Learning and teaching are inevitable – if we try

Bird Droppings June 21, 2017
Learning and teaching are inevitable – if we try

 

“In the case of good books, the point is not to see how many of them you can get through, but how many can get through to you.” Dr. Mortimer J. Adler

 

Dr. Adler founded the Center for the Study of Great Ideas and has been the Chairman of the Board of Editors for Encyclopedia Britannica; he focused on Philosophy and Liberal Education. One of my traditional writing assignments in class is I have students write an essay for one hundred twenty five words and you get a seventy percent, for two hundred fifty words you get an eighty percent, three hundred seventy five words for an ninety percent and five hundred words for one hundred percent and your choice of plain or peanut M&M’s. The title of the essay was “How should I be taught”. I work with students on using their research, finding and using quotes and citing authors so copy and paste was possible to bulk up a feeble attempt. In a class I did this with three did five hundred words, one fell asleep he didn’t feel good and two only made one hundred and twenty five words.

The funny thing is I deliberately do this by writing on the white board and not one time asking anyone to work. One of the first completed in one class was a student who doesn’t care, wants to quit school and uses the great word of words “whatever” more times a day than his entire balance of vocabulary.

 

“Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive; they may not even survive, if we do not produce a greater number of thinking citizens, from whom some statesmen of the type we had in the eighteenth century might eventually emerge. We are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from impending disaster. Whatever the price we must pay in money and effort to do this, the price we will pay for not doing it will be much greater.” Dr. Mortimer J. Adler

 

So a student did an assignment for a pack of M&M’s is that really amazing I have over the years grown away from extrinsic motivation but still occasionally will, just to point things out to kids. In this case, I did not have to coerce, beg, ask, or even remind students I simply wrote on the board and stated the day’s assignment is on the board. Of all my students that one period the one finishing first is the only one who I have to push constantly. The rest knew my tricks basically. I did give him a pack of M&M’s and you know what his essay while not the greatest was complete a first. Since coming back into the teaching field I have found several key factors in teacher student involvement especially in high school, first the student has to want to be in that class, in that same light the student has to have a reason for what they are to do, relevance for that student. It has to be their reason not one imposed by a teacher and ideally that will become a self fulfilling purpose and or reason to acquire more information as to learn more and move on in life.
Initially it may be a pack of M&M’s but the point of that exercise was to see if this student given a motivator would try versus simply “I do not care I am not doing the work”. Interesting note later in the day I received an email questionnaire about his progress on goals in relationship to his IEP. I have had this student a total of five weeks and reviewed his goals many of which are based on motivation and at least trying. Options to answer are introduced (I) and Progressing and of course a P, and then mastered and a capital M. His case manager said I ruined his report; I said progressing on all counts and was actually optimistic while all others were saying the opposite. I have a major issue and problem, how can you be teaching if a student is not progressing at all.

 

“If, in some way, the generations to come would learn what a good life is and how to achieve it and could be given the discipline, not only of mind but of character, that would make them willingly responsive to the categorical ought’s of a teleological ethics, perhaps, then, the moral and educational revolution might begin and take hold. To hope for this is to hope for no more than that the restoration of a sound and practical moral philosophy will enable enlightened common sense to prevail in human affairs.” Dr. Mortimer J. Adler

 

The idea and organization Paideia, is an educational concept founded again by Dr. Adler. The principles of this organization are as follows:

PAIDEIA PRINCIPLES
1. That all children can learn;
2. that, therefore, they all deserve the same quality of schooling, not just the same quantity;
3. that the quality of schooling to which they are entitled is what the wisest parents would wish for their own children, the best education for the best being the best education for all;
4. that schooling at its best is preparation for becoming generally educated in the course of a whole lifetime and those schools should be judged on how well they provide such preparation;
5. that the three callings for which schooling should prepare all Americans are (a) to earn a decent livelihood, (b) to be a good citizen of the nation and the world, and (c) to make a good life for oneself;
6. that the primary cause of genuine learning is the activity of the learner’s own mind, sometimes with the help of a teacher functioning as a secondary and cooperative cause;
7. that the three kinds of teaching that should occur in our schools are didactic teaching of subject matter, coaching that produces the skills of learning, and Socratic questioning in seminar discussion;
8. that the results of these three kinds of teaching should be (a) the acquisition of organized knowledge, (b) the formation of habits of skill in the use of language and mathematics, and (c) the growth of the mind’s understanding of basic ideas and issues;
9. That the each student’s achievement of these results should be evaluated in terms of that student’s capacities and not solely related to the achievements of other students;
10. that the principal of a school should never be a mere administrator, but also a leading teacher who should cooperate with the faculty in planning, reforming, and reorganizing the school as an educational community;
11. That the principal and faculty of a school should themselves be actively engaged in learning; and
12. That the desire to continue their own learning should be the prime motivation of those who dedicate their lives to the profession of teaching.
Copyright © 1991 by The Paideia Group, Inc. The Paideia Group, Inc. Board of Directors: John Clark, Rosa Blackwell, Vann Langston, Rita Kaplan, Cindy Rutz, John Van Doren, and Patricia Weiss. Honorary Chairman is Mortimer Adler

I read through these principles and was somewhat intrigued, especially in points eleven and twelve, “that the principal and faculty of a school should themselves be actively engaged in learning; and that the desire to continue their own learning should be the prime motivation of those who dedicate their lives to the profession of teaching. I have mentioned numerous times over the past years of Henry David Thoreau leaving the teaching field to become a learner. Thoreau felt in order to teach you have to be a learner first. Several years back in working on a paper for graduate school I used the word osmosis as a representation for teacher student feedback. That student I first mentioned who did not care about school was able to be motivated it was finding a re-enforcer.
Borrowing from the great behaviorist B.F. Skinner for every behavior there is an antecedent and then there is a consequence. We can change behavior by changing consequence and or the antecedent. Ideally we would like the antecedents and consequences to become intrinsic but to get the ball rolling sometimes an extrinsic means can and will work. But extrinsic means generally are only temporary solutions shy of electric shock which is illegal in most states.

