Dr. V's Blog
Thoughts on education and (more often) educations connection to the movies. Thanks for reading.
November 23, 2017
https://www.tvfanatic.com/2017/10/the-good-doctor-season-1-episode-2-review-mount-rushmore/
Reassurance... (From SCIS-HQ US Parent Bulletin (11/23/2017))
As I watched a recent episode of a new U.S. television show, I heard one character say to another, “When you reassure someone, they have to receive it. You have to gauge whether they are reassured.” –Dr. Aaron Glassman, The Good Doctor. These lines are a great reminder of the ideal way to interact with our students, especially at this time of deadlines and assessments. This can be challenging, though. How can you be sure someone is reassured? Of course, guaranteeing that our students know that there is someone there to support them is a key component of our role as educators. This is not the only thing to examine. Cueing ourselves to regularly analyze the way our message is received will make us even better at our jobs. These actions will lead to an even better understanding of the lives of our young adults and will ultimately allow our already fantastic students to be even more resilient and happier. You know your children. As you help your son/daughter navigate these last few weeks of the semester, I encourage you to think about how they are receiving your reassurance.
May 19, 2017
7 Years-5 Characteristics You Can Take With You: Excerpts from SIS Graduation 2017
Good afternoon. What a beautiful day this has been. Thanks to Dr. Kim and all of the amazing people who were able to make this ceremony such a success. Let’s thank the facilities department Mr. Schneider and Ms. Lee, and the faculty, staff and students who are here to wish you well.
So, there will be no more walks up these stairs, no more lunch at J.J.’s, but there will be amazing memories and friendships and experiences that you have had and which will continue to influence your lives. Before I send you on your way to celebrate with your family and friends I want to share a few words with you. I have known many of you since the 6th grade, when I taught more than half of you! Over the last seven years I came to realize that certain characteristics develop in each grade. Each grade promotes growth and traits which you now all have and you should work to enhance as you continue on your journey.
Middle School seems long ago, but the Grade Six concepts of changing classes and having more than one teacher created an exuberance, which was unique in your development. Can you remember your excitement about the Heritage Project or House Games? Do you remember literally running out of the cafeteria on house game days because you were so excited to play basketball or soccer or, in fact, brain games? The feeling that you can do anything and celebrating even the small things is a sixth grade legacy you keep.
In Grade Eight, you were the Middle School leaders. You led with the confidence that you could do anything because you had “mastered” Middle School. That self-assurance and, let’s say it, “Coolness” which comes from Eighth Grade will serve you well in the future. In any new situation, you will know that you once were the master of all those Middle School things and that will promote confidence in the million new things you have not done before.
The start of High School is a time of apprehension and you can probably recall the fear that “from now on everything counts”. You were surrounded by older students, a bigger building and new classes. When faced with needing “a complete four year plan” and attending the Club Fair with its seemingly endless possibilities, you grew and changed your mind about some of your initial choices. You found interesting classes and activities than you had not expected to like. You tried many of the new offerings. The anxiety about being in high school quickly faded as you overcame it by opening yourself up to all the new possibilities that were offered. That uneasiness caused you to look around and create a path for yourself. In many cases, you tried completely new things you never would have before. That is the ninth grade trait on which you will continue to build. Looking at the great world with your eyes wide open so you critically analyze your next steps to determine “what are my choices” and “how am I going to move forward”.
Which brings us to grade 11…the year that everyone dreads, why? Because many students think of it as the year colleges look at for grades. What you might recognize now, though, is that it was a year when you found yourselves. You determined how well you work under pressure. How you can, and should, balance academics and sports and clubs and family…what makes you happy…what makes you angry…how much sleep you need… It was also a time when many of you, when put under pressure, made mistakes. Al Franken, the comedian and, now, politician said, “Appreciate your 'mistakes' for what they are: precious life lessons that can only be learned the hard way. Unless it's a fatal mistake, which, at least, others can learn from.”
