from without; that it is based upon natural endowments and that education is a process of overcoming natural inclination and substituting in its place habits acquired under external pressure.” John Dewey, Experience and Education, 1938

 

So many college education programs across the country teach a classroom should be like this with a picture of rows of desks all neat in a row and board in front and so forth like so many classrooms we all have seen. Dewey labeled this traditional education and points to the industrial revolution as the basis for this. In current educational reform which in effect is not reform in terms of improving education for children but an effort to streamline and make more efficient the processes of education so as to be more profitable for corporations now buying into education through charter schools. In effect even a stronger sense of traditional education except now imagine the ideal reform classroom banks of computer carousels with students focused on screens room after room and somewhere a “teacher” monitoring programming of computers. No longer would certified teachers be needed only a programmer. Room after room all sitting in rows focused on the screen. Definitely not the classroom I would want for my kids or grandkids.

 

“From the beginning, learner choice, design, and revision infuses the work teachers and learners do together.” Foxfire Core Practice one

 

This is why perhaps I am drawn to John Dewey’s writing. In the turn of the century he knew education was the key to democracy and the key to the future. Dewey set a lab school at the University of Chicago that still is operating. It was after several years and a graduate school course that Elliot Wiggington realized he was using ideas from John Dewey.

 

“The work teachers and learners do together clearly manifests the attributes of the academic disciplines involved, so those attributes become habits of mind.” Foxfire Core Practice two

 

I found on my own it was about learner choice and interaction between students and teachers that learning occurred not in some magically programmed curriculum guide. I asked on day two what my students liked to read and nothing was the basic answer from all of them. So what do you like to do was question two. Now we started to get some answers. A rush of favorites started spilling out wrestling, cars, girls, fast cars, baseball, football and it grew quickly. So day three I brought magazines about cars, wrestling and I did leave playboy at my house but I was tempted. By the end of year reading levels soared and my principal was so excited she ordered next set of Dick and Jane books.
As I watched the film Freedom Writers my thoughts went back to why did this teacher succeed and why did Wiggington succeed. As I looked up information on the Freedom Writers I found in the references a list of teachers on the Wikipedia page. Listed in the references and for further information Ken Carter, education activist and former high school basketball coach portrayed in the 2005 film, Coach Carter, Joe Louis Clark, high school principal portrayed in Lean on Me (film), Ron Clark (teacher), portrayed in the 2006 film, The Ron Clark Story, Pierre Dulaine, dancer and dance educator, Jaime Escalante, high school teacher portrayed in the 1988 film, Stand and Deliver, Marilyn Gambrell, parole officer-turned high school teacher portrayed in the 2005 Lifetime movie, Fighting the Odds: The Marilyn Gambrell Story, and LouAnne Johnson, writer, teacher and former U.S. Marine featured in the 1995 film, Dangerous Minds. All of these teachers also were successful with their classes. Why were these teachers successful and others perhaps trying to emulate have not succeeded.

 

“As Foxfire grew and gained national recognition, beleaguered teachers all across the country looked at The Foxfire Magazine, and saw an opportunity to change things. They started producing their own magazines in an attempt to “do Foxfire.” Most of these teachers met with partial or little success because they had missed the very heart of why Foxfire succeeded—student choice.” Foxfire Fund website

 

After ten summers of Foxfire teacher’s courses I have found only a few teachers use the ideas and are successful and it comes back to allowing students to take some ownership.

 

“The success of the Foxfire program was due in large part to the fact the students chose to create a magazine. Since the magazine was their choice, the students were deeply invested in the work of creating it. The magazine product itself was not the solution to classroom woes that so many teachers thought it would be. Kaye Carver Collins, an early magazine student and later a Foxfire staff member for 13 years, explained the problem like this: ‘It seemed that people couldn’t understand the importance of the difference between the magazine, which was the choice we made, and the fact that we made a decision.’” Foxfire Fund website

 

After being in education and training for nearly forty five years I have found it is much easier to ask someone to do something than tell them. I have found it is easier if it is of interest to that person and if it applies to that person outside of educational setting even easier to teach.