 

“If acquisition of the liberal arts is an intrinsic part of human dignity, then the democratic ideal demands that we should strive to see to it that all have the opportunity to attain to the fullest measure of the liberal arts that is possible to each.” Robert M. Hutchison, The Great Conversation

 

“The real difficulty, the difficulty which has baffled the sages of all times, is rather this: how can we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the individual?” Albert Einstein

 

I have used over and over again this quote from Albert Einstein and it is perhaps one of my favorite. How can we make are teaching so potent? We as teachers as parents as friends need to strive to actively pursue learning in order that those children around us will see and model that behavior and want to learn for learning’s sake. Please keep all in harms way on your mind and in your hearts namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

 

 

Constructivism Montessori, Piaget, Vygotsky, Dewey and others

Bird Droppings June 20, 2017
Constructivism Montessori, Piaget, Vygotsky, Dewey and others

With the bulk of education in the early 1900’s following closely the Industrial Revolution and mass production, a few great thinkers took the concept of the individual child in psychology and education in new directions as to its relationship to children. How children were viewed became the basis for several educators to develop their theories and ideas. Child psychology and child centered educational ideas flowed from these thinkers. John Dewey reminded us that the goal of education is more education. To be well educated then is to have the desire as well as the means to make sure the learning never ends. Alfie Kohn educator and author refer to Dewey and to his idea of providing for a lifetime of learning. In his book What does it Mean to be well educated?, Kohn points out, “many classroom teachers asked to specify their long term goals for students, instantly responded with the phrase life-long learners.”

Dewey was not alone in his thinking which was in direct contrast to the traditional educational practices of his day. Dewey was frustrated with the rationale of educators when he wrote

“Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so in trenched in practice. That education is not an affair of “telling” and being told, but an active and constructive process.” John Dewey

The traditional philosophy of education was this focus away from children and their interests, and not trying to understand children simply seeing them as small adults. Traditional education was about efficiency and production which were carryovers from the Industrial revolution. It was time for progressive thought to get away from the assembly line processes of traditional education. One of these new educators a thinker, author, scholar, and advocate for children Alfie Kohn throughout his writing illustrates this point.

“Looking at the long-term impact of traditional teaching and the push for Tougher Standards, then we are finally left with Dewey’s timeless and troubling question: “What avail is it to win ability to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the individual loses his own soul.” Alfie Kohn

In a burst of educational energy just prior to the turn of the century numerous educators and scholars were developing ideas that often parallel John Dewey as they sought to come up with a better way to teach children. Howard Garner in his book The Unschooled Mind states discusses some of this basic history of progressivism.

“Progressivism is most frequently and most appropriately associated with the name of John Dewey. In fact, however the practices of progressive education had already begun to be implemented in the period before 1896…Leaders like Francis Parker, first superintendent of the Quincy Massachusetts Public Schools, later principal of the Cook county Normal School in Chicago, and finally a founding member of the Chicago Institute, which ultimately gave rise to Dewey’s educational facility at the University of Chicago.” Howard Garner

While Dewey was establishing himself in educational history in the United States across the Atlantic Ocean in Europe Dr. Jean Piaget was developing child centered education which would lead along with Dewey and Vsygotsky to the concept of constructivism. Piaget believed each aspect of child development followed clearly defined stages and this did not change child to child but could occur at differing speeds. Dewey saw the past experiences of children so often not even being recognized and yet at that point is the basis for their ability to learn.

In a similar fashion a medical doctor working with mentally disabled children in a residential setting in Europe was looking at the child centered aspect of education as she developed methodology with a developmental learning process in mind. Dr. Maria Montessori in her book The Advanced Montessori Method describes her philosophy and understanding of educating children.

“Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.” Dr. Maria Montessori

Another psychologist looking at children in a developmental approach was the Russian psychologist Lev Vygotsky whose work was not discovered by the western educators till the later part of the twentieth century. Vygotsky also saw experience as a significant factor in children’s development. Retention of previous experiences facilitates adaptation to the world around them and can give rise to habits when those experiences are repeated. Vygotsky differed with Piaget in that he said learning can precede developmental stages. We can acquire use of a given tool in order to attain a certain stage of development. Vygotsky’s concept of the zone of proximal development which is “the distance between actual development determined through independent problem solving and the level of potential development through problem solving under adult guidance or in collaboration with more capable peers”.

There are some similarities to Dewey with Vygotsky; much like Dewey he also felt there was a significant element of group interaction needed for education to be meaningful. The ideal school for Dewey was one that took the form of an “embryonic social community,” one in which students were encouraged to cooperate and work together and learn from each other as well as their teachers.