When you made mistakes, you thought, “this is the worst thing that could happen”… “how will I ever get over it”. Now, looking back, you did get over it AND, I bet you recognize what you learned about yourself and others in the process. You can make mistakes as it relates to balance, working under pressure, family, sports, etc. The important trait is correcting and forgiving mistakes as you grow from them.
As 12th graders you have spent the last few months (and definitely the last few weeks) looking back at your school years. It has been bittersweet. The opportunities you have taken to reflect on your experience feels like you have seen the light. A quick connection to a movie you might think has no connection here---In The Shallows, Blake Lively’s character spends a great deal of time in the ocean trying to avoid getting eaten by a large and aggressive shark. It gives her a lot of time to think. During that time she thinks about her relationship with her family and friends and how and she could have done better. Following this time for reflection she becomes both mentally and physically stronger--ultimately outwitting the shark. This opportunity for reflection literally saved her life. Being able to leave friends and family and the familiar school environment is something you can do because of your opportunities for reflection over the last few months. Take a moment now to thank your parents who have helped you get this far. Parents are amazing people…be sure to continue to remember all they do for you. Don’t forget to call or text them!
Because of these last seven years, you are able to run into an event with excitement and enjoy it. You are able to find something you think is interesting and tackle it with joy. You are able to recognize that you have confidence and the ability to conquer any problem that comes your way. If and when you are not successful, you are able to know that making mistakes will get you to the next level AND you know that thinking about what you have achieved will allow you to become even better and stronger than you already are.
My fond hope is that all you take from your years at SIS will provide the traits and experiences which are the foundation for lives of purpose, fulfillment and success.
Congratulations and good luck to the class of 2017.
So, there will be no more walks up these stairs, no more lunch at J.J.’s, but there will be amazing memories and friendships and experiences that you have had and which will continue to influence your lives. Before I send you on your way to celebrate with your family and friends I want to share a few words with you. I have known many of you since the 6th grade, when I taught more than half of you! Over the last seven years I came to realize that certain characteristics develop in each grade. Each grade promotes growth and traits which you now all have and you should work to enhance as you continue on your journey.
Middle School seems long ago, but the Grade Six concepts of changing classes and having more than one teacher created an exuberance, which was unique in your development. Can you remember your excitement about the Heritage Project or House Games? Do you remember literally running out of the cafeteria on house game days because you were so excited to play basketball or soccer or, in fact, brain games? The feeling that you can do anything and celebrating even the small things is a sixth grade legacy you keep.
In Grade Eight, you were the Middle School leaders. You led with the confidence that you could do anything because you had “mastered” Middle School. That self-assurance and, let’s say it, “Coolness” which comes from Eighth Grade will serve you well in the future. In any new situation, you will know that you once were the master of all those Middle School things and that will promote confidence in the million new things you have not done before.
The start of High School is a time of apprehension and you can probably recall the fear that “from now on everything counts”. You were surrounded by older students, a bigger building and new classes. When faced with needing “a complete four year plan” and attending the Club Fair with its seemingly endless possibilities, you grew and changed your mind about some of your initial choices. You found interesting classes and activities than you had not expected to like. You tried many of the new offerings. The anxiety about being in high school quickly faded as you overcame it by opening yourself up to all the new possibilities that were offered. That uneasiness caused you to look around and create a path for yourself. In many cases, you tried completely new things you never would have before. That is the ninth grade trait on which you will continue to build. Looking at the great world with your eyes wide open so you critically analyze your next steps to determine “what are my choices” and “how am I going to move forward”.
Which brings us to grade 11…the year that everyone dreads, why? Because many students think of it as the year colleges look at for grades. What you might recognize now, though, is that it was a year when you found yourselves. You determined how well you work under pressure. How you can, and should, balance academics and sports and clubs and family…what makes you happy…what makes you angry…how much sleep you need… It was also a time when many of you, when put under pressure, made mistakes. Al Franken, the comedian and, now, politician said, “Appreciate your 'mistakes' for what they are: precious life lessons that can only be learned the hard way. Unless it's a fatal mistake, which, at least, others can learn from.”