 

“The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances.” Foxfire Core Practice eight

Hanging on my wall over my head in my classroom the Foxfire Core Practices and another poster of children learn what they live. One poster the Foxfire one shows me I am a learner as well as a teacher, more a facilitator. Dr. Laura Nolte’s poster shows me to set the example the children are watching. So progressive versus traditional where does this lead?
“The traditional scheme is, in essence, one of imposition from above and from outside. It imposes adult standards, subject-matter, and methods upon those who are only growing slowly toward maturity. The gap is so great that the required subject-matter, the methods of learning and of behaving are foreign to the existing capacities of the young. They are beyond the reach of the experience the young learners already possess. Consequently, they must be imposed; even though good teachers will use devices of art to cover up the imposition so as to relieve it of obviously brutal features.” John Dewey, Experience and Education, 1938

 

Teaching should not be simply a control issue. Education needs to be less of a prison and more oriented around creating an atmosphere of learning. Down through history developmentalists including Piaget and Erickson have shown children are learning different than adults and in effect are developing in their learning styles and means. Yet we assume they are operating on an adult level almost from day one. I have brought up several issues why some teachers, who are progressive are successful and others not and why is traditional education not succeeding but simply staying almost on a level progression even reformers ideas are not impacting just making someone somewhere wealthy. I have wandered a bit today and will clarify in days to come trying to raise some questions. As today progresses please keep all in harm’s way on your minds and in your hearts and always give thanks namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

Teaching and life are simply feeding wolves

Bird Droppings March 3, 2017
Teaching and life are simply feeding wolves

 

I have heard and seen this in many forms. “’One evening an old Cherokee told his grandson about a debate that goes on inside people. He said, “My son, the battle is between two “wolves” inside us all. One is Evil. It is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. The other is good. It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith.” The grandson thought about it for a minute and then asked his grandfather: “Which wolf wins?” The old Cherokee simply replied, “The one you feed.’” From Jodie Schmidt, 2005

 

Many years ago in my travels and in reading emails I read this story sent by a friend. Only a few days ago it was on Facebook. As I read over this short story and by chance I was thinking about how children respond to various situations. We adults then commend or condemn them, feed them. Those two words are so closely spelled yet so far apart in meaning and understanding. Yesterday morning a young lady came in and was visibly upset but more of a moping kind of upset. Seems her boyfriend and she were sort of at odds. I shared the Thomas Merton quote I have hanging on my wall and have used here so many times.

 

“The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we see in them.” Thomas Merton

 

I asked the young lady to look up Merton and see some of his other writings and who he was which she did before school and then she left with a copy and a Kent Nerburn book, Calm Surrender. As we talked I thought of this quote about the wolves inside of us and how we all are fighting as she told me of conflicts in her life and in her boyfriends.
Several days back my wife and I were discussing kids as we tend too and the topic of learned behavior came up. We teach kids through our actions and inactions and yet we then punish them for the same exact thing. An attorney was on TV saying parents who knew kids were drinking at a party at their house should not be held responsible for any actions of drunken teenagers. The discussion was on a point, counter point discussion and then the other side mentioned that the person who was involved in the accident had been arrested previously for DUI and the parents knew that so there was a history established.
So I sat listening to this back and forth, an underage drinking party led to a teenage driver killing a child. The underage drinker who was driving had left the party at that particular parent’s home with their knowledge he was drunk and had been drunk previously, both parties were found guilty. On the one hand the defense attorney was saying kids will be kids and on the other a dead child.
I look back at the story which wolf is being fed. We are responsible as teachers, parents and we and others need to be more actively involved in keeping such situations from happening. Whether it be teenage love or teenage drinking there is harm being done around the corner and often under our noses. Please keep all in harm’s way on your minds and in your heart and to always give thanks namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

 

Puzzle’s always are missing a piece

Bird Droppings March 2, 2017
Puzzle’s always are missing a piece

 

“All changes, even the most longed for, have their melancholy; for what we leave behind is a part of ourselves; we must die to one life before we can enter into another!” Gail Sheehy, American journalist, author

 

