On Education

Mass Shootings : We are Responsible.

 Photo by @davideragusa

Photo by @davideragusa

It happened again. This time, in Thousand Oaks, California. You and I both know how the days and weeks to come will play go.

“Our thoughts and prayers go out to . . .” we will hear whispered from podiums, while “Enough is enough” banners are posted on websites, blogs, and social media. And for a brief, brief moment, the country will be unified in grief, shock, and horror of what our country has become. Then someone will point the finger of blame. Then another. Then another. Until everyone is pointing, shouting, and condemning, calling for reform, calling for justice, and demanding someone does something to stop this madness.

All the while, someone somewhere will have made a plan, written a note, or posted a video. Right under our tear-stained cheeks and upturned noses. Just like they did in Columbine, almost 20 years ago.

“Eric Harris was a psychopath,” David Cullen concludes in his New York Times bestseller, Columbine, “he was a narcissist, he was a sadists. He wasn’t out to bully bullies, he was out to hurt the people he looked down upon . . . humans.” He wanted to destroy everyone, all of us. Yet fortunately, he only made it to thirteen. He had planned for many more.

According to the investigation that followed Columbine, Eric Harris wanted to go down as a legend. He wanted to make a mark bigger than the Oklahoma City bombings and he wanted to be remembered forever. So he planted bombs in the park on the other side of town, set to go off as a diversion for the cops. Luckily, they didn’t. Neither did the propane tanks in the cafeteria (which would have killed hundreds) nor the bombs in his and Dylan’s cars (which were set to detonate after the police and paramedics arrived, killing them too). In fact, Eric and Dylan never intended to enter the school. Their plan was to wait outside and pick off the surviving few as they fled the carnage of Columbine.

But things didn’t go according to Eric’s plan, hardly anything in fact, except for one seemingly minor detail: the media was there, and they granted Eric Harris his deepest dying wish. He became famous.

Dave Cullen, an author and elite journalist, was “one of the first reporters on the scene” at Columbine. He then spent the next ten years writing Columbine, which is “widely recognized as the definitive account” of the school’s massacre, and for many of the 300-plus pages of his heart-wrenching book, Cullen spends a great deal of time talking about who Eric Harris and Dylan Klebold were, what happened in the days prior, during, and after the infamous shooting, and how people from across the country responded.

But that’s not why he wrote the book. He wrote it because he was trying to figure out why Eric Harris and Dylan Klebold did it. Once answered, he concludes his book with the most important takeaway of his journey: how to prevent this from ever happening again, and who is responsible.

His findings are not extenuating.

Dave Cullen’s conclusion of who is responsible for Columbine and every shooting and massacre is not a familiar one, nor is it a popular, but it is the most accurate and reliable one.

The answer of who is responsible, according to Cullen, is us. We are responsible. Malcolm Gladwell says the same, but where Gladwell fails to provide a solution, Cullen does. It is us. We are the solution.

Let me explain. Or rather, let Cullen explain.

Almost 100% of the time, the perpetrator of mass killings is male, and “{f}or his glorious week,” Cullen explains, “the spectacle killer is the hottest star on earth. He dwarfs any sports champ, movie star, president, or pope . . . They spill a little blood, {and} the whole world knows who they are . . . His face splashed across every screen, his name across the lips of every person on the planet, all in the course of one day. Seems the more people you kill, the more you’re in the limelight.”

So, “If you’re planning a spectacle murder,” Dave Cullen once told a CNN anchor, “here’s what you do:

{There are} two routs to the elite club with the star treatment: body count, or creativity. Choose body count, and you’ve got to break the top ten. The media loves scorekeeping and will herald your achievements with a banner beneath the victims as they grieve. For creatives, go for originality and horror . . . Maximize the savage nature. Make us fear movies theaters, or churches or {school} - and a Joker costume at a Batman movie takes theatrics literally. Live TV was a great twist - only took two victims in Roanoke to get the big-star treatment. Surprise us.

The anchor was justifiably horrified, but that was the point. “These are the tactics the killers have turned on us so callously,” Cullen writes, “They cracked the media code. Easily.” And if the media care about ending this, “we in the media need to see our role as clearly as the perps have. We did not start this, nor have we pulled any triggers. But the killers have made us reliable partners. We supply the audience, they provide the show” (pg 380).

In these few short paragraphs, Cullen models the role we all need to take after events such as these occur: point the finger at ourselves, find where we are responsible, and take ownership of it. Just like Andy Dufresne.

Like everyone else, my favorite scene in Shawshank Redemption is the one where Andy Dufresne emerges from the septic tanking, raises his hands to the air, and is finally free from the deathly Shawshank prison. But it wasn’t until I read those lines from Cullen that I understood why I love that scene, and how Andy Dufresne was able to get there.

Throughout the first half of the movie, the audience is left in the dark as to Andy’s involvement with his wife’s murder. There’s that scene in the beginning, of him stumbling from his car, drunk, and carrying a gun, but nothing more. He adamantly denies killing his wife, but we are never fully convinced of his innocence. Till we hear the story of Elmo Blatch, an old cellmate of Tommy’s, and then our suspicions are confirmed, Andy Dufresne is completely innocent and absolved from the murder of his wife. Somehow, though, that isn’t enough. The movie isn’t entitled Shawshank Absolvement, it is Shawshank Redemption, and Andy is not yet redeemed. That comes later, after Tommy has been killed and Andy beaten, placed into solitude for calling the warden “obtuse”, and at the brink of ruin. And like Cullen, as he comes to grip with the harsh reality of what has happened and who is to blame, his hammer of judgement falls to no one else but himself.

“I killed her Red,” Andy he says with a dull sincerity to Morgan Freeman as they sit in the yard, leaning against the giant stone wall, locked in Shawshank Redemption. “I didn’t pull the trigger but I drove her away. And that’s why she died, because of me.”

Red leans down and sits on his heals, “That doesn’t make you a murderer,” he counters, and he’s right. But so is Andy. He didn’t pull the trigger, but he did play a part. A small part perhaps, or at the very least a forgivable part (no on goes to prison for being a bad husband), but a part none the less. And once Andy is finally able to see that, he is able to admit it. And once he admits it, Shawshank could no longer contain him. He is free.

A few scenes later, he climbs into a sewage pipe and crawls to redemption.

“We did not start this, nor have we pulled any triggers”, Cullen admits, echoing Red’s “That doesn’t make you a murderer.” But Cullen, like Andy, isn’t content with being absolved. He wants freedom. Freedom from a grey and deathly prison, freedom from guilt and shame, and freedom from fear that this will indeed happen again. So he accepts his portion of the blame, “we supply the audience, they provide the show.” He acknowledges his responsibility and admits his complicit role. Then, like Andy Dufresne, he climbs into the sewage pipe and beckons us to do the same.

We, on the other hand, continue to sit in horror and amazement, waiting for someone to unlock the cell.

“For the past few years,” Jason Kottke writes, “whenever a mass shooting occurs in the US that gets wide press coverage, the satirical news site The Onion runs an article with this headline written by Jason Roeder: ‘“No Way To Prevent This,”’ Says Only Nation Where This Regularly Happens’.”

After each mass shooting, our nation raises it’s hands in grief and disbelief, “How does this keep happening?” Then, because there is never a clear answer, we quickly defend ourselves, our beliefs, and our rights, leaving many people absolved, very few freed, and even fewer redeemed.

There are two definitions offered for redeemed:

  1. the action of saving or being saved from sin, error, or evil.

  2. the action of regaining or gaining possession of something in exchange for payment, or clearing a debt.

Both require an admittance. Both require action. Neither point to someone or something else.

