The title of the chapter caught my eye. How many face plants have we all made? (I'm talking more figuratively than literally.) More than we would likely admit to, certainly, more than I care to admit. However, what do we do once our face is firmly planted on the ground? Do we let it take root? As with many people, I've gone through stages where I feel that I am going from once face plant to the next. Kind of like going from one failure to another, just without the enthusiasm Churchill spoke of in his House of Commons Speech:
Tuesday, November 29, 2011
Don't let your face plant take root....
...I wish I could take credit for those words, but I can't. They are a chapter title to a book I read recently called Life Without Limbs: Inspiration for a Ridiculously Good Life by Nick Vujicic. Nick recently came to the Arnold, MO area with numerous speaking engagements. I was lucky enough to take my step daughter with me to hear him speak. He is an incredible individual with an incredible message.
The title of the chapter caught my eye. How many face plants have we all made? (I'm talking more figuratively than literally.) More than we would likely admit to, certainly, more than I care to admit. However, what do we do once our face is firmly planted on the ground? Do we let it take root? As with many people, I've gone through stages where I feel that I am going from once face plant to the next. Kind of like going from one failure to another, just without the enthusiasm Churchill spoke of in his House of Commons Speech:
The title of the chapter caught my eye. How many face plants have we all made? (I'm talking more figuratively than literally.) More than we would likely admit to, certainly, more than I care to admit. However, what do we do once our face is firmly planted on the ground? Do we let it take root? As with many people, I've gone through stages where I feel that I am going from once face plant to the next. Kind of like going from one failure to another, just without the enthusiasm Churchill spoke of in his House of Commons Speech:
Thursday, July 21, 2011
Are We Asking the Right Questions?
As I've been following numerous Twitter posts over some time now, standardized testing has been a big focus of people's tweets. I recall seeing one not too long ago that questioned the questions kids are being asked on standardized tests. I'm not sure that my following example is exactly what the tweet and responses were referring to, but I'd like to throw this out for some reflection and hopefully comments.
As a Special Education teacher by training, I'm more than used to having students misunderstand the language of questions, not understanding a word or more in the sentence and thereby throwing off their comprehension of what is being told and/or asked. In addition to teaching, I also tutor student, both students who receive and don't receive special education services. One of my kiddos is a private school child, who is very bright, and does not receive any special services. She struggles in math. As I was working ahead with her today in my copy of her "new" textbook she will be receiving once school starts, there was a section with the heading "standardized practice." The question I had her read over had to do with a girl wanting to buy her mom a birthday gift for a certain amount of money. To the right of the problem was a little table listing various items and their costs. The question she had to answer was which 3 items could she purchase and not go over the allotted amount.
Having tutored this girl for a handful of years and being familiar with the way she thinks, I knew her way of thinking through the problem would not be the way the question was wanting the reader to use. I asked her how she would approach the question to find an answer. (I have found such great value in regularly asking the kids "how" they came up with an answer or what they were thinking. It truly has been invaluable!) Her answer had to do with buying her mom (the mom) 2 movie tickets so she could go to a movie with her husband which she doesn't get to do as much as she likes and a pair of gloves because she knew her (the) mom needed a new pair. She really didn't give thought to the cost. She had other thoughts and priorities.
Being a teacher, I understood where the question was trying to go and what pattern of thought it was after. However, was the question fair? Was she wrong? I understand that the 3 items she picked may have exceeded the allotted money. I also know this girl, upon realizing this, might have re figured the gifts based on what else would benefit her mother. She also might have stuck with the original 3 gifts and said she'd borrow or earn the money. Does "applying personal experience" to this question make her answers and reasoning any less valid than the creator of the question?
I am in agreement with all the tweets and blogs and feelings that we have to take into account whether a kid is in poverty, not eating regularly, subjected to violence or witnessing violence and other extenuating circumstances when we are teaching and assessing a child. What about the kids that come from loving 2 parent homes, where poverty isn't an issue,where there is a strong belief and value system in place, they see proper role models, and they know education is important. If "these kinds of kids"are interpreting these questions in this way, are we really serving them well by these assessments. I would rather have a critical thinking, caring kid who may be a little off in her math, need a calculator or need to figure out another option than one who is not capable of these kinds of thinking skills.
The world could certainlybenefit from more thinkers like my girl.