It has been a most interesting couple of months, even weeks for me. I was sitting here thinking about time spent with my grandkids it is always exciting, enjoyable and a learning experience. We play, snuggle, play, go to the park, read books and each new thought process and hand gesture lends to excitement. I sat and watched a week or so ago as my wife and granddaughter talked at the park and then when we got home they were playing with some puzzles and one was a puzzle of letters and animals. She knew each letter and the only animals that threw her off were a skunk and quail. I was floored when she said iguana for the letter I. Then on Facebook my daughter in-law posted how our granddaughter in North Carolina was being the focus of everyone’s attention as they went shopping. Having been through as a parent so many years ago it is not about having forgotten but watching as a grandparent it is so much more meaningful and after the past few weeks realizing while understanding the circle of life there is much  more to do.
I walked out the door this morning to three deer grazing by the house. All in all it was really not a surprise as we have had deer around the house since we moved in nearly eight years ago. Just recently the pine trees once so thick you could not see ten feet into them were thinned and timbered. Now you can see a hundred feet into the forest and opened alley ways to allow for tree growth were cut along entire section of land. On Sunday as I went to watch a sunrise I saw my first coyote since living out here. I have heard them almost nightly but not seen one. So my fear of disturbing the wildlife from the timbering may be somewhat displaced. The only animal I had not seen many of was wild turkeys until this past year and they are back for sure.
It has been nearly six years since we were informed our principal was being promoted and going to the county office. This was a significant advancement for him and a great loss for us. As I looked around my room this morning and wonder what would it be like to move again to another room, another school and or even retire I think, many of us were going through this. As teachers in today’s crazy educational setting we are wondering who will be going here or there, why and when and with class size increases whose jobs are safe and whose are not. As it seems so far this year we may be gaining some positions due to student increases and we are getting our preferred classes and everything seems to be very stable.
As so many teachers do each year I am hoping I will be doing what I am this year and can stay in my room. I recall boxing up nearly nine years of photos and moving many gigs of data to a portable hard drive from computers around the room four summers ago. I had to move my eland head. It had been situated on a wall among former student’s photos. The eland is a head and shoulder mount and very big. I raised him from a two year old and when he died a good friend said he would be impressive mounted and well he looks pretty impressive, the largest African antelope. He was six foot at the shoulder and 1400 pounds when he was alive. My numerous aquariums and my pets had to be moved as well. A few I scattered about school a few in my smaller room and some came home.
It has been two years since I was home for two weeks on sick leave. I had gone nearly two weeks since had any students came my class room. Those mornings were strange lying in bed or in a recliner at home, doing a bit of work and then napping and each day realizing I need to change my way of living. I have since made a concerted effort to eat better. As I was coming into our driveway late yesterday a large hawk sailed over the house. At first I thought it was a buzzard but the movement was more hawk like and as I pulled in the hawk settled on a tree directly in front of me. A big red tailed hawk just sitting about eighty feet from me watching and gazing at me through my windshield. As I opened the door to the car he flew off.
I often wonder about such coincidences in life. What if I had been thirty minutes sooner no hawk or ten minutes later again no hawk. I by chance was in a window of time on the same wave length at least for a moment as the hawk. Maybe it was the fact I was thinking about so many Native American ideas and teaching about the sacred in life and was excited talking to several old friends who are teaching and or working at the University level in that area. Maybe it was simply coincidence the hawk sat and watched me. As I left the grocery store yesterday evening the sunrise was ok but nothing exciting. By chance I forgot a ream of paper for my son. Coming out the second time the sunset was intense synchronicity at its best.
As I write this morning I did manage a few moments outside watching the clouds move around the little dipper an interesting arrangement literally six lines of clouds in a circle around the constellation and quickly dissipated along with a faint smile of the moon again a few minutes later or earlier and I would have missed it. A few more moments and fog set in.