I, like the rest of our country, desperately long for these headlines to be eradicated from our headlines. I’ve also been convicted by Cullen and Andy and believe that casting the blame onto others will only perpetuate the acts. But because I’m not a journalist, I cannot rest with Cullen’s admittance. I must find my own, as an educator.

So far, I’ve come up with three.

Purpose:

“Education is inherently selfish” I found myself saying to a room full of educators, “we spend so much time and effort convincing kids to pursue school and grades so they can better themselves and their future” I said, “we encourage them to follow their dreams and be whatever they want to be, but for what purpose?” I found myself trying not to look at a particular school that has geared their entire program around personalized learning and a system that focuses on each kid as an individual, that teaches each kid to learn at their own pace, in their own way, completely isolated from their peers.

Why school? Why do kids have to go? And why do they have to take the classes that they do? A school I once taught for attempted to answer that question with a giant poster that hung in the hallway for each student and teacher to read. “Do it for you,” and it bothered me every single day.

Is that why kids need to be in school? So that they can go to college, get a nice job, and buy nice things? Or is it so that they can collect experiences and enjoy life? So they can learn how to “Follow their heart”? If so, no wonder they’re miserable.

After they’ve pursued every relationship, dating the hottest boy or girl they can find, after they’ve driven the coolest car, bought the the newest technology, and worn the nicest clothes, what next? After sex, popularity, success, and whatever else their hearts desire. what happens when they’re still miserable, empty, and without direction?

Daniel Pink, author of Drive: The Surprising Truth About What Motivates Us, says, “When the product motive becomes unmoored from the purpose motive, bad things happen” (via). The purpose of education, as is written and expressed today, has become unmoored from the deeper more existential purpose: to discover our gifts and talents, to hone them, and then figure out ways to give them away. To serve others.

And for that, I am responsible.

Humanity:

Teachers and coaches (perhaps even parents), my friend Glen Walenda once theorized on one of my recent blog posts, “often treat {children} as future people instead of people. We are so blinded by their potential we don't see them in the present.” In doing so, we concentrate on the superficial, the tangible, and the quantifiable measurements that will help them succeed (whatever that means) later on in life, when they’re future people.

Because that’s what how we know we are doing a “good job,” when our students are scoring well and paying attention in class. It’s also how we’re failing.

The best comedy, according to George Carlin, is a process of digging through the layers of humanity. Instead of simple jokes, the best comedians spend their time talking about feelings and who we are, our loves and likes, our fears and nightmares, and the stuff that makes us, us. That makes them, them. The human being stuff. The stuff that no standardized test or classroom assessment can ever measure.

Curriculum, teaching strategies, and assessments are important and necessary to gauge learning, but how to live life, how to work through struggles and celebrate victories, how to engage humanity and find our purpose in life, these are what we stay alive for. These are why we learn. But because we cannot measure them, no funding is attached to them, and because it is easier to grade knowledge rather than character, education focuses on GPAs rather than character, compliance rather than curiosity; it focuses on the future people rather than the now people.

For that, I am responsible.

Humility:

 The most “influential and inspiring people,” according to John Dickson, “are often marked by humility” which is “the noble choice to forgo your status, deploy your resources or use your influence for the good of others before yourself” (pg 24). Fred Rogers would agree. “The real issue in life,” Fred Rogers believed, “is not how many blessings we have, but what we do with our blessings. Some people have many blessings and hoard them. Some have few and give everything away” (via).

Schools, however, don’t often teach students to give their resources and blessings away. Instead, we focus on individualized learning, valedictorians, and high GPA’s. We focus on counting our blessings and building resumes.

We buy letterman jackets, award honor rolls, and crown kings and queens.

People of character, however, focus on how they can best give away their gifts and resources rather than hoarding them. They care more about their classmates, their community, and whoever else might be in need. They rarely focus on their own.

They care more about living in harmony than they do standing in the spotlight.

“Harmony,” the poet, theologian, and philosopher John O’Donohue states, is everything uniquely itself, “and by being uniquely itself, part of a greater community” (via). Sadly, I have not taught that enough in my classes.

I have focused on the uniqueness of each individual, but not on how their uniqueness fits into the great whole. I have focused on their gifts, their talents, and dreams they want fulfilled, but I have not taught them well enough the responsibility of those gifts, and the joys of giving them to others. I have focused to much time on developing their resume virtues, not their eulogy virtues.

I didn’t pull the trigger on any mass shootings, but that doesn’t mean I don’t play a part or that I’m unable to prevent the next one. Because I’m an educator, I’m responsible for building and guiding a culture. And so far, I haven’t done the best of job.

For that, I am responsible.

Andy Dufresne crawled through “five hundred yards of shit smelling foulness, {we} can’t even imagine.” Dave Cullen did the same. For ten years. Then, like Andy, he emerged, clean and redeemed on the other side.

Like Andy and Cullen, we didn’t pull the trigger. But we have pushed each other away for the sake of ourselves. And that’s why we die.

If we, as a country, truly do believe enough is enough, that “No one should ever have to go through this. Period”, and that, names of victims on the back of shirts just isn’t enough, than we too must be willing to endure the worst we can imagine and take whatever responsibility we can upon ourselves and change. We must choose another rather than ourselves, our freedoms, and our rights.

If we can do that. Then, maybe, just maybe we too can emerge from this shit-smelling foulness that isn’t hard to imagine. And when we do, like Andy and Cullen, we too can be free, and clean on the other side.

We can find redemption.

For more on . . .

-N- Stuff  :  Education  :  Chapters to my book

Why Mr. Keeting is Responsible for Neil's Death

First, press play.

Mr. Keating has inspired teachers for generations, and probably always will. Whether it be his embodiment of Carpe Diem, standing on his desk to help his students "see things from a different point of view," or having his students march in court yards to stress the dangers of conformity, Mr. Keating was a master at inspiring minds and challenging the status quo. His boys learned to “think for {themselves} again, to suck the marrow out of life, and to express their own unique voice. Mr. Keating was a powerful leader, and one worth emulating. However, he is also the quintessential example of just how dangerous our words and ideas can be.

The opening scenes of Dead Poets Society are crucial to understanding the purpose and the pitfall of Mr. Keating. We are introduced to Welton Academy, one of the best preparatory schools in the United States, by witnessing the first day of school: the light of knowledge, Weltons’ four pillars (Tradition, Honor, Discipline, and Excellence), and the sense of overbearing and high-achieving parents. Especially for two of the main characters and roommates, Todd Anderson and Neil Perry. 

Todd is following in the footsteps of his older brother, the valedictorian and merit scholar, while Neil, an only child, is trying to live up to his parent’s expectations of becoming a doctor. Throughout the movie, these two boys wrestle with their relationships with their parents, Todd dealing with his parent’s absence (sending him the same desk set for the second year in a row), and Neil with his father’s overbearing presence (forcing Todd to quit the school annual because he has “decided {Neil} is taking too many extracurriculars”). They are the same different of one another. 

Then comes Keating.  

Mr. Keating also “survived Welton” and is therefore all too familiar with the difficulties and dangers of its restraints. So instead of adapting to its continued and current culture, he challenges Welton, its traditions, and its purpose, and the boys suck it up completely. For them, a starving group of young boys who are eager to live life independently and to the fullest, Mr. Keating’s words and ideas are the marrow of life. Which is often the hope and desire of every aspiring leader. 