The originators of constructivism Montessori, Piaget, Vygotsky and Dewey all started with psychology and that the child is a unique individual as they developed their interpretations and understandings of learning and education. Even today the child is not the focus of education. One need only to leaf through the tables of contents in recent educational journals to discern that the individual child is not the focus of educational reform. Each of these great educators believed in the act of doing as a way to learn and as Ted Sizer points out that there is context. “What I have learned is context is everything….. The memorable learning was that you have to be very respectful and very sensitive to the values, to the attitudes that youngsters bring into class, that their parents have, which the community has”. Montessori and Piaget leaned towards the developmental stages in child development and Dewey and Vygotsky while accepting developmentally sound stages as real felt the community, peer group and teachers elevated learning past developmental points of reference. Maybe it is time to look back to Dewey.

“Curriculum has held our attention for generations because those who think seriously about education understand its inherent possibility. Maxine Greene’s call for a return to the search for John Dewey’s great community, her call to rise to the challenge of coming together without losing each person’s unique way of being in the world challenges our educational imagination.” Mary Aswell Doll

For Dewey an educational experience had to be connected to the prior personal experience of students and also to a widening or deepening of future experience. It was through reflection that Dewey saw the ability to go beyond where you were now. John Dewey reminded us that the value of what students do “resides in its connection with the stimulation of greater thoughtfulness, not in the greater strain it imposes”. The act of reflection is taking a given reference and moving ahead to a new possibility. Often it is the teacher who provides the window for reflection to occur.

“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connectedness among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” Parker Palmer

It was in this reflective, imaginative undertaking of Dewey’s that provided ideas and thoughts that led Elliot Eisner to Art Education. In his writings Eisner looks to the arts as a basis for education and his ideas and thoughts offer a new stream from Dewey. John Dewey once commented that the stamp of the aesthetic needed to be on any intellectual idea in order for that idea to be complete. It is this feel both imaginative and sensible that the so-called academic studies would foster if they were modeled after the arts. Dewey identified making things as one of four fundamental interests of children. Unhappily, because schools put so little value on making things, most of us grow up with contempt for work done with our hands. Eisner drew often from Dewey’s idea on needing context and relevance for learning to be genuine and to be lasting. Eisner places experience at the center of learning.

“It is through the content of our experiences that we are able to perform two very important cognitive operations: we are able to remember and we are able to imagine…. Imagination …works with the qualities we have experienced. What was not first in the hand cannot later be in the head.” Elliot Eisner

“One of the potential virtues of situated learning is that it increases the probability that students will be able to apply what they have learned. When the conditions of learning are remote from the situations or tasks in which what is learned can be applied, the likely hood of application or some would say transfer is diminished.” Elliot Eisner

The idea of imagination needing to have a basis in reality, in the context, is of significance. It is imagination that brings meaning, purpose, and application to what is learned.

“Imagination for Dewey, explores alternative possibilities for action within a selected context of ongoing activity. Imagination enables the search for ideas that can reconstruct the situation. It takes the context and its data, including emotional sympathetic data, as intuited and determined by selective interests and transforms them into a plan of action, an idea that if acted upon might allow the agent to achieve the desired ideal in reality.” Jim Garrison

Eisner believes in diversity, that this is the key to education and learning and through this provides richness for our culture as well. Continuing in that same line of thought, Maxine Greene educator, philosopher and pioneer sees reality after all as interpreted experience and that to limit learners to a single dominant mode of interpreting their experience may be to frustrate their individual pursuits of meaning and consequently, their desires to come to know, and to learn.

With much of her work is based on the concept of caring, Nel Noddings defines education “as a constellation of encounters, both planned and unplanned, that promote growth through the acquisition of knowledge, skills, understanding and appreciation”. Eisner and Barone understand that the aesthetics of experiences is what builds those in our minds and provides the means to imagine and be creative. The concept of Aesthetic Learning and Education is one of understanding, of perception and ultimately of creativity. Eisner looks at teaching as artistry, it is the ability to craft a performance and to provide the students with the mediums and means to perceive and understand their world.

For John Dewey, aesthetic experiences are not confined to high art, but arise from within the interaction of human organisms with their surroundings. Thomas Barone points to Dewey being the primary thinker that envisioned art and aesthetics having a central role in education and in learning. Thomas Barone is concerned as are many other progressive educators with the linear format of traditional education.

“If students are not given access to metaphoric learning activities, if the shape of their learning is always linear and closed, how will their capacity for creativity and invention be developed?” Thomas Barone

Perhaps in my research and reading I am getting a bit over board with Dewey and education but I see tie ins to daily living, to how we respond to others, to what the future holds for us and our grandchildren. If each of us took a bit more time to try and understand why so much of what is going on in society is going on maybe just maybe we could finally realize much of this does not need to be happening. So again after nearly eleven years of daily writing I ask as I do every morning 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

 

Life is making a quilt

Bird Droppings June 19, 2017
Life is making a quilt

 

It was nearly ten years ago today my wife walked in and told me that my mother said this was to be a happy time, a joyous occasion, as we celebrated my father’s life. She said I think we are even having a snow cone machine. I thought to myself it gets hot in Georgia on an afternoon in June. About this same time another event was transpiring in our families lives. I helped my son with a project of repairing the Ramblin Wreck of Georgia Tech. Ten years ago my son and acquaintance a 1968 Ga. Tech graduate of Tech and I were talking about a body shop and getting the Wreck ready for first football game. Somehow or other the idea of how things fall in place came up and after they headed out I started on my idea of a quilt.
I had started thinking about my father again talking with my son’s friend and how he had been all over the world lectured and taught in countries most people will never know. Another email I recall mentioned how dad was always giving folks something; it could be a necklace with a rock from South Africa or a bola with some African trinket or South American artifact as the clasp. Sometimes it was a story or just wisdom from his years working with people. It hit me his life was like a quilt.