When you made mistakes, you thought, “this is the worst thing that could happen”… “how will I ever get over it”. Now, looking back, you did get over it AND, I bet you recognize what you learned about yourself and others in the process. You can make mistakes as it relates to balance, working under pressure, family, sports, etc. The important trait is correcting and forgiving mistakes as you grow from them.
As 12th graders you have spent the last few months (and definitely the last few weeks) looking back at your school years. It has been bittersweet. The opportunities you have taken to reflect on your experience feels like you have seen the light. A quick connection to a movie you might think has no connection here---In The Shallows, Blake Lively’s character spends a great deal of time in the ocean trying to avoid getting eaten by a large and aggressive shark. It gives her a lot of time to think. During that time she thinks about her relationship with her family and friends and how and she could have done better. Following this time for reflection she becomes both mentally and physically stronger--ultimately outwitting the shark. This opportunity for reflection literally saved her life. Being able to leave friends and family and the familiar school environment is something you can do because of your opportunities for reflection over the last few months. Take a moment now to thank your parents who have helped you get this far. Parents are amazing people…be sure to continue to remember all they do for you. Don’t forget to call or text them!
Because of these last seven years, you are able to run into an event with excitement and enjoy it. You are able to find something you think is interesting and tackle it with joy. You are able to recognize that you have confidence and the ability to conquer any problem that comes your way. If and when you are not successful, you are able to know that making mistakes will get you to the next level AND you know that thinking about what you have achieved will allow you to become even better and stronger than you already are.
My fond hope is that all you take from your years at SIS will provide the traits and experiences which are the foundation for lives of purpose, fulfillment and success.
Congratulations and good luck to the class of 2017.
February 1, 2017
Finding Yourself: There is no one path and no time limit
These movies both approach choices and how they impact the rest of your life. The decisions are different and, certainly, the mood of the two is different. Being able to reflect on why you have made certain choices and how those choices have changed your path is a part of moving through life. Enjoy!
December 28, 2016
http://www.imdb.com/title/tt3183660/
"Try very hard to not be predictable": The Value of Variance
As a long time Harry Potter fan (one of the few fantasy books I enjoy), I was looking forward to Fantastic Beasts and Where to Find Them. It did not disappoint! The whimsy and detail in the "beasts" (and a few of the humans) was entertaining and engrossing. I found myself drawn to each aspect of the "beasts." The glistening Thunderbird "Frank" and the mischievous Niffler were two that provided so much back story in their design, the way they were drawn and their actions that their short time on screen didn't matter. I felt like I knew them and yet I wanted to know more. The made-up animals in the made-up world grabbed me and sucked me in. It also got me thinking about imagination and creativity. Often in classes we tell students to "be creative" when we assign a performance assessment, only to be disappointed by what they produce. Can we "teach" creativity? Perhaps simply allowing time for students to explore alternate options will help build the confidence that students need to take risks when the time comes. This great piece (from The New York TImes (1/12/2017)) suggests that asking "What if?" questions can boost a student's imagination capability. Which brings me back to the title of this piece, which is something that Newt Scamander says as an instruction to catch the elusive demiguise who can become invisible at will and can see "the most predictable future." Students should be reminded frequently that there is a time and a place for being predictable and that the most wonderful adventures, inventions, conversations and steps forward can happen with a bit of unpredictability. Not listening to Jacob Kowalski will take students further than they think...they DO "have the brains to make this up."
November 25, 2016
Don't Get Eaten by Sharks: Yes, Even 'The Shallows' has lessons for educators (SPOILER ALERT)
A few weeks ago I was on a plane and decided to watch what I thought was going to be a mindless escape. While is certainly wasn't the greatest movie I have ever seen, the lessons for teaching that appear in The Shallows are clear. Being reflective, having self-reliance/confidence, using data in decision making to inform calculated risk taking are all ways that Nancy is able to save herself from literally being eaten by a shark. Nancy never gives up hope.