Mr. Keating knows his audience. He knows their culture, what they need, and where he wants them to go. In this, Mr. Keating is a good leader. But he also has the personality and ability to get his eager yet often shy followers to go where he needs them to go. He encourages the boys to bring back the Dead Poets Society, inspires Knox Overstreet to woo and win over Chris Noel, and, in one of the most iconic scenes from the move, he breaks Todd Anderson from his restrictive shell. Mr. Keating does this because he, after weeks and weeks of teaching and investing, has earned the boys’ trust as a friend, as an educator, and as a philosopher. In this, Mr. Keating is a great leader, and so his influence and impact continue to grow. 

At the beginning, in one of his first classes, Mr. Keating has his boys rip out the introduction of their textbook, Understanding Poetry. “Be gone Mr. J. Evan Pritchard!” he yells, encouraging them to break through the bonds that bind their minds and actions, “I want nothing left of it.” Then, as he retreats to his office to grab a trash bin, the Latin teacher, Mr. McCallister, happens to walk by, misinterpret the chaos, and barges in. When Mr. Keating returns, they engage briefly, then depart. Later, at lunch, they discuss the minds of young men and the purpose of education. Shortly after, and throughout the movie, the two become friends, talking over tea and engaging in slight moments of friendship. Near the end, Mr. McCallister is seen waving goodbye from the window, an indication that he will miss his friend and, although not always in agreement, has grown to respect Mr. Keating and his views. A mark of any good leader.  

Mr. Keating also shows the breadth and depth of his influence over the boys when he rebukes Charlie Dalton for his “lame stunt” he pulled with the telephone call that had God calling, asking Welton to allow girls into the school. “I thought you’d like that,” Charlie argues, confused at Keating’s rebuke, “"There's a time for daring and there's a time for caution, and a wise man understands which is called for." Charlie not only hears these words, he understands and applies them. As Mr. Keating leaves, Charlie puts away his drum and stops telling his story, because he knows it no longer matters. Living life of passion does not mean “chocking on the bone.” In this, Mr. Keating, yet again, demonstrates his leadership in that he not only inspires, he corrects and directs. He isn’t afraid to rebuke his boys, and instead of hammering them for their mistakes, he uses their mistakes for teachable moments, which only builds and strengths the bond of trust between him and them.  

Then, at the height of his teaching, when the boys seem to be soaring, when Neil is staring in the play, when Knox has finally won over his girl, and after Todd has inspired every English teacher and want-to-be-poet with his sudden recital of “The Sweaty-toothed Madman,” all hell breaks loose. Neil is suddenly whisked away by his father who spits at Keating, “You stay away from my son.” Soon after, Todd is shaken awake in the middle of the night and told through soft whispers, “Neil’s dead”, and Mr. Keating is to blame. 

“You guys didn’t really think he could avoid responsibility, did you?” Cameron says to the boys while they hide in the attic storage.” 

“Mr. Keating responsible for Neil, is that what they’re saying?” Charlie asks. 

“Who else do you think, dumbass?” Cameron shouts, “Mr. Keating put us up to all this crap, didn’t he?” And Todd won’t stand it. 

“That is not true, Cameron, and you know that,” he says, holding back tears, “He didn’t put us up to anything, Neil loved acting!” 

“Believe what you want,” Cameron shoots back, “But I say, let Keating fry.” 

This scene is crucial, for two reasons. One, the choice of characters and the words they use are extremely critical. Cameron has always been portrayed as the one not fully immersed in the teachings and ideas of Keating, so it isn’t a surprise that he sides with the administration. It also is not surprising that he does so with such cruelty, because there needs to be a quick and clean separation. “Let Keating fry,” is heartless and calculated, but it also creates in us, the viewers, a sense of “Us vs Them”, and there’s no way we are them – those who blame Keating for Neil’s death. We are part of the Dead Poets, those who believe in Keating, his teachings, and Carpe Diem, and we believe he is innocent! 

Great leaders, however, do not have the luxury of passing responsibility. Great leaders, at all times, must evaluate the actions and reactions of those they care for and ask, “What role did I play? Where am I responsible?” For Keating, he needs to look no further than his classroom. 

In the most watched and adored scene of the movie, Mr. Keating brings Todd Anderson up to the front of the classroom and helps him create poetry, and it’s magical.  

Todd is terrified, believing “everything inside of him is worthless, and embarrassing,” and therefore refuses to write a poem or speak in front of the class. But Mr. Keating, being the great leader that he is, refuses to let him sit comfortably in his shell. “I think you’re wrong,” he argues, “I think there is something inside of you that is worth a great deal.” Shortly after, he pulls Todd to the front of the class and asks him look at Walt Whitman and describe what you see, "Don't think, answer, go!" Mr. Keating says, "free up your mind, use your imagination, say whatever comes to mind, even if it's total gibberish." And out comes one of the most quoted poems about Walt Whitman ever uttered. 

However, what Mr. Keating fails to supply is context and an anchor for such behavior because, applying that same technique, that same way of thinking and living to other emotions in a very different scenario results in the death of Neil Perry. 

In the final scene of the movie, right before the students climb on their desks, the headmaster is teaching the class. He asks what they've been reading, and Cameron responds with, "Mostly the Romantics."  

"What about the Realists?" the headmaster asks? 

"We skipped over that part," Cameron responds. 

Mr. Keating knows his boys need a break from tradition, that they need to be free thinkers, but what he fails to understand is that he was a graduate of Welton Academy where he was encouraged/required to wrestle with and learn from a variety of minds and ideas, not just the romantics. Mr. Keating had a well-rounded perspective of life and living. However, with his boys, he provided very little balance. He didn’t have them think for themselves, evaluating which philosophies of life were more appropriate, and why. Instead, he only focused on the Romantics, and this, for young and influential minds who are used to strict structure, oppression and tradition, was extremely careless. 

Mr. Keating didn’t kill Neil Perry. Nor is he solely responsible for Neil’s death. He did, however, fail to grasp his influence upon his boys and properly assess their needs and struggles. The boys needed a break from tradition and the ability to think for themselves, just as Mr. Keating believed, but they also needed structure and balance to their rapidly changing hormones and emotions. They needed the freedom to feel and express their emotions, but they also needed to know how to evaluate them, to balance them, and to check them against other, much less ambiguous and fluctuating truths such as principles and ethics. They needed to be taught how to evaluate their emotions, not just embrace them.

In many respects, Mr. Keating was a great leader. He inspired his boys and, for the most part, brought out the best in them. However, he was incomplete. “Don’t think, just answer,” he taught them. But outside confines and safety of his classroom, this way of thinking lead to death.  

Mr. Keating doesn’t deserve to fry, as Cameron suggests, but he does deserve a healthy dose of responsibility for the role he played. “In my class, you will learn to savor words and language,” Mr. Keating encourages his boys, “No matter what anybody tells you, words and ideas can change the world.” However, placed in the minds of young men who are unable to grasp their severity and consequence, who cannot align and judge them to strict and grounded principles and ethical standards, those words and ideas can also destroy.  

And for that, Mr. Keating is responsible.  

 

What to Teach, when We're Wrong

I’ve mentioned before how discipline has the potential to draw in our struggling and most difficult students, but what about when we struggle? What about those moments when we lose our cool and don’t act with perfect love and patience? What happens then?

Our first response might be to defend ourselves, blame our students or just “chalk it up to a bad day,” because it’s easy and natural to want to mask our failures and imperfections with excuses and defensiveness because nobody likes to be perceived as weak or incapable. But when we do, when we choose to lift up and defend ourselves over another, we sacrifice the opportunity of teaching one of the greatest lessons life has to offer. Mainly, what it means to fail, to ask for forgiveness, and then to rest in the beauty of reconciliation. We miss out on teaching our students (and reminding ourselves) of what it means to be human.