As a Special Education teacher by training, I'm more than used to having students misunderstand the language of questions, not understanding a word or more in the sentence and thereby throwing off their comprehension of what is being told and/or asked. In addition to teaching, I also tutor student, both students who receive and don't receive special education services. One of my kiddos is a private school child, who is very bright, and does not receive any special services. She struggles in math. As I was working ahead with her today in my copy of her "new" textbook she will be receiving once school starts, there was a section with the heading "standardized practice." The question I had her read over had to do with a girl wanting to buy her mom a birthday gift for a certain amount of money. To the right of the problem was a little table listing various items and their costs. The question she had to answer was which 3 items could she purchase and not go over the allotted amount.
Having tutored this girl for a handful of years and being familiar with the way she thinks, I knew her way of thinking through the problem would not be the way the question was wanting the reader to use. I asked her how she would approach the question to find an answer. (I have found such great value in regularly asking the kids "how" they came up with an answer or what they were thinking. It truly has been invaluable!) Her answer had to do with buying her mom (the mom) 2 movie tickets so she could go to a movie with her husband which she doesn't get to do as much as she likes and a pair of gloves because she knew her (the) mom needed a new pair. She really didn't give thought to the cost. She had other thoughts and priorities.
Being a teacher, I understood where the question was trying to go and what pattern of thought it was after. However, was the question fair? Was she wrong? I understand that the 3 items she picked may have exceeded the allotted money. I also know this girl, upon realizing this, might have re figured the gifts based on what else would benefit her mother. She also might have stuck with the original 3 gifts and said she'd borrow or earn the money. Does "applying personal experience" to this question make her answers and reasoning any less valid than the creator of the question?
I am in agreement with all the tweets and blogs and feelings that we have to take into account whether a kid is in poverty, not eating regularly, subjected to violence or witnessing violence and other extenuating circumstances when we are teaching and assessing a child. What about the kids that come from loving 2 parent homes, where poverty isn't an issue,where there is a strong belief and value system in place, they see proper role models, and they know education is important. If "these kinds of kids"are interpreting these questions in this way, are we really serving them well by these assessments. I would rather have a critical thinking, caring kid who may be a little off in her math, need a calculator or need to figure out another option than one who is not capable of these kinds of thinking skills.
The world could certainlybenefit from more thinkers like my girl.
Saturday, May 14, 2011
Technology in the classroom
Yesterday was the seniors' last day in my school district. Having a number of seniors in two of my classes I decided we would have a little "senior send-off soiree." On Thursday we planned what food was going to be brought and by whom. In one class, one of the senior ladies decided we needed to be very organized about this endeavor. She took to the board and started listing each student's name and then asking them what they would be bringing. Once the list was completed I was about to suggest they each write down what they were to bring. Before I could even open my mouth, the "list maker" reached in her pocket, pulled out her cell phone (gun-slinger style) and snapped a picture of the list and said "Check out my status on Facebook later guys, it will be on there, so there are no excuses for not remembering what to bring!" She further said that if they were "friends" on Facebook, she would tag them in the list.
I must say that this is not an example I ever thought of as to how technology is used in the classroom. I got to confess, I thought it was pretty great, and just had to share.
I must say that this is not an example I ever thought of as to how technology is used in the classroom. I got to confess, I thought it was pretty great, and just had to share.
Tuesday, April 26, 2011
...So what are you going to do about it....
...In helping to complete an interview recently in which I recalled my high school experience, I realized that those are some of the most powerful words there are...you see...I learned them myself when I went to a private, parochial school. I was one of 63 girls who were accepted to this particular school. It was challenging, rigorous, demanding and wonderful. Challenging, rigorous and demanding are probably fairly obvious descriptions for this setting and situation. It was wonderful as well, not only because of the quality academics I studied, but also the study skills, time management skills, and responsibility I learned. The biggest skill I took away though, was the ability to think critically. I know "critical thinking" has become popular lately, perhaps tied to the focus on standardized testing, but I thought critically before it was popular, before it was "in vogue," before it was "the thing successful people do."