The benefits of reflection/mindfulness- While it is clear that she has faced some hardship recently, Nancy uses the time on the rock to think about her life and choices. Following this period of reflection, she makes a point of thanking her family (through a video) for what they have done for her. Reflecting on her situation makes her recognize both her needs and the needs of others (her family). The reflection, too, gives her a renewed sense of purpose. Creating opportunities for student reflection (and teacher reflection, too!) can have the same benefit in the classroom. Students have a greater focus on next steps after being given time to consider how they got to where they are. The energy and clear direction that can come after reflection are instrumental in a classroom focused on learning.
Collecting data can inform good decision making- After Nancy identifies a potential way off her rock, she begins to collect actual data about the shark's path. By being methodical with a goal, Nancy is creating a path to success for herself. Is she guaranteed to reach success? Of course not. But by having a plan and collecting evidence to support her hypothesis, she is in a much better situation to deal with what comes next. Using this same process can help students and educators make appropriate decisions about next steps. Students should collect data on their own learning. Whether quantitative or qualitative, this information can help them determine the path to travel next. Collecting data regularly about aspects of a lesson, an assessment, or another part of the class can provide teachers formative feedback and help them determine how to make chages nd improve their practice.
Self-Reliance/Confidence is the road to success- When Nancy decides to take her life into her own hands, you can almost hear her say, "You can do it!" to herself. This confidence and recognition that she is the one who has the power to propel herself forward is what ultimately pushes her out of the despair she is facing. Helping students (and teachers!) recognize that they have the courage and determination (dare I say..."Grit") to follow through and reach success no matter the challenge makes for a growth-mindset environment and a positive forward-thinking school.
The benefits of reflection/mindfulness- While it is clear that she has faced some hardship recently, Nancy uses the time on the rock to think about her life and choices. Following this period of reflection, she makes a point of thanking her family (through a video) for what they have done for her. Reflecting on her situation makes her recognize both her needs and the needs of others (her family). The reflection, too, gives her a renewed sense of purpose. Creating opportunities for student reflection (and teacher reflection, too!) can have the same benefit in the classroom. Students have a greater focus on next steps after being given time to consider how they got to where they are. The energy and clear direction that can come after reflection are instrumental in a classroom focused on learning.
Collecting data can inform good decision making- After Nancy identifies a potential way off her rock, she begins to collect actual data about the shark's path. By being methodical with a goal, Nancy is creating a path to success for herself. Is she guaranteed to reach success? Of course not. But by having a plan and collecting evidence to support her hypothesis, she is in a much better situation to deal with what comes next. Using this same process can help students and educators make appropriate decisions about next steps. Students should collect data on their own learning. Whether quantitative or qualitative, this information can help them determine the path to travel next. Collecting data regularly about aspects of a lesson, an assessment, or another part of the class can provide teachers formative feedback and help them determine how to make chages nd improve their practice.
Self-Reliance/Confidence is the road to success- When Nancy decides to take her life into her own hands, you can almost hear her say, "You can do it!" to herself. This confidence and recognition that she is the one who has the power to propel herself forward is what ultimately pushes her out of the despair she is facing. Helping students (and teachers!) recognize that they have the courage and determination (dare I say..."Grit") to follow through and reach success no matter the challenge makes for a growth-mindset environment and a positive forward-thinking school.
October 13, 2016
Sully: The Human Calculation (and how it relates to education)
Watching Sully took me back to every flight I have ever taken. The anxiety I feel when taking off and the realization that I am up in the air without a safety net seems to hit me harder and harder. Even the frequent reminders of the safety of flying doesn't prevent or reduce my nerves. How does a veteran pilot, like Captain Sullenberger, face flying each day? What can his actions (or his actions as interpreted by Clint Eastwood for the big screen) show us about education? Seeing as I took plenty of notes after I watched the movie---the answer is LOTS!