 

After showing the provocative music video, “This Is America” by Childish Gambino to the class, we spent some time dissecting its many symbols and themes and discussing the perspectives and ideas of Mr. Gambino. We talked about race and guns and the art of expression. We talked about the Jim Crow era and related it to the recent Starbucks and Yale incidents. We wrestled with the concept of reality and the power of perspective. Then we watched my favorite scene from Men In Black.

Shortly after Will Smith’s character is confronted with the reality that aliens do in fact live on this planet, the movie cuts to him and Special Agent K (Tommy Lee Jones) sitting on a bench, over looking the Hudson River and the iconic Twin Towers.

“1500 years ago,” Special Agent K says, concluding their conversation, “we knew the earth was the center of the universe, 500 years ago we knew the earth was flat, and fifteen minutes ago you knew humans were the only species on this planet. Imagine what you’ll know tomorrow.” We then talked about what we know and how we know it and how that relates to stereotypes and prejudices and the fallibility of reality.

            It was shaping up to be a fantastic lesson.

 “So,” I said, sitting on the table in front of the class, “With this in mind, is Childish Gambino wrong?” I asked.

            “No,” they responded.

            “Is he right?”

            “No,” they said again.

            “Then what is he?”

            “Both.”

            “Exactly.” And I privately gave myself a pat on the back, “You’re killing it B-Mill!”

Then all hell broke loose.

As a teacher who has gained the respect of most of my students, I’m pretty used to kids tracking with my lesson plans and accepting most of what I have to say – even if they don’t necessarily agree with it completely. However, every now and then, one student takes it upon him or herself to challenge me. And today, it was the confident kid in the far back corner, the one who doesn’t say much but always has an opinion.

“That’s bull,” he said, and the whole class turned.

“What?” I said, more shocked then anything.

“That’s bull,” he said again, “America isn’t like that.” He then went on to explain why he thought Gambino was unfair and his interpretation of America false, because “Racism isn’t that big a deal anymore.”  

“What are you talking about?” I yelled, “How can you say racism isn’t a big deal, it’s a HUGE deal!!!”

When he didn’t believe me, I went after him, because he was wrong and he needed to know it. He needed to take a lesson from Special Agent J and realize what he thinks he knows isn’t reality. When he argued again, I got louder and challenged his sources, his lack of experience, “You’re only a freshman,” I said, “How much of the world have you seen?” and then I picked apart his argument word by every friggen word until, eventually, I won. Or rather, until he sat back in his chair, arms crossed, and stopped talking. Then the bell rang.

On his way out I tried to make amends. “Hey,” I said, waiving him over.”

He came, reluctantly.

“I appreciated you speaking up today,” I said, “Please keep doing it.” I stuck my fist out for our usual fist bump because he wouldn’t look at me and I wanted to make sure everything was okay. It wasn’t.

“Brother,” I said as we walked towards the door, “you gotta be willing to see things from a different perspective. You’re reality isn’t complete.” He still wouldn’t look at me and I could tell he just wanted to go, but I kept at it. I kept talking and not listening. I kept arguing, even though he wasn’t saying anything.

Finally, he turned, “I respectfully disagree,” then picked up his pace and headed to his next class. The door clicked shut behind him and I knew I had failed, that my words no longer had merit, and that I had lost him. All because I knew I was right.

That night, with my kids finally tucked into bed and my wife working on the couch next to me, a sort of sickness swirled in my stomach. I tried to write, to lesson plan, to grade papers, to watch YouTube videos, but I couldn’t. I couldn’t stop thinking about the day’s class and the example I had set.

I thought of how the entire year’s worth of building trust and arguing for the power of stories and the need for kindness had all come crashing down in less than ten minutes. I thought of all the times I prided myself as an open-minded guy who loves and embraces everyone. I thought of my “Dialogue not Monologue” speeches, of how we spent a week discussing Chimamanda Adichie’s perspective on single stories and stereotypes – “the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story” and how those words had become the anthem to our year, in everything we read or watched or discussed. And my stomach churned because, suddenly, all that was just words and ideas that didn’t really mean a thing. Because I had failed to make any of it come to life, to make it tangible and alive, in the classroom, where they could see it and hear it and experience it.

Because I cared more about what content then I did about the person.

 “Agh,” I moaned, shooting up from the couch and not really knowing where I was going or what I was doing.

My wife jumped, “What?” she asked, a bit startled, “What’s wrong?”

I told her about my student and how I responded. She listened, asked a few questions, then said, “Why don’t you just apologize?”

Because I’m the teacher was my first thought and because I’m not wrong was the second. But then, after a moment, it hit me, because you are the teacher, you are wrong.

I was wrong because I didn’t put into practice what I had so desperately wanted my students to learn: be willing to hear and see things from another’s perspective. And I was wrong because I had treated my student with less respect than he deserved, all because I disagreed with him, because I knew I was right. I was wrong because I chose to be right rather than to do what was right. My good friend, Erik Beard taught me that.

Erik and I have been friends for almost 20 years, and for the first ten or so, we were close. We traveled the country together, played music from Shel Silverstein books, battled in sports, and made thousands of campfires together. We even argued. But, like many of the discussions in my English classroom, we argued about things that were at a distance and outside of ourselves. They weren’t immensely personal, more philosophical. Until suddenly, they weren’t.

I don’t remember exactly what Erik said, I just know it was personal and, for whatever reason, offensive. I remember too that I didn’t say anything at first, I just fumed. For days. Until I couldn’t take it anymore. Then, I called him up “Brother,” I said, “We need to talk.”

“Sure,” he said, “When?”

We decided to meet the next morning at our usual diner. I got there early with my journal that was packed full of thoughts and arguments and as I waited, I read them over and over. When he finally walked in, I was ready.

How we started the awkward conversation isn’t clear, but judging from how I’ve handled similar situations in the past I can only assume we dove right in. I probably didn’t even let him order a coffee. What I do remember though is me laying into him and explaining, with acute detail, why he was wrong in what he said, how he said it, and when he said it.

At first, he argued a bit, defending his intentions and clarifying his position, but I wouldn’t hear it because I had my journal, my thoughts, and a clear defense. Eventually he just sat there, listening and occasionally clarifying.

When I was finished, he calmly said, “I’m sorry.” Then, “I hear you. I don’t fully agree with you, but I hear you.”

That was it. No argument, no defense, and no excuse. Just, “I’m sorry.” And it completely disarmed me.

I remember the short pause of silence, the waitress filling our coffee cups, and me closing my journal. I also remember that that was when we started to have a discussion, when we looked at each other and acknowledged, “We’re on the same side” and began working through the pain and frustration of what happened. That’s also when I learned I could trust Erik with anything, that he was safe, and that he wasn’t really concerned about being right, but rather, doing what was right. He chose me over what he knew. And over the years, that has made all the difference.

So the next day, after the students filed in and took their seats, I walked to the front of the class, sat on the table that sits below the whiteboard, and asked, “What was the point of the video from yesterday?

“To spark an argument,” someone whispered.

“To listen to and see things from another’s perspective,” another student said more confidently.

“Exactly,” I said, pointing at the latter, “That was what I had hoped for, but because of how I responded to my man,” and I pointed to the student, “I ended up sparking an argument and doing exactly what I was asking you guys not to do.” I looked around the class as my heart began to race. Everyone was looking straight at me. “And because I challenged him in front of you all,” I continued, “I need to also say, in front of you all,” and I waved my hand over the entire class, “that Student,” and I looked straight at him “I’m sorry. I took advantage of my position as a teacher and I was unfair to you as a person.”

He stared back at me. The class went silent.

“I disrespected you,” I said, “and I wasn’t kind or respectful to your perspectives. I apologize. Will you forgive me?”

“Yes,” he said, “Me too. I got angry too.”