 

“People come out to see you perform and you’ve got to give them the best you have within you. The lives of most men are patchwork quilts. Or at best one matching outfit with a closet and laundry bag full of incongruous accumulations. A lifetime of training for just ten seconds.” Jesse Owens, 1913-1980, American Olympian

 

I use the comparison to a puzzle often nearly each day as I write. But when I read this idea of a quilt of our lives it hit me. A patchwork quilt, with each piece a significant event in life yet alone not enough to make the whole. Each piece of the quilt is still independent of each other piece. My wife has a quilt from her grandmother whose grandmother made it; each little piece of fabric is sown to the next each little section connects to the next and in the end a quilt. We have several quilts made for our sons by a friend’s mother many years ago. A good friend in Holland is a quilter and she posts pictures of each intricate masterpiece as she sews.
For nearly fourteen years during my summers I go up to the mountains of North Georgia and have been involved with the Foxfire program for teaching. The instructors have used an exercise where each participant makes a piece and together a quilt is created each session. The quilt is hanging on the wall with pieces added as the week progresses. Traditionally in the mountains there are sixteen stitches per inch which is the measure of a quilt I learned that while up at Foxfire talking with one of the women at the museum center. Often when I am talking with kids I will use timelines to piece together but I think I will try this idea of a quilt each piece adding to the whole yet alone just a scrap of fabric. As I look back at so many memories and you know it seems to all be flowing piecing together, I like the idea of a quilt. 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

Teaching can be successful

Bird Droppings June 16, 2016
Teaching can be successful

 

Just about a year ago I was waking up in a Bed and Breakfast nestled off the road in Rabun Gap Ga. The previous night sunset was set against the mountains of north Georgia. So as I do on many mornings when I get the time I walk out to a quiet spot and look toward the east in the morning. It was still too dark as the mountains were blocking the sun in this spot. I was up in Rabun Gap for a conference. I was hoping to catch a glimpse of the sunrise or perhaps even the threads of life as I call them glisten in the early morning light. These are strands of spider webbing that are still hanging connecting everything. The scientist part of me knows that they are simply webs from wandering spiders the previous night out hunting but the mystic in me sees the connections. I do see the interconnections but many do not.
That day was the continuation of a celebration of fifty years of Foxfire that started at this school in 1966. One of the focuses is we were concerned about learning not just education. That is a strange statement to make coming from a teacher by trade. We have institutions established called schools where learning is to occur. Sadly various interfering elements within state and federal policies contradict and totally destroy the ability to provide learning experiences for children. Yesterday several editorial cartoons were sent through the internet showing a group of students all connected with wires from their heads staring ahead and one trying to climb out a window to the outside and nature. The just of the image was education reform wants us all to be education zombies all learning the same thing at the same time. If we cannot reverse the decline in learning our children will be simply pawns of whoever is or whatever is in power at the time.

 

“The first object of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily.” Ted Sizer

 

I received an email yesterday or I should say a response to a Facebook post I shared from a friend. The video clip I shared many months back was directed at the Teach to the Test mentality that is sweeping education due to high stakes testing being mandated by states and federal law. A young man a recent college graduate stated he could not get a job because his method of teaching was more hands on than what administrators were looking for. Daily I see the frustration of my son who was trained to teach in experiential manner and is now limited by what is on the curriculum map today. I am co-teaching with teacher in physics who likes to provide context to the learning. This past Friday one of our physics classes in getting ready to study the concepts of velocity and acceleration did a slip and slide lab to take our data in order to calculate acceleration and velocity. It will be interesting to see if they can make physics come alive for these kids and still comply with the curriculum requirements. If I was wagering I would definitely say they will.

 

“A vision without a task is a dream – a task without a vision is drudgery- but a task with vision can change the world.” Black Elk

 

“Too much emphasis has been placed on reforming school from the outside through policies and mandates. Too little has been paid to how schools can be shaped from within.” Roland Barth

Just a few days ago I addressed the fact we are educating more diversified students in the United States than anywhere in the world. I borrowed from Black Elk a Lakota Sioux Holy Man who passed away nearly sixty years ago. Black Elk believed in the power of visions. Roland Barth was a professor at Graduate School of Education at Harvard University. His book Improving Schools from Within, was a best seller in 1991. His latest book Learning by heart, addresses the need for school reform and changes and that they need to come from changing the culture of schools. As I read both pieces and thought a Sioux holy man talking about making a vision real and a renowned educator saying we need to look within in order to elicit change maybe we should be listening to them and not politicians.