1) With practice comes the ability to take risks- In the movie, Captain Sullenberger is shown at various points in his life as an aviator. He is seen loving what he does and learning from his mistakes. He has hours upon hours of flying time. As an educator, encouraging students to practice, especially with constructive feedback, will give them confidence in their abilities to tackle their work the next time. As they gain the confidence, they are more willing to think about other ways to solve a problem and more comfortable in the ways that they analyze the big picture. In the short term, it helps develop needed critical thinking skills. In the long-term, this risk-taking will prepare students for almost every job they may seek. This lesson can also be applied to teaching----or leading-----the more confidence one gains in their role, the more likely they will take risks. The goal is to get in the "sweet spot" of confidence and then begin asking the question---"how can I do it better?"
2) Working as a team can help you face challenges- There are several occasions in the film where Captain Sullenberger shows his commitment to his team. He regularly reminds people that he was not the only "hero" on the day of the incident. He also makes a point of taking the first mate into the hall at an extremely stressful time and reminds him that they both had a hand in saving the people on board. As educators, we must consistently recognize the importance of working together for the students. While it does, sometimes, seem that there are too many meetings, being able to engage in discussions with a colleague about how to improve a lesson, recognize a potential for interdisciplinary crossover work or about different ways to reach a struggling student is invaluable. In many ways teaching can be a lonely job, coming together to share and recognize the great work the whole team is doing will help make the community even stronger.
3) Humans are not robots-A key revelation in the film is that the simulations do not account for human decision making. That is, simulators do not take the time to weigh the pros and cons, rationalize the steps, and think about their natural conclusions. Education/teaching is a human profession. Educators constantly evaluate the way they choose to proceed with a class or an individual student. The decisions they make have an impact on a class of students. Educators, then, can see the effect on their students and make changes as necessary. There is no way that a robot/simulator/non-human can truly measure the needs of a child at any given moment. A strong component of education is relationships...without strong relationships students are not comfortable. Uncomfortable students = limited learning.
1) With practice comes the ability to take risks- In the movie, Captain Sullenberger is shown at various points in his life as an aviator. He is seen loving what he does and learning from his mistakes. He has hours upon hours of flying time. As an educator, encouraging students to practice, especially with constructive feedback, will give them confidence in their abilities to tackle their work the next time. As they gain the confidence, they are more willing to think about other ways to solve a problem and more comfortable in the ways that they analyze the big picture. In the short term, it helps develop needed critical thinking skills. In the long-term, this risk-taking will prepare students for almost every job they may seek. This lesson can also be applied to teaching----or leading-----the more confidence one gains in their role, the more likely they will take risks. The goal is to get in the "sweet spot" of confidence and then begin asking the question---"how can I do it better?"
2) Working as a team can help you face challenges- There are several occasions in the film where Captain Sullenberger shows his commitment to his team. He regularly reminds people that he was not the only "hero" on the day of the incident. He also makes a point of taking the first mate into the hall at an extremely stressful time and reminds him that they both had a hand in saving the people on board. As educators, we must consistently recognize the importance of working together for the students. While it does, sometimes, seem that there are too many meetings, being able to engage in discussions with a colleague about how to improve a lesson, recognize a potential for interdisciplinary crossover work or about different ways to reach a struggling student is invaluable. In many ways teaching can be a lonely job, coming together to share and recognize the great work the whole team is doing will help make the community even stronger.
3) Humans are not robots-A key revelation in the film is that the simulations do not account for human decision making. That is, simulators do not take the time to weigh the pros and cons, rationalize the steps, and think about their natural conclusions. Education/teaching is a human profession. Educators constantly evaluate the way they choose to proceed with a class or an individual student. The decisions they make have an impact on a class of students. Educators, then, can see the effect on their students and make changes as necessary. There is no way that a robot/simulator/non-human can truly measure the needs of a child at any given moment. A strong component of education is relationships...without strong relationships students are not comfortable. Uncomfortable students = limited learning.