“Are we good?” I asked.

“Yeah,” he said, “We’re good.” Then class continued, and to be honest, I don’t really remember what we covered that day. And to be even more honest, I don’t really care because I don’t think it really mattered. There were greater things going on.

When class was over, I met the student by the door, “Thank you,” I said.

“Thank you,” he said, lifting his fist for a pound.

 

I think what’s most frustrating about being a teacher is that not every student will agree with what I have to say, with the lessons I’m trying to teach, or how I perceive the world to be and the changes that need to happen in order to make it better.

            Some kids leave my class still insensitive, still ignorant of the plight and difficulty of the many lives that surround there own, and still completely absorbed in satisfying their own self-interests, and that frustrates the hell out of me. If I can’t get kids to think, if I can’t get them to be better people and contributors to society, what am I doing? Why am I wasting my time?

            It’s easy to get discouraged when, at the end of the day, the week, and sometimes even the year, it seems like not enough change actually happened.

But then I remember Mr. Furman.

During my senior year, while scraping by with a 1.75ish GPA, my English teacher, Mr. Furman, read my short story journal entry to the class and said, “Brian, you are a good writer.” It didn’t matter much then, but almost five years later, while in California and sitting on a blanket in a sea of freshly cut grass with my new fiancé by my side, his words suddenly floated to the surface and challenged everything I’d known about my direction in life. That next semester, I transferred into the English Ed. Program.

My students may never remember the essay questions surrounding the life and death of Lenny from Of Mice and Men. They probably won’t recall the songs we annotated or the videos we unpacked, and I can almost guarantee that none of them will miss filling out the infamous PDP notes

But they might remember the days we wrestled through failure, forgiveness, and all that other human being stuff.

They might remember, even if it’s many years from now, how they had a teacher who wasn’t afraid to be wrong, to admit their fault, and who consistently chose them – the students – over himself.

They might remember a classroom of freedom and safety and authenticity, where they could wrestle with ideas and failure and grow and learn without fear of ridicule, and when they do, hopefully, they will pull their heals out from the ground, care less about speaking than they do about listening, and do what is right.

But even if many of them don’t, even if I never hear from them or see how much they’ve changed and grown, I choose to believe that at least a small percentage of them will and are because, as a teacher, I choose to believe in hope, in the example of Mr. Furman, and the reality that education isn’t simply about what they score on the test today, but rather, what they will know tomorrow.

You know, the good stuff. The life stuff. The human being stuff. The reason we chose to be teachers stuff.

 

For more on . . .

-N- Stuff  :  Education  :  If school was like rock climbing  :  Metric Fixation : how standardized data impedes classroom innovation

Metric Fixation : how standardized data impedes classroom innovation

 From Jacques Tati’s  Playtime  (1967).  Image courtesy Les Films de Mon Oncle – Specta Films CEPEC

From Jacques Tati’s Playtime (1967). Image courtesy Les Films de Mon Oncle – Specta Films CEPEC

I really appreciated this article, "Against metrics: how measuring performance by numbers backfires", by Jerry Z Muller, a professor of history at the Catholic University of America in Washington, D C..

"The key components of metric fixation," Muller writes, "are the belief that it is possible - and desirable - to replace professional judgement (acquired through personal experience and talent) with numerical indicators of comparative performances based upon standardized data (metrics)."

Ever since venturing into the world of education, this dichotomy has been my passion, and my nemesis - how do I reconcile data driven assessment with the non-measurable goals? At what point do grades and GPA's begin to drive education in the wrong direction?

Muller seems to be asking similar questions.

He goes on to say that "the most dramatic negative effect of metric fixation is its propensity to incentivize gaming" - an if/then reward system - that encourages professionals to "maximize the metrics in ways that are at odds with the larger purpose of the organization." Like grades over curiosity, resume virtues instead of eulogy virtues, and content over humanity.

Daniel Pink, the NYT and WSJ Bestselling Author of Drive, says, "When the profit motive becomes unmoored from the purpose motive, bad things happen," ethically sometimes but also in lame service and crappy products (via). In education, we call that teaching to the test which is also a lame service that ends with a crappy product. 

I think my favorite part of the article, though, was when Muller writes,

The source of trouble is that when people are judged by performance metrics (high stakes testing) they are incentivized to do what the metrics measure, and what the metrics measure will be some established goal. But that impedes innovation , which means doing something no yet established, indeed that hasn't even been tried out. Innovation involves experimentation. And experimentation includes the possibility, perhaps probability, of failure. 

How many classrooms have you been in that celebrate and embrace failure? That allow for innovation rather than memorization? 

I'll end with Muller's final words, "The more that work becomes a matter of filling in the boxes by which performance is to be measured and rewarded, the more it will repel those who think outside the box." 

You can see Daniel Pink's TED talk here or read his bestseller here (to date, it is one of my Mount Rushmore books for education). Or, you can watch a brief animated version of his thoughts below. It sums up most of his ideas, in a skiing across the water sort of way. 

 

For more on . . .

-N- Stuff  :  On Education  :  If school was like rock climbing  :  Prince EA's, "I just sued the school system!!!"

Also, if you haven't signed up for the monthly news letter, please scroll on down and do so! 

Anyone signing up this month will get a handwritten "Thank You!" card. 

Let's go rock climbing!

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Zion has been begging me to take her rock climbing because "she's the best rock climber in the family," and she isn't lying. Most of it has to do with her being fearless, but she's also just really good at it. So today, after weeks and weeks of her begging and pleading, I took her to the gym, fit her into a miniature harness, and sent her up the wall. She was so pumped, so excited, and so eager to show off her skills. 

Then she failed. 

About half way up, she got stuck, then tired, then scared. "I want to come down," she said, and was slowly lowered down. She was so disappointed.

Eden was next and she made it slightly higher. Then she too wanted to come down. 

Now I had two girls who had failed. But both wanted to try again so we gave high-fives, gave a few climbing pointers, then sent them back up. And this time, both of them made it all the way to the top! Eden even started to cry she was so happy and proud. After I hugged them and kissed them and told them how proud I was of overcoming their fears and working so hard, I started thinking about school and assessments and those all consuming and toxic grades I'd entered earlier in the day.

Suddenly, I wished I could take my students rock climbing because, What if schooling was like rock climbing? What if instead of grades for what was accomplish and known, students got second chances, third chances, and forth and fifth chances? What if instead of teaching by standing at the top of the mountain, pulling and cajoling and threatening students up the steep and daunting cliffs, we stood behind them, sending out words of encouragement and guidance ("now grab the green hold with your left hand . . . good!") and assured them that if they fell, we'd be there to catch them?

I know almost every teacher or parent has heard something like this before and have all come to the same conclusion: it sounds great but it's impossible. What teacher has the time or the effort to allow kids to fail and try, fail and try, fail and try? And quite honestly, what kid wants to try this hard on a subject they hate? The answer to both those questions is, "not many." 

But I also know the system is broken and needs fixing. That students have stopped trying on assignments they think are too difficult because, "{they're} gonna fail anyway, so why try?" and that many of them have given up hope of ever succeeding in school. "It's just not for me," they say.

And they may be right. School, as they have traditionally understood it, may not be for them. But learning is. And that is the cardinal sin of education, students are terrified to try and learn because, as Carol Dweck calls it, they have a "fixed mindset." 

IMG_1916.jpg

People in a fixed mindset "believe their basic qualities, like their intelligence or talent, are simply fixed traits" (via). And years of schooling, of grades, telling them over and over that they're not smart, that they won't get it has cemented the idea that talent alone creates success. And some kids have it, while others don't. 