 

“Rarely do outside of school remedies work their way into the fabric of the schools or into the teacher’s lives, and more rarely into the classrooms. Therefore they only offer a modest hope of influencing the basic culture of the school.” Roland Barth

 

“Community building must become the heart of any school improvement effort.” Thomas Sergiovanni

 

“The best we educational planners can do is to create the conditions for teachers and students to flourish and get out of their way.” Theodore Sizer

 

As I ponder my various authors I am reviewing and borrowing from today Barth, Sergiovanni and Sizer in the quotes above I find continuity. These men are all innovators and have made significant and powerful suggestions about education across the nation. Many school systems use the concept of learning communities that Sergiovanni promotes in his writing. I know that Roland Barth’s ideas are taught and re-taught in graduate schools nationwide and teachers seldom leave college without hearing the name of Ted Sizer. What concerns me is why is it with the potential to change education we seem to be in a rut and really going nowhere different. Why do we continue to know what to do to better educate kids and then do not do it. I wish an answer were simple to place in writing but I see blame as being in the leadership of schools. I see blame in school boards and in state education boards and eventually at a federal level. As the ideology leaves the classroom it goes from being real and meaningful to being business and is it cost effective? Can we afford this? Should we spend dollars on this? Somewhere children get left out and learning gets sat by the roadside.

 

“To cope with a changing world, an entity must develop the capacity of shifting and changing – of developing new skills and attitudes; in short, the capability of learning.” A. DeGues, The Living Company

 

“The challenge of discovery lies not in seeking new landscapes but having new eyes.” Marcel Proust

 

“You cannot have a learning organization without a shared vision…A shared vision provides a compass to keep learning on course when stress develops. The gap between vision and current reality is also a source of energy. If there were no gap, there would be no need for any action to move towards the vision. We call this gap creative tension.” Peter Senge

 

Dr. Peter Senge is a professor at MIT and renowned scholar in the field of learning. His books and theories are used in management schools and education studies. The idea of a collaborative effort in learning falls back into many ideas that have been mentioned in previous droppings dealing with Foxfire and John Dewey and the democratic class room. Students learn more when it is relevant to them and they have some buy in. Proust provides that we need a new perception to see rather than using the same old mythology to view education and learning. We have to develop new skills not just use what is available. Although John Dewey’s ideas are still considered progressive at over a hundred years old always strikes me as interesting.

 

“We learn best from our experience, but we never directly experience the consequences of many of our most important decisions. In the absence of a great dream pettiness prevails. Shred visions foster risk taking, courage and innovation. Keeping the end in mind creates the confidence to make decisions even in moments of crisis.” Peter Senge

 

“You cannot carry out fundamental change without a certain amount of madness. In this case, it comes from non-conformity, the ability to turn your back on old formulas, the courage to invent the future. It took the madmen of yesteryear for us to be able to act with extreme clarity today. I want to be one of those madmen. We mist dare to invent the future.” Thomas Sankara African leader

 

“Schools are among the very few institutions that have remained almost entirely unchanged for most of this century.” Judith Aitken

 

“No other organization institution faces challenges as radical as those that will transform the school.” Peter Drucker

 

“Today’s Schools are not Tomorrows Schools. That’s a fundamental misconception.”
David Lange

 

Author, speakers, management consultants, professors, educational leaders and each of them a great teacher in their own right have been outspoken for years about our schools and learning. Why do we let politicians decide what our students should be learning or how we should be evaluating these students? Why do we put arbitrary numbers on children with disabilities as to who can and who cannot exempt or not exempt state mandated tests. One IQ point separates two students one who because they cannot pass the High School graduation tests is and receives a special education certificate of attendance and is counted as a drop out because they did not graduate and the other by submitting a portfolio of what learning occurred in high school graduates with a legitimate high school diploma and is a graduate. One IQ point separates the two and how they are assessed.

 

“The overwhelming number of teachers …are unable to name or describe a theory of learning that underlies what they do.” Alfie Kohn

 

“It is my personal approach that creates the climate. It is my daily mood that makes the weather… I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim Ginott

 

“In teaching students to think the emphasis is not on how many answers they know. Rather, the focus is on how well they behave when they don’t know.” Art Costa

 

I recall reading Alfie Kohn for the first time in 2001 at the suggestion of my principal who had formed a book club. The title of the book is The Schools our Children Deserve. As I read through these authors and quotes last night as I researched for my morning wanderings I wonder can we ever really change the industrial complex that drives education? Can we unseat lobbyists and politicians who seek profits at the cost of our children’s learning? I wonder as I finish up today if we can overcome.

 

“In the absence of a great dream pettiness prevails. Shared visions foster risk taking, courage and innovation. Keeping the end in mind creates the confidence to make decisions even in moments of crisis.” Peter Senge

 

I started and end with a vision. “A vision without a task is a dream – a task without a vision is drudgery- but a task with vision can change the world.” Black Elk The great spiritual leader Black Elk spoke of his visions and Peter Senge offers a shared vision. I was once told it took leaders who had vision to truly lead and I wonder if we can find those people within education who care enough about children and about learning to pave the way to a new understanding and realization of our educational system. 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

 

Why do we fail?

Bird Droppings June 15, 2017
Why do we fail?

 

Many times, I have wondered why people stop learning. I see it in high school students, in college and graduate students. Almost as if a switch is thrown and poof no more learning, I have reached my limit. I had a teacher approach me before school started the other day about a student who scored a seventeen on a quiz. The student’s parents were asking for a retake and study guide which the teacher was complaining about doing. The student got a seventeen he deserved a seventeen period. Where is the learning curve giving a failing grade is not a motivator for many students who by high school are used to that and could care less. Achieving a passing grade by learning what is on the quiz and then retaking, and passing is what school should be about. Several friends that I have co-taught with allow retakes if you come in for tutoring over material before the retest.