August 5, 2016
Empathy and Spontaneity: Two Ingredients for Teaching (Finding Dory (part 2))
http://mumcentral.com.au/disneys-finding-dory-hits-cinemas-nationwide-weve-got-tickets-grabs/
While the most obvious lesson in Finding Dory is about perseverance, there are several other aspects of the movie that relate to teaching. While not in the exact same position, Marlin knows what it is like to lose a family member. His empathy allows him to work with Dory to find her family. As frustrating as Dory is to Marlin at times, he understands her motivation and how that can take over her thoughts and well-being. This connection, being in someone else's shoes is one that can help teachers as they implement new curriculum or start a new year. The further an educator is from their own educational experience, the harder this is. Reminding one's self about what it is like to be a 3rd grader, a 7th grader, an 11th grader, is key to building key relationships with students.
Another interesting part of the movie is about spontaneity. A frequent refrain the Finding Dory is "What would Dory do?" In most cases, the answer is one that did not require a great deal of planning or thought, but one that is potentially risky and has the best intentions. In both Finding Nemo and Finding Dory, there is a message that identifies the importance of taking risks. While things may not work out as planned, at least there is some movement. This, too, applies to teaching and learning. Always staying along the same path does not allow for true learning. Implementing a lesson or a project that is different can invigorate an entire class. While new ideas do not always work, there is always an opportunity to learn and grow from the experience. As we settle into a new school year, these two ingredients will make for a delightful classroom!
Another interesting part of the movie is about spontaneity. A frequent refrain the Finding Dory is "What would Dory do?" In most cases, the answer is one that did not require a great deal of planning or thought, but one that is potentially risky and has the best intentions. In both Finding Nemo and Finding Dory, there is a message that identifies the importance of taking risks. While things may not work out as planned, at least there is some movement. This, too, applies to teaching and learning. Always staying along the same path does not allow for true learning. Implementing a lesson or a project that is different can invigorate an entire class. While new ideas do not always work, there is always an opportunity to learn and grow from the experience. As we settle into a new school year, these two ingredients will make for a delightful classroom!
July 28, 2016
Finding Dory: The Obvious Lesson
http://www.taormina.it/june-10-finding-dory.html
The most obvious and easiest lesson to draw from Finding Dory is that anyone can do whatever they set their mind to ("just keep swimming", anyone?). Dory's continued optimism and effort to reunite with her family is impressive. As she begins what becomes a long journey facing many obstacles along her way, she is able to continue striving for her goal. She is even able to overcome her short-term memory loss by continually focusing herself and through the help of friends and family. This is a great movie to reflect upon as the new school year is about to begin. While I am excited to begin each school year, remembering that it is a journey in which I will undoubtedly face some obstacles. Keeping the goals in mind and with help from family and friends, it will be a great undertaking. Happy new school year! (P.S. There is more to learn from Finding Dory. Expect another post soon.)
March 16, 2016
Building Passion (King Fu Panda 3 (part 2))
http://www.dreamworks.com/kungfupanda/movies/kung-fu-panda-3
There were three lessons that were very clearly related to teaching in Kung Fu Panda 3.
1) Be yourself. As a teacher, being genuine is a necessity to reach students. Students always appreciate small "everyone is human" aspects to their teacher's personality. Being more real makes one more approachable. Students need approachable teachers.
2) Help identify what your students are good at...and then help them use their strengths when dealing with challenging problems. Fundamentally, of course, teaching is about the students! Giving students strategies to be the best person they can be is a key to confidence and later, even perseverance. When Po determines what each of the pandas in his "hometown" are good at they are able to work together as a team to defeat the enemy.
3) Keep trying...even if you don't feel you can do it. Teaching is one of the most challenging jobs there is. Just knowing that you are working to help students grow and learn can make a tough day turn into a positive one. There is always something to learn from an unsuccessful lesson and taking the risk to try it will make it even easier next time.