People in a growth mindset, however, "believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point" (via). They care more about the effort, the hard work, and the process, not the product. 

Schools and grades, by and large, support a fixed mindset; rock walls don't. They encourage the process more than the product, and they teach service.

The main reason why I was able to take my kids climbing today was because one of my students is a certified belayer, and he offered to take my kids. 

More times than not, kids in schools today are told that they need to be there so they can go to college so they can get a good job so they can live a decent life. School is all about serving they self. There's even a banner in my school that reads, "Do it for you," which might be the worst reason for attending school I've ever heard.

What if, instead, students went to school to not only learn their gifts and talents, but to learn how to serve and give back? What if kids and students were given ample opportunities to serve others, not just themselves?

It sounds daunting, if not insurmountable. It sounds like rock climbing. 

And that excites the hell out of me.

On Discipline : Beyond Consequences

Growing up, I often heard stories of how biblical shepherds handled sheep that constantly strayed – they would break the sheep’s legs.

Then, because the sheep could no longer walk, the shepherd would carry it on his shoulders until it healed. During this time, a bond of trust would form between the shepherd and the sheep. Once healed, the sheep would no longer leave the shepherd.

So, when my mother told me not to borrow her bike and I did anyway, she tried to break my legs.  

My bike was fine, but hers was better, and the road to my friend’s house was long. So long in fact that it took thirty minutes for her to catch up in the car. It took her less than three minutes to bolt from the car, stuff her bike into the undersized trunk, yell, “WALK HOME!” and whip the car around and through the oncoming traffic.

By the time I made it back to the house, the cool of the evening was beginning to settle in and I had some pretty fantastic excuses worked out.

I walked through the front door, parched, and ready to wash myself of blame and trouble. She too was ready, “Go to your room,” she said, “Wait for your dad to come home.” When she didn’t glance up from her floured tabletop and rolled out dough, I knew I was in trouble.

The hours between then and my dad’s pickup bouncing over the curb were forever. The hour it took for my father to slowly open the door and sit on my bed was even longer. The talk, however, was less than a minute: “No TV, no friends, no phone, for two weeks.”

“TWO WEEKS!” I yelled.

“Yes, two weeks,” my dad said, even though it was summer, beautiful summer, when kids should be out with their friends, riding bikes, fishing in small ponds, building forts, and getting into simple mischief.

But that wasn’t the worst of it. Not only was I confined to the acre and a half of my parents’ property, I was to memorize Bible verses, read books on the Lord’s second coming, and “think about what I’d done.”

Taking the bike was the “straw that broke the camel’s back,” because it was just one of a hundred times I was disrespectful, disobedient, and selfish, and I needed to learn my lesson. I needed to have my legs broken.

As a child, my mother didn’t yell and scream when I misbehaved, but she did place the responsibility for punishing a disobedient and defiant young boy upon his father. She had a hand in creating the consequence, but he was the one who enforced it, who sat with me in my anger and tears. He was the one who talked me through it, who listened to my weak negations, and who patiently, with tears in his own eyes, refused to budge or relent but affirmed that I would indeed be grounded for two weeks.

He was also the one who took me fishing.

About a week into my grounding, I was sitting in the backyard, reading, when my father came home from work and asked if I wanted to go to the river for the next week. I still had to read and memorize, but I could do it from the camper, after running bank lines and trotlines and swimming in the great currents of the northern Mississippi River. “Of course!” I yelled.

“Great,” he said, “then pack up your stuff. We’ll head out early tomorrow morning.”

I slammed my book shut and ran inside the house; my dad grabbed the tackle box and lifted me to his shoulders, just like a good shepherd should.

The next morning, we left early.

The five-hour drive to the campground was spent hearing the same old stories of when my dad was a kid on the river. How he and his friend caught a huge snapping turtle with only a net, how he spent a summer shingling the roof of his parent’s cabin, and about the time he and his friend built a bonfire so massive that it caught the attention of a barge passing by. He told me about the propane tank.

It was he and his friend’s first night away from the cabin and they were a bit scared of the dark, even though neither one would admitted it, so they threw log after log upon the roaring flames. When they found the tank buried beneath a pile of driftwood, they threw that on too. Then quickly forgot all about it.

Minutes later, it exploded, sending sparks and wood and teenage boys flying in all directions. No one was hurt and Dad chuckled as he told it, just like he’d done the dozen or so times before, which made me laugh and smile too because I loved that story.

Then, we were there. As we crested the bluff, my dad stopped, “Oh no.”

“What?” I asked.

“It’s flooded.”

The river must have just recently receded back to its normal levels because the road was covered with a layer of deep, sloppy, river mud. “Well,” my dad said, slowly pulling forward, “if it doesn’t rain the rest of the time we’re here, we should be okay.

With each nightly downpour, our fear that we’d never make it out grew, and with each passing day, my dad prepared to get us out of the mess and safely home by shoveling as much mud off the road as possible then haul and spread gravel from a nearby gravel pit over the road, all without a shovel. 

And never once did I doubt that he could, that he would, and that we wouldn’t make it home safe.

But then, a prison work crew showed up to fix all the picnic tables. When they paused for a quick lunch break, my dad asked one of them if he wanted some of our fish. The man looked at my dad and said, “You better as’ the boss firs’.”

“I did,” my dad replied, holding up the plate of freshly grilled catfish, “he said it’s okay.” The man looked around, at his other inmates, the river, then back to the plate, “Well,” he said, “You got any salt?”

Over the next thirty minutes or so, the dozen or so inmates finished off all the fish we’d caught the previous four days. I watched from the camper, hidden behind my book, but reading nothing. One man, with his mouth full, shook his head, “Shit. Dis is better ‘en my chicken,” and I knew he was telling the truth because my dad grew up on the Mississippi river, fishing, working, and learning from his parents, and he knew how to grill catfish.

Before leaving, the crew grated the road for us, laid down new gravel, and lined the old picnic tabletops under our camper and van. When it rained hard on our last night by the river, my dad slept soundly. In the morning, instead of clearing the road or heading home, we went fishing and my dad told stories of when he was a young and imperfect son.

My dad didn’t have to break my legs for me to learn how to trust him. Nor did he have to yell and scream and rain down punishments for me to respect him. He just needed time with me, to take an interest in me, and to show me that he just because my behavior was inappropriate it didn’t mean I wasn’t wanted, or loved.

Instead of creating consequences, he created memories. And in the following years, whenever I would get into trouble or found myself stuck, it was my father I went to, who I met for coffee or called on the phone while wandering the dark streets, searching for answers. Because he was the one who took me fishing.

So when “G” said, “Fuck this shit!” in front of the entire class, when he jumped up from his chair and started walking out of the room yelling, “this is bullshit!” I didn’t walk him to the office or write him up or chase him down the hall, yelling and screaming and threatening detention, suspension, or failure of the class. Instead, I let him go and thought about fishing with my father. When the bell rang, I went to principal because, like me, “G” didn’t need to have his legs broken. Nor did he need me to carry him. He just needed someone who’d be willing to sit with him, in the muck and the mire, and hear his story.

“I want “G” to spend the next week with me, during lunch,” I said, “Is that possible?” She was a bit skeptical.

“Please. Don’t write him up, just let me spend time with him.” And because I’m fortunate to have supportive bosses, she said okay.

The next day, with a ham and cheese sandwich and a few freshly cut vegetables scattered on my desk, I waited for “G” to show, but he never did. When I saw him in the hallway, I asked him about it, told him he wasn’t in trouble, but that I just wanted to talk and hang out with him for a bit. He said he’d come tomorrow.

When he showed up, I asked him how he’s doing. “Not good,” he said. Then, he told me about his family.