 

“One of the reasons people stop learning is that they become less and less willing to risk failure.” John W. Gardner

 

I began the morning after watering the gardens looking through several articles written by William Edelen, a former pastor and fighter pilot, as well as several by Arthur Schopenhauer, 19th-century philosopher, and Joseph Campbell, a leading writer on mythology. Somehow in my reading earlier I ended up back on articles by John Gardner. I have been struggling with the idea of why students quit learning. On a recent excursion to Wal-Mart, I ran into several former students who had all quit school. One of the former students shook my hand and said he was working on his GED and working hard. The other student said he was working hard doing foundations for houses and raising his new baby. Still another was arguing with her boyfriend across the aisles at Wal-Mart.
I thought back in each of their lives. All failed in part or all of graduation tests in high school, one of the students had failed one a portion three times by a total of eight points; as a result she did not graduate and she opted to get a GED. She was tired of failing or risking failing again.

 

“I have always felt that although someone may defeat me, and I strike out in a ball game, the pitcher on the particular day was the best player. But I know when I see him again; I’m going to be ready for his curve ball. Failure is a part of success. There is no such thing as a bed of roses all your life. But the failure will never stand in the way of success if you learn from it.” Hank Aaron

 

For so many of us we take defeat failure in stride and move on, but for some students failure is a daily event and eventually they succumb and lose whatever desire to succeed they may have had. A good friend now a football and baseball coach in high school while playing high school baseball as a catcher would study players as they batted. Each pitch thrown and each swing tucked away. Should by chance he be against that same batter he knew their every move and would offer to the pitcher through hand signals the pitch to throw. My friend had an uncanny memory for details. If we could apply to teaching each mistake by a student memorized and then pitch to the weakness not to fail again but to succeed for that student.

 

“You win only if you aren’t afraid to lose.” Rocky Aoki

 

“No one ever won a chess game by betting on each move. Sometimes you have to move backward to get a step forward.” Amar Gopal Bose

 

Amazing how this is so similar as I think back on life to my  experiences in fourth grade. I had a teacher who was grading me harder than those around me. I think she thought I wouldn’t notice. My friend next to me had two wrong and an A. I had two wrong, and a C. My mother asked and the teacher stated I wasn’t working up to my ability, so she was grading harder than other students. I quit trying in school for some time, until about two years into college.
“Failure does not count. If you accept this, you’ll be successful. What causes most people to fail is that after one failure, they’ll stop trying.” Frank Burford

 

“Ninety-nine percent of the failures come from people who have the habit of making excuses.” George Washington Carver

 

We set in motion at young ages the ability to succeed and or the ability to make excuses. Watching kids grow up and looking at where they learn. Example is the best teacher, and they watch parents. If we make excuses and choose to not succeed what are the odds our children will succeed

 

“A man’s life is interesting primarily when he has failed — I well know. For it’s a sign that he tried to surpass himself.” Georges Clemenceau

 

“You don’t drown by falling in the water; you drown by staying there.” Edwin Louis Cole

 

I think back to walking through the Edison museum in Fort Myers Florida and one particular exhibit, it is a barrel of light bulbs all failures and the plague reads it took over 10,000 failures to succeed but it did work. As I went further and read, Coles thought about drowning and was applying it to students. Many have given up because the school and society has given up. As soon as you take statistics in college you gather data and sort and develop graphs and charts about who will succeed and who will fail, and soon students know your thoughts and soon students live up to their graphs and charts.

 

“Making students accountable for test scores works well on a bumper sticker and it allows many politicians to look good by saying that they will not tolerate failure. But it represents a hollow promise. Far from improving education, high- stakes testing marks a major retreat from fairness, from accuracy, from quality, and from equity.” Sen. Paul Wellstone (1944-2002)

 

Alfie Kohn’s starts his website with:

“Rescuing our schools from tougher standards.” The statement of “Learning by doing,” which is a common shorthand for the idea that active participation helps students to understand ideas or acquire skills, is an established principle of progressive education. Much less attention, however, has been paid to the complementary possibility that teachers are most effective when they show rather than just tell. In fact, this idea doesn’t even seem to have a name so let’s call it “teaching by doing” (TBD).”

 

“We need to learn from— and, fittingly, to challenge — one another’s ideas. But most important is a basic commitment to make sure that our students — future teachers, parents, and citizens — are able and willing to take a stand.” Alfie Kohn, Challenging Students . . . And How to Have More of Them

 

Alfie Kohn has been writing and lecturing nationwide about issues in public school for the past few years, he is a major proponent of public schools. It is how we teach he is trying to address, and instilling a desire to learn rather than taking away that aspect. It is about promoting the success rather than failure that we need to strive for in our endeavors as teachers and parents. Hopefully one day when I go to Wal-Mart the students approaching me will be all talking of success and their futures. Please keep all in harm’s way on your minds and your hearts and always give thanks namaste.

 

My family and friends I do not say this lightly,

Mitakuye Oyasin

(We are all related)

bird

A spiritual side to teaching

Bird Droppings June 14, 2017
A spiritual side to teaching

 

“Solitude does not necessarily mean living apart from others; rather, it’s never living apart from one’s self. Not about absence of other people – it is about being fully present to ourselves, whether or not we are with others.” Parker Palmer

 

Dr. Parker Palmer is an innovator, speaker, retreat leader, author, and traveling teacher. He is a senior associate of the American Association for Higher Education and senior advisor to the Fetzer Institute. Parker Palmer received his Ph.D. from the University of California. I was first introduced to his writing in 2001 by a friend who happened to be my principal at the time. He recommended his book, The courage to Teach, to me and I have given away several copies now over the years.