I had a religion teacher, Mr. L., one year who bestowed this invaluable skill on me. His class was after my English class. This English teacher , Dr. M., was a staple at the school. There was no way to get through the school without having her. She had a commanding presence...and an "anti-whining button" that had a red circle and a diagonal line through the word WHINING. We students sweated through her class. We cried through her class. We prayed through her class. We prayed through her class. We prayed through her class some more. We fought for every point we got. After one particular assignment we left her class and headed to our religion class with Mr. L. We were "discussing," as only a group of teenage girls can do, how frustrated we were, how much this teacher lived to make our lives miserable, how much she hated us and wanted us all to fail. As we continued our "discussion" session, Mr. L. just sat there. At a moment when we all paused to take a breath before starting in on more ways we were wronged by Dr. M., he calmly said, "So what are you going to do about it?" WHAT?! We said collectively. He repeated, "So what are you going to do about it?" For the life of us, we did not know what he meant. (Letting the air out of her tires certainly seemed like a viable option, of something we could "do.")
He continued, saying that we were obviously not happy about the outcome of our efforts on our paper. Perhaps we should entertain the idea that there was something we could do to make the situation better. He quickly added that this may not mean an improved grade. Perhaps, we could ask Dr. M. what she feels was the main issue with the paper. Perhaps we could ask her to help us in the area(s) of weakness. Perhaps we could ask for an opportunity to earn extra credit. Perhaps after getting extra guidance from her we could redo all or part of the paper and have her review it to see the improvement, so that our next attempts were better. I'll never forget what he then said, "Make no mistake, there is something you can do."
He then informed us that we were always welcome to bring in questions, comments "discussions" (AKA complaints) to class where we could collectively discuss it, BUT if we were bringing a challenge, we MUST also bring a minimum of 3 solutions to the challenge. He then gave us a model of how it was to work. "I'm so angry/frustrated about ______________! I think it could be better by: A____________, B_____________, or C_____________." We were stunned, we were not allowed to just complain? Nope. We had to help find a solution.
At first, it felt plain silly. We even followed the script. Then we would change and adapt the script to fit the challenge of the moment. It became a lot less contrived. As we continued, our minds were coming up with solutions we never had thought possible. As we progressed, we would help provide more possible solutions for each other. Our solutions became much more fine-tuned. We were more adult and confident in our solutions. Sometimes, our solutions ended up being the best solution to the challenge, and sometimes it didn't; regardless, we had contributed in some way. It worked in school, it worked at home, it worked with friends.
I have carried that lesson and still find myself going back to it to help myself put things into perspective and get my mind working in a manner that is looking to be part of the solution, not add to the problem by complaining. As I have gotten older and been exposed to many challenges, I see the value in Mr. L.'s lesson. I use this with my students. I even used it at the elementary level. It never ceases to amaze me how fast it stops someone in their tracks, and forces them to start thinking differently. It's powerful to watch them realize the power in this lesson.
In regards to anything that has you upset, or you want to change, let me ask "...so what are you going to do about it?"
I had a religion teacher, Mr. L., one year who bestowed this invaluable skill on me. His class was after my English class. This English teacher , Dr. M., was a staple at the school. There was no way to get through the school without having her. She had a commanding presence...and an "anti-whining button" that had a red circle and a diagonal line through the word WHINING. We students sweated through her class. We cried through her class. We prayed through her class. We prayed through her class. We prayed through her class some more. We fought for every point we got. After one particular assignment we left her class and headed to our religion class with Mr. L. We were "discussing," as only a group of teenage girls can do, how frustrated we were, how much this teacher lived to make our lives miserable, how much she hated us and wanted us all to fail. As we continued our "discussion" session, Mr. L. just sat there. At a moment when we all paused to take a breath before starting in on more ways we were wronged by Dr. M., he calmly said, "So what are you going to do about it?" WHAT?! We said collectively. He repeated, "So what are you going to do about it?" For the life of us, we did not know what he meant. (Letting the air out of her tires certainly seemed like a viable option, of something we could "do.")
He continued, saying that we were obviously not happy about the outcome of our efforts on our paper. Perhaps we should entertain the idea that there was something we could do to make the situation better. He quickly added that this may not mean an improved grade. Perhaps, we could ask Dr. M. what she feels was the main issue with the paper. Perhaps we could ask her to help us in the area(s) of weakness. Perhaps we could ask for an opportunity to earn extra credit. Perhaps after getting extra guidance from her we could redo all or part of the paper and have her review it to see the improvement, so that our next attempts were better. I'll never forget what he then said, "Make no mistake, there is something you can do."