 

“You have noticed that everything as Indian does is in a circle, and that is because the Power of the World always works in circles, and everything tries to be round….. The Sky is round, and I have heard that the earth is round like a ball, and so are all the stars. The wind, in its greatest power, whirls. Birds make their nest in circles, for theirs is the same religion as ours….Even the seasons form a great circle in their changing, and always come back again to where they were. The life of a man is a circle from childhood to childhood, and so it is in everything where power moves.” Black Elk, Oglala Sioux Holy Man 1863-1950

 

I have used this quote many times borrowing from the wisdom of Black Elk including at my father’s funeral and my youngest son’s wedding. It has been many years since I described myself as a circle, alone unopened in a short poem I wrote one night sitting alone in my apartment in Pennsylvania. As I am sitting listening to the running water from my room’s tanks and native flute music of Carlos Nakai it is a peaceful feeling wandering through memories and thinking about where and when and how. Which path should I choose to walk today, tomorrow and the day after? What new trail or should I stay secure in the old.

 

“What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of spirit. For whatever happens to the beasts, soon happens to man. All things are connected. You must teach the children that the ground beneath their feet is the ashes of your grandfathers. So that they will respect the land, tell your children that the earth is rich with the lives of our kin. Teach your children what we have taught our children that the earth is our mother. Whatever befalls the earth befalls the sons of the earth. If men spit upon the ground, they spit upon themselves. This we know, the earth does not belong to man, and man belongs to the earth.” Chief Seattle

 

I sat back and thought about my hawk yesterday and how we are all intertwined on this globe, the hawk and I my students at school each an aspect of who we are and why we are here. I look forward to the journey today as always and one day way off when a destination does approach it will be when it is. But for today I am occupied with the journey please keep all in harm’s way on your mind and in your hearts and to always give thanks namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

I am pondering about Dr. Carl G. Jung and “school reform”. I find the answer is simple, CARING.

Bird Droppings March 2, 2017
I am pondering about Dr. Carl G. Jung and “school reform”.

I find the answer is simple, CARING.

 

“If there is anything we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.” Carl G. Jung

 

Over the years I have seen this with myself, so often those attributes we see and are upset with we too have within ourselves. It is like a mirror, we are seeing them in others what we have within ourselves. I designed a few years back a student referral slip to refer teachers when they are inappropriate. I recall a detention I was supervising a year back as we now do our detention teacher by teacher.  I asked students why they were in detention somehow I have a problem with sending kids to another teacher for after school punishment, several days after they had issue and I know Dr. Jung would argue with me on this point. It goes against quite a bit of my training and education but was school policy. Sadly it is not consistent as to why students are in detention.
In that detention ninety percent were in detention for being late to first period. I always love it when the excuses come up. “Well I pick up a friend and they are always late” as this person strolls in with a Quick Trip coffee cup or Burger king bagel, you want to say to them in that teenage vernacular we all know, whatever. So I went to my duty and nearly twenty kids were in detention. The idea is to sit do your work and no talking. Of course a few wise kids who want to make cute little noises mimicking bodily functions are always there. The students soon settle in and most are reading or studying relatively quickly.
With ten minutes left I offer a ticket out the door always a great Learning Focused Schools period ender and learning tool. My ticket out the door was a question. What is the life expectancy of the pygmy shrew? There were blank looks across the room. Ok I offered some help how about within two months. Fourteen, a student asks and is in his way. Five minutes left in detention and they ask for another question. I was sort of amazed soon twenty or so questions later and fifteen minutes after detention is over I tell them time is up when kids are interested even in detention they want to learn. Yes there is a point to this story.

 

“It all depends on how we look at things, and not how they are in themselves.” Carl G. Jung

 

Is seems far too often we as teachers take the easy route the path of least resistance and settle into a groove often far too deep. The idea of sharing detention duty is one such easy route. Being one who actually looks at meaningful data I do crazy things like see which teachers have the most detentions. It always amazes me how six or seven teachers in a given period consistently have the most students in detention. Conversely the same fifty or so do not use the detention system as a means of punishment. I do my research every year when it is time for me to do detention and write a report offering simple psychological truths. Punishment works best when in conjunction with behavior not days later and not in a totally different environment.
Several years back for my capstone in my Piedmont Master’s program I had a slide and used a quote about students have to want to be there to truly learn. It is interesting how learning occurs in AP classes and Honors classes and seems to be less in those classes where we expect failure. Yesterday and in the past week in the news several large school districts nationwide closed hundreds of schools opting for school reform. Teachers are blamed, chastised, fired, and in some cases loose certification. Where these schools are closing they are offering as a replacement programs designed by businessmen who are oriented around a profit mode, private run charter schools. I will admit there are some charter schools that are very successful and I look at why. Charter schools can limit enrollment to students they choose, are not subject to massive standardized testing schools being closed have been subjected. I might add meaningless tests. Learning is what occurs from point A to point B not what occurred at point B which is what these schools have been measured on.