 

“Teachers choose their vocation for reasons of the heart, because they care deeply about their students and their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what teachers always do – give heart to our students.” Parker Palmer, The Courage to Teach

 

I have been back in teaching sixteen years and now retired. I have watched teachers burn out or simply fizzle out. There is a slight bit of difference between burn and fizzle. Someone who burns out is putting their all into what they do, and someone who fizzles out is taking up space and probably should not have been there to begin wi now retiredth. I have watched creative teachers starting out like gang busters succumb to teaching blues and boredom. They come in full of zeal and within a semester are borrowing premade transparencies from their next door neighbor because they do not have the time anymore to create new ones.

 

“Bad teachers distance themselves from the subject they are teaching – and in the process, from their students. Good teachers join self and subject and students in the fabric of life.” Parker Palmer

 

I have for many years considered teaching an art form. I do think it is a place where a person’s soul is bared for better or worse as you teach whatever subject you happened to be teaching. If you truly want to connect with your students, you open your heart as palmer indicates, and this is difficult for many to do. I honestly think it takes a special person to be a good and effective teacher. Parker Palmer in his writing discusses how teaching is a community effort. My thoughts reflect back to John Dewey and his revelations of education as a social event and more critically a necessity.

 

“As I make the case that good teaching is always and essentially communal, I am not abandoning my claim that teaching cannot be reduced to technique. Community, or connectedness, is the principle behind good teaching, but different teachers with different gifts create community in surprisingly diverse ways, using widely divergent methods.” Parker Palmer
In my journeys in life and I use a word whose connotation is plural as I am discussing my journeys since I have been in several directions prior to where I am now. I have found that it is in happiness and solace we find peace with ourselves. The quote I started with today reflects on solitude that for me is a few moments each day in a spot I have selected away from the house with a view across a large pasture. I can sit and reflect on my day or my day ahead and I ponder sitting listening to the sounds about me. I claim this spot as sacred, and some will scuff how you can say that, it does not have a church or any religious affiliation. I titled my writing today as a spiritual side to teaching and these two words for me intertwine as I look at them and ponder further.

 

“Sacred means, quite simply, worthy of respect.” Parker Palmer

 

In the several years that I have come back to teaching it has been about respect and trust. I have gone about this through building relationships with students. In my  opinion, that is one of the most critical aspects of the teaching process. It is not simply a curriculum and a book or several books, and it is relationships. I see what I do each day as a spiritual endeavor bringing new ideas to students who may not have had the chance previously to understand or even experience in any way this knowledge. It was nearly thirteen years since I wrote a trust scale for human development course I was taking. It follows along a similar concept that I had read about in Dr. James Fowler’s book, The Development of Faith. We start out as totally trusting and soon learn not to trust and eventually return to total trust. It takes good and great teachers to help along the way. Thinking about a new week ahead, and few days left in this week the positive and negative that will come my way. I tend to choose to embrace the positive and not spend as much time considering the negative. I do hope each of you can take a moment to reflect and to please keep all in harm’s way on your mind and 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

The head of education in the US should not be an idiot

Bird Droppings June 13, 2017
The head of education in the US should not be an idiot

 

It was nearly seven years ago I was reading an article actually an interview with Arne Duncan, the former Secretary of Education. I selected a few choice quotes from his interview to savor and ponder for a few days. As I look at the words he said and his follow through with his actions we can see where he really thinks education should be. I have long argued that sports should not be priority number one in high school and in colleges but who am I to challenge the status quo. Football ticket sales and all the hoopla surrounding sports is big money. With Duncan’s emphasis more recently on a push to private industry in public education I found his words a bit confusing. At first I truly liked this statement and yet since these words were let loose he has gone three hundred and sixty degrees in another direction and supports in actions the making of money. I am now faced with a new secretary of education who I can honestly say is also an idiot.

 

“If a university can’t have two out of five of their student-athletes graduate, I don’t know why they’re rewarded with post-season play” Arne Duncan

 

Over the past few days I have been looking at how I see teaching and instruction and I have wandered about a bit in my efforts. My own style is somewhat radical to say the least. However in fourteen years in public education my craziness has worked with kids who are not supposed to graduate or succeed according to most. I happen to see this line from Arne Duncan our Secretary of Education and it is amazing how we provide a sense of falsehood through athletics. I am not saying all athletes are poor students by any means. I know many who are honor graduates and scholars in their own right. The greed and competition however at a college level becomes significant. A local college at home games can bring millions to the economy. Many staunch fans never went to college anywhere yet have season tickets and trucks colored in that schools colors and even have the same animal as a pet as the local mascot. A good college football or basketball program is a business not a learning program.