1) Be yourself. As a teacher, being genuine is a necessity to reach students. Students always appreciate small "everyone is human" aspects to their teacher's personality. Being more real makes one more approachable. Students need approachable teachers.
2) Help identify what your students are good at...and then help them use their strengths when dealing with challenging problems. Fundamentally, of course, teaching is about the students! Giving students strategies to be the best person they can be is a key to confidence and later, even perseverance. When Po determines what each of the pandas in his "hometown" are good at they are able to work together as a team to defeat the enemy.
3) Keep trying...even if you don't feel you can do it. Teaching is one of the most challenging jobs there is. Just knowing that you are working to help students grow and learn can make a tough day turn into a positive one. There is always something to learn from an unsuccessful lesson and taking the risk to try it will make it even easier next time.
How do I know I'm doing it right? (King Fu Panda 3 (part 1))
http://www.forbes.com/sites/scottmendelson/2016/01/31/box-office-kung-fu-panda-3-opens-bigger-in-china-than-in-america/#790e48232835
Kung Fu Panda 3 was an absolutely beautiful film. The animation was jaw-droppingly stunning and so colorful. While I knew the series to be a bit heavy-handed (it is written for children), I quite satisfied to find so many clear references to good teaching that caused me to think about the practice of teaching and why people choose to be teachers. In Kung Fu Panda 3, Po (Jack Black) is thrust into the role of teacher. He, as most of us, is not sure that he can do the job. While his students fall flat (some literally, it is a cartoon), he keeps trying until he finds the inspiration that he needs to help his students be successful and his "voice" as a teacher. Ultimately he learns (and the audience is told) that the best teachers are those who know themselves. While teachers hear about lots of different ways to engage students, it is impossible to become everything to every student. So, what works? Ask Po. Being yourself. Most people become 6-12 teachers to connect with students to encourage student learning and understanding of subject they themselves love. A teacher who is genuine imparts that to his/her students and is able to connect much more easily. The more connected to school a student is, the more likely they are to be successful. (Blum, 2015)
January 31, 2016
How do you know when your students are ready?
Room feels like a movie very far removed from classrooms and teaching. However, as I reflected on the exceptionally tense and emotional film, I found myself contemplating the teaching lesson that came out of it. Throughout her son’s earliest years, Ma creates a safe world for her son and does not expose him to anything that might break through the shelter she has created. At a critical time, Ma talks to Jack about the plan she has developed which causes her to remove the protective shield she has created with the walls of a horrific living situation. How does she know he is ready to take part in the plan? Ultimately, she does not know for sure. She knows her child, works with him to meet a pre-set goal and encourages him when the time comes. She can’t do it for him, he has to do it for himself. Daily teaching is not as much of a daily true life and death situation, of course. But that lesson: know your students, work with them regularly to reach predetermined goals, and encourage them consistently to reach that goal… That is what will help students eventually have the confidence to stand on their own two feet and that commitment will allow them to tackle obstacles in their future.
November 13, 2015
Why should you take your middle school student to The Martian?
http://www.impawards.com/2015/martian_gallery.html
While I saw The Martian more that one month ago, I keep recommending it to anyone within range of my voice -especially those with middle school aged children. Why? #1 Science is cool #2 Women are competent scientists and #3 The team can work better together than the individual and #4 When you start something, you should strive to finish it. Have you seen the movie?
August 21, 2015
Inside Out and the Middle School Child
March 18, 2015
Are there specific qualities that makes one a better teacher?
(and can they be learned?)
I recently read this post in the Guardian. It makes me wonder about the specific characteristics of a good teacher.
An exemplary teacher should enjoy spending time with students.
An exemplary teacher should be knowledgable about their subject area and the recent best practices in teaching.
An exemplary teacher should know where they want their students to end up.
An exemplary teacher should be able to develop plans to help each student to meet pre-determined goals.
Are there others? I'm sure! Would love to chat about it.
An exemplary teacher should enjoy spending time with students.
An exemplary teacher should be knowledgable about their subject area and the recent best practices in teaching.