“My dad came in my room and asked where Mom is” he says, lounging in the cold desk, arms crossed, “and I didn’t know if I should tell him or not. Next thing you know, we’re sitting in the car for three hours. I call my mom and she says she’s at the movies but there aren’t any cars in the parking lot because there isn’t any movie showing. My dad starts crying and my little brother starts crying and I’m thinking, ‘What’s going to happen?’ Mom didn’t get home till 3am.”

“I’m sorry,” I say, knowing where this was going. He looks up.

“Hearing your parents argue is the worst. Having your ten-year old brother cry in your arms isn’t what anyone wants.”

He fights back tears. Because he’s tough.

“Mom’s crying, Dad leaves, and nobody knows where he went. Three days pass and no sign of my dad nowhere. Until the Fourth of July.”

The bell rings and “G” gets ready to go to class. “Thanks,” I say, “Thanks for sharing.” He nods gently and heads to class.

The next day, and for the four days after, he comes back.

He tells me how his parents almost got back together, but then, on a trip to the beach, they got into another big fight and he, his little brother, and his mom had to walk home in the rain. He talks about how she eventually moved out and how difficult it was because she still lived in town, with another woman.  

He tells me that was when he finally broke down and cried because the next morning, when he woke up, he found his dad passed out on the couch, “No one should have to experience this,” he says.

“G” used to be a “good kid,” a star athlete, and a decent student. Now, he doesn’t understand why he is so angry all the time, why he can’t control his temper.

“I used to be that kid thinking life would be so easy. But that just makes it harder.”

We sit in silence for a minute.

“I just want to beak down and cry,” he says “but it’s too late to be crying over something that I can’t fix. Life isn’t easy, and it never gonna be.”

“I’m sorry,” I say again, thinking of my dad and the river and wondering if and how I could lift “G” to my shoulders, because so much of his life seems bent on breaking his legs.

The bell rings, and I still don’t know what to do.

Later that day, another teacher writes “G” up and doesn’t want him in their class because he’s disrespectful and curses and needs to be taught a lesson.

He asks if he could spend his detention with me.

A week later, when he needs help with credit recovery for science class, he comes in during lunch and we work through the material together – neither of us having a clue what is being asked but finding, and sometimes guessing, the answers together.

Later in the quarter, he writes a poem about how the Fourth of July used to be the best time of year, until Mom and Dad argue, a little brother cries, and a family falls apart, and I find myself trying to fight back tears, to be tough like “G”.

Then he writes a powerful short story about his parent’s, his mother, and the day he found out she was leaving her family – her “G” - for a woman she met at work. He writes an essay on the power of music and another on anger and how it fuels his life but ruins his days, and I smile.

“G” hasn’t stopped cursing in class, but he is trying, he is showing up almost every day, and he is working on what he can – even if it might be “bullshit”, and that makes me smile. Because that means he’s healing.

I know I’m not “G”’s father or his shepherd, but I am his teacher. And when we had lunch together, when he told me about his life and the things that matter most, I listened. When he asked me if I could relate, I told him about my failures as a son, a father, a teacher, and a husband. I told him he wasn’t alone, in his failure or his pain.

I wasn’t able to take “G” fishing or carry him on my shoulders, but I do think I was still able to help him heal, if only a little,  because whenever I walk home from work and a car honks and honks and honks, I know it’s “G”, driving with his girl, just wanting to say hi.

And sometimes, it’s the best part of the day.

 

For more on . . .

-N- Stuff  :  On Education  :  On Parenting

Prince EA's, "I just sued the school system!!!"

For sure his argument is't perfect, and for sure he is a bit unfair, but there is plenty here to digest, discuss, and - if nothing else - consider. 

Because no matter what we think about fish and trees and standardized tests, all of us can agree that the youth of today are "100 percent of our future."

And they are always worth a second, third, and sometimes forth consideration of why we do what we do.

 

For more on . . .

-N- Stuff  :  On Creativity  :  Don't do homework, publish!  :  Smartest Kids in the World

 

BE SURE TO SCROLL DOWN AND SUBSCRIBE - THANKS FOR READING!

 

Standardized Tests : More questions than answers

A typical classroom possess an endless variety of instructional strategies, assessment types, and teacher caps that service the needs of the vast variety of students and all their quirks, personalities, and interests. 

Then, after months of sweat and toil and learning everything is stripped down and discolored into a standardized test. A test which "may help us learn a little about a lot of people in a short time, but they usually can’t tell us a lot about a single person."

And t's been going on for thousands of years.

Think of a standardized test as a rule. A ruler’s usefulness depends on two things: First, the job we ask it to do. Our ruler can’t measure the temperature outside or how loud someone is singing. Second, the ruler’s usefulness depends on its design.

Rulers can’t measure the circumfrince of an orange, only length, because the ruler doesn’t have the flexibility required for the task at hand. “So, if standardized tests are given the wrong job or aren’t designed properly, they may end up measuring the wrong things.”

Like a child’s grasp of literacy or cultural familiarity, rather than their understanding of the content at hand.

Standardized tests can also have a hard time measuring abstract characteristics or skills such as creativity, critical thinking, and collaboration.

Perhaps the most crucial skills required and needed in our world today and in the future. 

It's like measuring the hight and weight of an athlete, rather than their actual play, and deciding if they'd make the team or not. 

It's passing the students who writes brilliant essays by skimming the text yet failing the ones who cry when Piggy dies  because they forget to turn in their homework. 

This, according to Sir Ken Robinson, is what's killing creativity and, possibly, the future. 

Our only hope for the future is to adapt a new conception of human ecology, one in which we start to reconstitute ourselves of the richness of human capacity. Our education system has mined our minds in the same way that we've strip-mined the Earth for a particular commodity, and for the future, it won't service. We have to rethink the fundamentals with which we are educating our children.
We have to use {human imagination} wisely . . . and see our creative capacities for the richness they are, and seeing our children for the hope that they are."

A hope that can't be measured with rulers or dots on paper. 

"The hardest part of learning something new isn't embracing new ideas, but letting go of old ones." 

So what if we get rid of standardized tests? What do we replace it with?

Is the education then left to the teachers? Administrators? Is there no longer any accountability and everyone is free to teach and learn and grow (or not) as they please?

Just because it has been thousand years of standardized tests, does that mean we should get rid of it?

If so, what? What do we fill it with? 

Sir Ken is fully inspiring and completely spot-on, and he never once mentions standardized testing. Is simply investing in the arts the answer? 

How can we truly measure all that humanity has to offer? 

How do we quantify creativity, ingenuity, and relationships? How do we measure humanity?

 

For more on . . .

-N- Stuff  :  On Creativity  :  Don't do homework, publish!  :  Smartest Kids in the World

 

BE SURE TO SCROLL DOWN AND SUBSCRIBE - THANKS FOR READING!

 

 

Summer Homework for Teachers

Contrary to popular belief, summertime, for teachers - good teachers - is not a time for lounging by the pool, taking long vacations, and spending entirely too much time watching Netflix. That's what Christmas break is for. Summertime, however, is the allotted, much needed, time of evaluation and preparation without the interruptions of meetings, students, and grading. 

Because a good teacher is willing to take a step back and reflect, and there’s no better time than during the summer.

I recently came across an article entitled, Fifteen Summer Assignments for Teachers and thought it had some decent ideas. "Try one, two, or a few of these," the article asks, "and see if they get you thinking about your profession—one of the most honorable around." 

So I am, and I'm inviting you to join me.