 

“I think we are lying to children and families when we tell children that they are meeting standards and, in fact, they are woefully unprepared to be successful in high school and have almost no chance of going to a good university and being successful.’ Arne Duncan

 

Not every child should be going to college and why we have to advertise and promote this concept I honestly do not know. In a recent faculty meeting our superintendent discussed the excessively high dropout rate of freshmen. When you have an attitude of sending everyone to college those who really do not want to be there quit that first year. We have eliminated technical training in many high schools ours included in favor of everyone goes to college. This trend ties in with our role in international education as well. We constantly hear on the news how we are behind in education other international programs and countries. Let me start with one of the measures which is the PISA, The Program for International Student Assessment. In 2006 we the USA were ranked fifteenth. I have never heard of or seen this test administered in Georgia. It is a two hour test, multiple choice and essay. It is given every three years to rank countries internationally. Australia is ranked fourth. There are differences between us and them and significant differences. It was 1992 till Australia started inclusion into public schools for disabled students versus 1974 in the US. However there is still a distinct difference between US and literally most of the world in terms of education. Our test scores for example as per NCLB include Students With Disabilities SWD as a subgroup and they are included in final tally of population. A 2% allowance is made for Mentally Impaired students in the total population. Australia in scoring on High School tests etc. does not include SWD in totals as European and Asian Schools do not include either. Most international school systems have in place a mandatory age cut off 15-17 depending on the territory for example in in Australia. At that point choices are made and or mandated as to higher education technical and or college and or go to work. Throughout Asia this is common practice as it is in many European educational systems.

 

“If you have great assessments and real-time data for teachers and parents that say these are [the student’s] strengths and weaknesses, that’s a real healthy thing.” Arne Duncan

”We would do away with examinations. They measure the inconsequential type of learning. We would do away with grades and credits for the same reason. We would do away with degrees as a measure of competence partly for the same reason. Another reason is that a degree marks the end or a conclusion of something, and the learner is only interested in continuing the process of learning.” Cal Rodgers

 

In the words of the head of education and a leader in psychology in his time above they are totally differing views. I agree with several of my friends that on some concepts Carl Rogers can be a bit off the deep end to a degree. But on this aspect I agree with him that competition as far as learning goes be that grades, test scores, can be inconsequential as to, has any learning occurred. This would lead to another line from David Purpel yesterday that truly hit me hard.

 

“Schools have been captured by the concept of accountability, which has been transformed from a notion that schools need to be responsive and responsible to community concerns to one in which numbers are used to demonstrate that schools have met their minimal requirement.” David Purpel, 1989, Department of Curriculum and Educational Foundations, University of North Carolina at Greensboro

 

We have stripped away that aspect of community from schools in order to have a clear cut and definite number to score and equate whatever it is we are wanting to measure in theory. One of the first things I learned in statistics is that they are at the mercy of the statistician. We can make numbers do whatever we want. Politicians like numbers and test scores and simply things so they can make policy and award lobbyists with nice contracts. Interesting how most educational research that is cited by the National Clearing house for research based materials is primarily one hundred percent publishing and testing company’s research. Much of this is very limited demographically and in a true research situation would not be valid. Significant dollars are involved however but that might be for another discussion, which sort of ties in with my idea of, is there ethical capitalism? Sadly industrial mentalities and capitalism drive education in US. Mass production testing and text book companies rule along with various support industries.

 

“I know there are schools that are beating the odds where students are getting better every year, and they are labeled failures, and that can be discouraging and demoralizing,” Arne Duncan

 

I continue to try and understand how when students are doing better year after year they are a failure. As for US schools being behind are they really? All US schools in all states we are mandated through NCLB to have an exit exam that is within certain parameters for graduation and if not passed student does not receive a high school degree. This consists of Writing, Math, Social Studies, and Science portions in the state of Georgia. Many subjects have End of Course Tests again here in Georgia. Even with this series of tests at our high school we have managed to raise graduation rate at our school from 71% to 92% over a five year period. Sadly this comes at the expense of real learning and the idea of teaching to the test is more than a catch word. Teacher’s jobs administrator’s jobs are tied to test scores and funding and state and federal intervention as well. I am not happy with the USA educational system as I am a supporter of students and learning which are totally being left behind in this numerical accountability competitive system.

 

“We are proceeding on with the intent of the Landmark – Leave No Child Behind Reform Act without political persuasion. The focus is effective delivery of services in education by review, restructure, implementation for maximum student learning.” Arne Duncan

 

Arne perhaps used some words wrong here. It should have read for maximum student’s success in testing not in learning. I have taught in different parts of Georgia and in Pa. briefly and while many will say education is not as difficult as in previous generations all I can say is pull a high school or college biology book off the shelf dust it off and compare to a biology book today. The cellular material is years beyond my freshmen college and even zoology and botany books of 1968 and 1969. Not just the research gains but vocabulary and demands of material are voluminous compared to what we had in high school. Our system is flawed and it will take radical thinking I tend to believe more toward Foxfire core practices and John Dewey’s ideas and Carl Rogers.

 

“Experience is, for me, the highest authority. The touchstone of validity is my own experience. No other person’s ideas, and none of my own ideas, are as authoritative as my experience. It is to experience that I must return again and again, to discover a closer approximation to truth as it is in the process of becoming in me. Neither the Bible nor the prophets — neither Freud nor research –neither the revelations of God nor man — can take precedence over my own direct experience. My experience is not authoritative because it is infallible. It is the basis of authority because it can always be checked in new primary ways. In this way its frequent error or fallibility is always open to correction.” Carl Rogers, On Becoming a Person, 1961

 

“The only person who is educated is the one who has learned how to learn and change.” Carl Rogers

 

As I close looking back on where and when and how I am still within my own learning searching for what is my pedagogy. It is a continual fluid moving process as I teach and learn each day. I can say I am inclined to think this way but only till a better way comes along. With a morning nearing end and new week ahead please keep all in harm’s way on your minds 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