He then informed us that we were always welcome to bring in questions, comments "discussions" (AKA complaints) to class where we could collectively discuss it, BUT if we were bringing a challenge, we MUST also bring a minimum of 3 solutions to the challenge. He then gave us a model of how it was to work. "I'm so angry/frustrated about ______________! I think it could be better by: A____________, B_____________, or C_____________." We were stunned, we were not allowed to just complain? Nope. We had to help find a solution.
At first, it felt plain silly. We even followed the script. Then we would change and adapt the script to fit the challenge of the moment. It became a lot less contrived. As we continued, our minds were coming up with solutions we never had thought possible. As we progressed, we would help provide more possible solutions for each other. Our solutions became much more fine-tuned. We were more adult and confident in our solutions. Sometimes, our solutions ended up being the best solution to the challenge, and sometimes it didn't; regardless, we had contributed in some way. It worked in school, it worked at home, it worked with friends.
I have carried that lesson and still find myself going back to it to help myself put things into perspective and get my mind working in a manner that is looking to be part of the solution, not add to the problem by complaining. As I have gotten older and been exposed to many challenges, I see the value in Mr. L.'s lesson. I use this with my students. I even used it at the elementary level. It never ceases to amaze me how fast it stops someone in their tracks, and forces them to start thinking differently. It's powerful to watch them realize the power in this lesson.
In regards to anything that has you upset, or you want to change, let me ask "...so what are you going to do about it?"
Saturday, April 16, 2011
The Most Sucessful People
"The people most successful in life are those who are good at Plan B." That is what my 11 year old stop-son brought to me the other day. I asked him where he had heard that and he couldn't remember. Proper citation and credit aside, this is great insight. We have all seen plans turn out not as we had planned, not as the company had planned and not even as the government had planned. So when plans don't turn out, what happens then? Are we able to go to Plan B? Have we even developed a Plan B? Do we have the necessary skills, people and materials in place to enact Plan B?
Maybe, if as a whole, we gave a little more consideration to having some Plan Bs, individually and collectively some of the "crisis" we face may become little more than an inconvenience. There of course is no way to plan for every possibility in work, home and even life; there are always far too many variables. But starting to even understand that having a Plan B is a wise choice is a tremendous start. I think that opens a whole new way of thinking and action.
There are those that do buy into the "putting all my eggs in the basket" theory. I can see how that has validity. It is not wise to have yourself and resources spread over so many plans that no plan ever has what it needs to succeed. However, I think taking a little extra time, energy and resources and devoting them to thinking about and making arrangements for a Plan B can prove to be invaluable once Plan B is required.
Maybe, if as a whole, we gave a little more consideration to having some Plan Bs, individually and collectively some of the "crisis" we face may become little more than an inconvenience. There of course is no way to plan for every possibility in work, home and even life; there are always far too many variables. But starting to even understand that having a Plan B is a wise choice is a tremendous start. I think that opens a whole new way of thinking and action.
There are those that do buy into the "putting all my eggs in the basket" theory. I can see how that has validity. It is not wise to have yourself and resources spread over so many plans that no plan ever has what it needs to succeed. However, I think taking a little extra time, energy and resources and devoting them to thinking about and making arrangements for a Plan B can prove to be invaluable once Plan B is required.
Friday, April 1, 2011
EntreLeadership
This was one of my most inspiring Fridays I've had. I spent the day at a Simulcast of Dave Ramsey's EntreLeadership. I've been to his Total Money Makeover Simulcast in the past, so I knew how entertaining he can be. Of course he did not let me down. While the lessons are geared for those running their own businesses, it had a wealth of information for me, a teacher. There was not a single item he covered that could not be applied to a classroom setting. In addition, there were great lessons to learn about being a person of integrity and character. That certainly applies regardless of work, company or industry.
One of the quotes that I found incredibly valuable, from Benjamin Zander, that I think can directly apply in the teaching arena is "Who am I that my _________________ eyes are not shining?" Fill in the blank: students', employees', children's, spouse's....the possibilities are endless. This calls upon us to make a difference, and constantly re-evaluate what we are doing and how we are doing it. Aren't quality teachers those that seek to make a difference and regularly re-evaluate themselves and make "course corrections?"
In watching the comments about it come in on Twitter, I see many other attendees who were equally moved. (Leadershipfreak, Dan Rockwell -Twitter @Leadershipfreak USA, also on Facebook- attended at the Nashville location.) One post brought up the question Dave discussed, "Do we shoot our wounded or carry them until the healing comes?" In the booklet the quote is listed as "Never shoot your wounded." At the seminar, Dave spoke about "the wounded," pointing out you don't shoot them, you quantify their need and assist as you can in the healing. He gave examples of "the wounded" as individuals with sick children, those going through a divorce or other tough circumstance. Don't those things happen to our students? To our co-workers? Our family? Are we shooting our wounded?