 

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” Carl G. Jung

 

I suggest that we are looking at the word reform incorrectly. We should be looking at why schools are not successful first as Jung points out looking at ourselves. In the American Journal of Education, November issue 2006 an there is an article entitled “’Drop-Outs” and ‘Push-Outs”, Finding hope at a school that actualizes the ethic of care” by Wanda Cassidy and Anita Bates. The school in the article is focusing on high risk kids but providing an atmosphere of a caring environment and is being successful. During my tenure at Piedmont College I participated in a Foxfire course, entitled Foxfire teaching techniques. In one exercise the students list attributes of good teachers and good students. In the responses now over twelve years the same words are used. A good teacher listens and amazingly enough so do good students. At the Whytecliff Education Center, the school this article was based on, students in interviews said the number one attribute of a good teacher is someone who will listen.

 

“The shoe that fits one person pinches another; there is no recipe for living that suits all cases.” Carl G. Jung

 

For teachers often and for students trying to see and understand the other can be difficult. I watch this every day. Students come to me and complain about this teacher or that and the teacher complains about this student or that and the complaints are the same. Sadly many times listening is a factor but perception is one as well. As adults we see a child’s world in adult terms. I picked up several booklets from the guidance office yesterday almost sarcastically. Adolescences and Understanding teenagers was the title of one. In the brochure there were several cartoons and explanations of why kids do what they do.

 

“Show me a sane man and I will cure him for you.” Carl G. Jung

 

There are few people in history I would want to meet. Generally I start my list with Ralph Waldo Emerson. He is a fellow existentialist and the more I read the more I wonder about everything which is perhaps why I enjoy Emerson. Henry David Thoreau another I would like to meet and his philosophy so closely ties to Emerson. In the realms of modern folks my list includes a few Gandhi, Martin Luther King Jr., Grandpa Niper (my great, great grandfather), William Savidge, my grandfather who passed away before I was born and Dr. Carl G. Jung. I have always been impressed with Jung’s approach to dealing with people. It has always intrigued me. He split from Freud because he saw another realm so to say. He saw a spiritual aspect not necessarily religion but something that we have beyond physical rationalizations.

 

“Your vision will become clear only when you can look into your own heart. Who looks outside, dreams; who looks inside, awakes.” Carl G. Jung

 

I turned a young man away yesterday even though his line was good. Coming by my room on a bathroom pass to ask what we were doing in class. He was just interested the same young man who was in my room just before the bell and then left and then walked around the entire school to get to his class in the room next door history had caught up to him.

 

“The healthy man does not torture others – generally it is the tortured that turn into torturers.” Carl G. Jung

 

There are reasons why kids do what they do. It could be mimicking bodily functions or giggling out loud when something strikes them funny even though it disrupts the class. We accuse them of this or that and never really look or listen to why.

 

“We cannot change anything until we accept it. Condemnation does not liberate, it oppresses.” Carl G. Jung

 

I do believe that acceptance unlocks the door and trying to understand and see beyond the symptoms can provide answers.

 

“Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom.” Erik Erikson

 

I am also a big fan or child psychologist Eril Erikson. I used this as a quote for the day a few days back and included in numerous Bird Droppings over the years, it is a powerful thought. I spoke with a dear friend yesterday about the current state of affairs in Special education around d the country and her response was we may be farther back then we were in 1973 when we finally had mandatory education for all children with IDEA. To me that is most interesting. Colleges are dropping Special Education as a major. Charter schools will not in many cases take problem children and or special education children be it from a learning or behavior standpoint.
I look back at the article in the November 2006 American Journal of Education about a caring school and difference it made. That sort of encourages my philosophy of caring about students. I wonder if we can or was that in legislation too, no caring under section 234.23 on page 569 in the very small print. Please keep all in harm’s way on your mind and in your hearts and always give thanks namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

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