Bird Droppings June 7, 2019
Trying to teach an unteachable child
“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” John F. Kennedy
As I walked out from the house today rain greeted me for the first time in some while. I was unable to see Orion shining over the pines somewhere to the southeast. My mind was filled with many thoughts’ grandkids, graduate school, writing a dissertation, and how to deal with some cooking by myself this weekend as everyone would be out of town. I was working with some students just before school was out especially one who continually has been a problem for various reasons. It was easy, far too easy to see the problems than to look past to any possible ability issue. Teachers were not teaching to students. As I pondered with as to what to do it kept coming back to find the positive aspects of this situation rather than the very obvious negative, perhaps reinforce the positive. Was I slipping back into Skinner days.
“The roots of education are bitter, but the fruit is sweet.” Aristotle
“Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.” Allan Bloom
I recall many years ago when we met for a faculty meeting and one of the topics was the Governors Honors program which is six weeks during the summer for top students. My son was privileged to go about twelve years ago. When he came back, he had a great difficulty dealing with students who did not want to learn. After spending a summer with peers who learned on their own and sought additional learning to come back to school coming back to high school where many students simply ride the wave and are just there, even in honors classes was hard. My oldest son in his capstone presentation used the example of showing our passion for our profession or subject as a means of instilling in students a passion for learning. Far too quickly we write off so many students as unable to learn or mediocre. He had been having some issues with students in his classes, and I told him take in a snake. He needed a reason, and finally, he figured enzymes. Long story and biological but he took in some snakes and the principal came by to see the demonstration and loved it as did it engaged and enthrall the students, hook, line and sinker.
“Getting things done is not always what is most important. There is value in allowing others to learn, even if the task is not accomplished as quickly, efficiently or effectively.” R. D. Clyde
“Education is a better safeguard of liberty than a standing army.” Edward Everett
It is difficult to try and inspire those who prefer ignorance to education those people who are content in life being unaware. I have often joked that you could go all day in a high school with seven or eight words. If you listen many teenagers can communicate with a few statements and words and , you could walk through any high school in America and use those few phrases and words and communicate all day long. Unfortunately most perpetuate ambiguousness, my favorite is whatever, used perhaps more in a day than any other word in the English language at least in high school.
“Nine-tenths of education is encouragement.” Anatole France
“What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature they have lost their innate capabilities.” R. Buckmaster Fuller
So often we discourage rather than encourage often due to behavior as I think back to my incident yesterday and a student who was acting out. My first reaction was to get rid of him, get him out of the class, and I am someone with a behavior disorder background. Maybe in my old age I am taking the easy way out. I would march him down to the administrator and be done with it. The student did not want to learn and did not want to be in school. His attitude was “I am only here for insurance if I am not in school I do not get covered.” It is an interesting enough thought process to understand the reality of the world. So this student is in effect stuck somewhere where he doesn’t want to be yet currently not willing to learn.
“We learn simply by the exposure of living. Much that passes for education is not education at all but ritual. The fact is that we are being educated when we know it least.” David P. Garner
“I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder that we could have tolerated anything so primitive.” John W. Gardner
“If you have some respect for people as they are, you can be more effective in helping them to become better than they are.” John W. Gardner
One of the great thinkers and reformers of education and society of the last one hundred years John Garner saw aspiration in students and society.
“Josh Billings said, ‘It is not only the most difficult thing to know oneself, but the most inconvenient one, too.’ Human beings have always employed an enormous variety of clever devices for running away from themselves, and the modern world is particularly rich in such stratagems.” John W. Gardner
As I think back to my student with a problem we could get into a deep discussion of this rationale of why kids are in school and if we include the students we may be able to find the antecedent to the actual behaviors.
“Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” John W. Gardner
I got into a discussion after our faculty meeting with another teacher are we truly educating students, are we preparing them for what they may encounter in the real world. We bantered about ideas back and forth, and constructivism kept popping up in my mind.
“Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.” Engaging Kids, Funderstanding http://www.funderstanding.com/constructivism.cfm
Recalling John Dewey’s lab school and the idea you cannot learn about something truly learn without doing it as Dewey would say. In discussing with this teacher, we drew a similar conclusion it takes hands on for students to learn beyond simply pouring facts into the mold. Going back to my problem student of yesterday perhaps looking at where was he coming from and where did he want to go and why and accentuating those issues would provide a pathway for him. Each day is a new day and each thought adds to the thought pool and process, it is about lifting up rather than tearing down. Today please keep all in harm’s way on your mind and your hearts and always give thanks namaste.
My family and friends I do not say this lightly,
(We are all related)