An exemplary teacher should know where they want their students to end up.
An exemplary teacher should be able to develop plans to help each student to meet pre-determined goals.
Are there others? I'm sure! Would love to chat about it.
February 4, 2015
Who is the better teacher?
or: How do two 2014 Oscar nominees relate to good teaching?
Baymax vs. Mr. Fletcher
This weekend I watched two films nominated for 2014 Academy Awards. Those of you who know me, know that this is not unusual. My husband and I are avid movie fans and we have an Academy Awards party every year. What was unusual about watching both of these films, though, was that during both films my mind began to race about the teaching styles of several of the main characters. In fact, I can't stop thinking about the message in these films, specifically for teachers.
In Big Hero 6, Baymax is not a teacher. He is, in fact, a robot. A robot certainly should not make one think about good teaching. However, Baymax's constant quest for knowledge (like when he immediately downloads information regarding dealing with loss) and his selfless focus on his improving his "student's" well-being are both traits that are inherent in good teaching. Baymax's programming requires that he first scans each person who seems as if they are hurt. Before taking action, therefore, he identifies the needs of his "student's." When he is unable to determine the nature of an injury he asks a series of questions so he can try to better understand the needs of his "student." While time consuming, he can then determine the best course of action for his "student". He is gentle and purpose-driven.
In Whiplash, Mr. Fletcher is a strong teacher. From the first time he is introduced, he is an imposing figure. He has a system and his students must work within his specific constraints. He expects, (Read: DEMANDS) students' strict adherence to his ways. When students are apprehensive or lack confidence, he strikes, either with physical force (throwing items at students) or with verbal comments that attack student's personality, appearance or family life. He is unapologetic for his actions. Many of his students have a desire to be the best. They also have a desire to be recognized in a positive way by Mr. Fletcher. Students strive to be in his good graces, even as he is belittling them. They know that when he praises them it is meaningful and that they have achieved. He is harsh and focused.
So...what is the take-away? Is it better to be gentle and selfless as a teacher or be demanding and expect nothing less than perfection from your students?
The answer is in the eyes of the teacher. Every child is different. A key component of a teacher's interactions with her students is to determine what method of interaction will allow a student to do their very best. Some students may have different needs on different days. In both cases, though, the teacher has an understanding of his students. This can only come from consistent observation and interaction with students.
In Big Hero 6, Baymax is not a teacher. He is, in fact, a robot. A robot certainly should not make one think about good teaching. However, Baymax's constant quest for knowledge (like when he immediately downloads information regarding dealing with loss) and his selfless focus on his improving his "student's" well-being are both traits that are inherent in good teaching. Baymax's programming requires that he first scans each person who seems as if they are hurt. Before taking action, therefore, he identifies the needs of his "student's." When he is unable to determine the nature of an injury he asks a series of questions so he can try to better understand the needs of his "student." While time consuming, he can then determine the best course of action for his "student". He is gentle and purpose-driven.
In Whiplash, Mr. Fletcher is a strong teacher. From the first time he is introduced, he is an imposing figure. He has a system and his students must work within his specific constraints. He expects, (Read: DEMANDS) students' strict adherence to his ways. When students are apprehensive or lack confidence, he strikes, either with physical force (throwing items at students) or with verbal comments that attack student's personality, appearance or family life. He is unapologetic for his actions. Many of his students have a desire to be the best. They also have a desire to be recognized in a positive way by Mr. Fletcher. Students strive to be in his good graces, even as he is belittling them. They know that when he praises them it is meaningful and that they have achieved. He is harsh and focused.
So...what is the take-away? Is it better to be gentle and selfless as a teacher or be demanding and expect nothing less than perfection from your students?
The answer is in the eyes of the teacher. Every child is different. A key component of a teacher's interactions with her students is to determine what method of interaction will allow a student to do their very best. Some students may have different needs on different days. In both cases, though, the teacher has an understanding of his students. This can only come from consistent observation and interaction with students.