He closed with Winston Churchill's Harrow School commencement address "Never give in. Never give in. Never, never, never, never--in nothing, great or small, large or petty--never give in, except to convictions of honor and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy." That too is the essence of teaching isn't it? Never to give in (or give up) on our students, on their potential, on our ability to positively influence them, on ourselves. Also, isn't that the essence of living a life of substance, not a life defined by your career or job, but a life of impact?
This day was both time and money very well invested....
One of the quotes that I found incredibly valuable, from Benjamin Zander, that I think can directly apply in the teaching arena is "Who am I that my _________________ eyes are not shining?" Fill in the blank: students', employees', children's, spouse's....the possibilities are endless. This calls upon us to make a difference, and constantly re-evaluate what we are doing and how we are doing it. Aren't quality teachers those that seek to make a difference and regularly re-evaluate themselves and make "course corrections?"
In watching the comments about it come in on Twitter, I see many other attendees who were equally moved. (Leadershipfreak, Dan Rockwell -Twitter @Leadershipfreak USA, also on Facebook- attended at the Nashville location.) One post brought up the question Dave discussed, "Do we shoot our wounded or carry them until the healing comes?" In the booklet the quote is listed as "Never shoot your wounded." At the seminar, Dave spoke about "the wounded," pointing out you don't shoot them, you quantify their need and assist as you can in the healing. He gave examples of "the wounded" as individuals with sick children, those going through a divorce or other tough circumstance. Don't those things happen to our students? To our co-workers? Our family? Are we shooting our wounded?
He closed with Winston Churchill's Harrow School commencement address "Never give in. Never give in. Never, never, never, never--in nothing, great or small, large or petty--never give in, except to convictions of honor and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy." That too is the essence of teaching isn't it? Never to give in (or give up) on our students, on their potential, on our ability to positively influence them, on ourselves. Also, isn't that the essence of living a life of substance, not a life defined by your career or job, but a life of impact?
This day was both time and money very well invested....
Wednesday, March 30, 2011
...watch out, the chickens are going to take over the world!
...or so says my 11 year old step-son. Now I'm sure you are thinking the same things I was thinking upon hearing this...when are they arriving, how many are coming, how will we defend against this poultry predator onslaught, and how much will this defense add to the national debt ...OK, so I will admit that chickens taking over the world is a far-fetched, albeit creative statement (made by one of my most favorite people in the world, not to mention one of the most creative...there evidently is a whole plan, how and when this is all going to go down, you name it, he has the details). Honestly, his statement has spawned a whole ongoing, inside-the-family running joke that I don't think will see an end...however, it got me thinking......chickens taking over the world is an absurd thought, it isn't going to happen, not ever, they don't have opposable thumbs...yet, how many of us have seen in our own lives, and those around us, absurd things happen? Major, "big chicken" things: extended job loss, death, bankruptcy, one of those, two of those, or all three plus some...things we never really imagined, let alone thinking more than one of them would happen. We thought our job was safe, our families were healthy and that the savings would last. Losing a job? A loved one passing away? Losing almost everything material of value? The thought of that is certainly absurd....(that humming noise is the sound of the chickens approaching)
....maybe it isn't something so major "little chicken" things: maybe it is a fender bender, a flat tire, a stolen i pod, a bad day, seemingly inconvenient things....but, they too have their own absurdity factor....my question is how many times are we caught off guard by absurd, and maybe not so absurd things...(the chickens are getting closer, can you hear them?)
...The point is that we all have situations where "chickens are taking over our world," where we are stunned and can't or won't believe what happened or what was said...so how do we handle these poultry predators when they come our way, do we let them get closer and threaten our welfare, or do we, despite the absurdity of the situation, get ready to battle, determined to pummel some poultry?
I'll admit this is definitely on the silly side. But sometimes far-fetched ideas deliver some of our best ideas, best truths and best solutions...so when a challenge is headed our way, or maybe it has already found us, what attitude and action are we going to take? Are we going to let our chickens take over our world or are we going to inflict some chicken carnage?
Enough silliness...I'm off to get more details on the chickens' plans...
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