1. Write alternating paragraphs about the best and worst teachers you had as a student. Then, identify when and why you’ve shared any qualities with them during your time in the classroom.
2. Write a two-sentence description of your class from the perspective of a student sitting front and center. Then write descriptions of the same length from the following perspectives: the student who dropped your course, the student who asked you for a recommendation letter, the student who wouldn’t stop talking. How do they each perceive you?
3. Describe the most fantastical, surreal fire drill evacuation possible. The only rule is that it must occur in the midst of one of your major assessments.
4. Why do you teach? Why don’t you do something else?
5. What is one stereotype about teachers that is a lie? What is one stereotype that is absolutely accurate?
6. Read a few pages of Gertrude Stein, and then a few poems by Gerard Manley Hopkins, and then a few pages of Toni Morrison. Explain what each writer is trying to do (with their language, their content, their style). Don’t say whether you like it or not; just try to understand.
7. Vent about one of your worst days during the past year. Fold it up, hide it, and forget about it.
8. Write a letter to the person who you identified as your worst teacher above. Give them the benefit of the doubt.

8a. Write a letter to a teacher or person who has inspired you the most in your teaching, then give it to them. Then, identify where you share those same qualities. 

9. One of your most wonderful, compassionate students tells you that she wants to be a teacher. What do you say? What do you think?
10. Read an issue of a contemporary literary magazine. Try New England Review, Image, The Kenyon Review, Colorado Review, Salamander, West Branch, or others. Visit the current issue of an online publication like BoothThe Collagist, or Linebreak. Find work there to share with your students. I recommend Traci BrimhallKaveh AkbarSaeed JonesErica WrightEduardo C. CorralMorgan ParkerRebecca Gayle HowellMarcus WickerTyler MillsAdrian MatejkaRigoberto González—find a writer who speaks to you, and who might speak to the lives of your students.
11. What is a book that you teach that your students hate? Why do they hate it? Be objective: are they correct? If not, what can you do to better teach the book—to better reveal why you think the book is important?
12. Write a letter to a student you’ve failed—not in terms of a grade, but as a mentor.
13. Write a dialogue scene between one of the writers whose work you teach and your students. Don’t have them talk about the writer’s book or writing style. Imagine how they would communicate in everyday life. Let them be people together.
14. List three times that you’ve experienced joy as a teacher. Be specific about the setting, the situation, the people involved. What can you do to capture that feeling again?
15. Praise yourself. Write a paragraph about what you do best as a teacher. After that, enjoy the rest of your summer. You’ve earned it.

Some of these are perhaps a waste of time, some are invaluable. But what's interesting is the emotion felt while reading them because, like my students, some fill me with dread. "That's stupid," I think and therefore cross it off the list. But that is probably why I should do them all, to remind myself what my students think, at various times throughout the year, about my assignments. And reminding myself what it feels like to be a student just might be what is best not only for me, but more importantly, for my students. 

Let me know if you have any more ideas to add to the list!

And yes, although it isn't written directly, writing in complete sentences is probably required. So is grammar. You can relax on the MLA formatting though, because it's summer, and you deserve a break.

 

For more on . . .

Don't do homework. Publish.  :  Why I Teach  :  Schools Kill Creativity?  :  Teachers like Mr. Keating

 

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Do I Hand In My Homework or Publish for the World?

When students participate in out-of-class learning, teachers should recognize the advantages

By Alan November

05/18/2017

Fifteen years ago, a student I never taught forever changed my perspective on how students perceive authentic teaching and learning. This was one of the more auspicious turning points of my career, and the experience continues to challenge and inspire my thinking to this day. 

My daughter Jessy, who was 11 at the time, was enamored with a phenomenon called “fan fiction.” Fan fiction encourages young fans of various genres of literature to write chapters and publish work in the style of their favorite authors. On fanfiction.net, authors are able to share their writing with the world, and readers can leave comments on the work that is posted to the site. As they make their pieces public, writers are actively learning from other aspiring writers. Notably, the site originated before MySpace, Facebook, and Twitter altered the face of online social interaction. 

At the time, the Harry Potter series was all the rage, and Jessy quite literally could not get enough of it. As was the case for many young readers, she felt J. K. Rowling simply could not pump out books fast enough to satisfy her. Having to wait an entire year to experience more of Harry’s adventures was torturous. So she got her Harry Potter fix by reading work published to fanfiction.net as did thousands of young people aspiring to write in the style of the world-famous author. Jessy read the site voraciously, leaving thoughtful comments and feedback for many of the authors. She even developed many favorites on the site and returned frequently to check out their work. 

When my daughter showed me the site and how she was using it, I was blown away. Here were young authors participating in one of the most genuine teaching and learning experiences I had encountered. Students were practicing their writing skills while publishing to a global audience that gave meaningful, in-the-moment feedback. Talk about continuous, authentic assessment. This site quickly became a subject of my presentations at schools across the country. 

I was discussing the work of one of Jessy’s favorite authors on fanfiction.net at a private middle school when a student in the audience raised her hand. This was her work. Entirely coincidentally, one of my daughter’s favorite fan fiction authors was sitting 10 feet away. Shocked (and feeling a bit embarrassed to be presenting the work of someone in the room!), I instinctively called her up to speak about her work and experience on the site. This young author had around 12 stories posted on the site, and you could clearly see her development as a writer across her portfolio of work. She captivated the audience, and when she finished, students were lining up to ask her how they could create their own account on the site. She was an absolute rock star. 

After all of the students had filed out of the auditorium, the student’s English teacher approached me. His words remain imprinted in my memory: “That was an inappropriate acknowledgement of that student. She used to be a great student, but recently she has not been completing assignments and has shown indifference in class. You made her look like a world-class writer.” I was stunned by the teacher’s observation, but also by the teacher’s claim that the same student who wrote and spoke so beautifully could be struggling in her English class. 

That night, at a dinner event held at the school, I had an opportunity to pull the student aside to ask about the inconsistency. When I asked her why she was so motivated to write online yet not finish her homework assignments, she explained matter-of-factly, “Every day when I wake up I have an important decision to make. Do I write for my teacher or publish to the world? I prefer to publish to the world.” As the British would say, I was gobsmacked. 

This response has enormous implications for how educators structure learning experiences for students. Although this student may seem exceptional, countless students yearn for an audience that values their work beyond a grade. They seek learning communities that support their growth and share their passion. Above all, they value authenticity and purpose in their work. 

The story highlights the virtues of shifting the focus from an audience of one (the teacher) to a more global audience. The teacher’s response to my commendation of his student reflects the fears of many who resist this sort of shift. For this particular teacher, the student’s activity on the fan fiction website represented a loss of control and a distraction from the learning environment he sought to establish in his classroom. Being fixated on the student’s recent negative behaviors, he failed to see the ways in which he could leverage this online tool to motivate his student to achieve both in the classroom and beyond. 

Thankfully, many teachers are working to provide a global audience for their students, understanding that such outreach can be key to investing them in lifelong learning. When students see that others value their work, they are more likely to invest time and effort into the assignment and more inclined to act on feedback that will improve their products.  

It is incumbent upon us as educators to continue to craft meaningful, rigorous assignments that students believe are worth sharing with the world. With the rise of modern social media sites such as Twitter and Facebook, in addition to a wide array of blogging software, students have more opportunities than ever to publish their work to the world. As this story illustrates, students are already doing this—the challenge is for teachers to take advantage of these online tools to build learning communities that are inspiring and valued by students. 

One of my most re-tweeted lines over the years has been, “Stop saying ‘Hand it in,’ start saying ‘Publish it.’” This paradigm shift from an audience of one to an audience of the world will inspire more students to achieve their potential, while instilling a lifelong passion for genuine learning. 

Alan November is an international leader in education technology. He was named one of the United States’ 15 most influential thinkers of the decade by Tech and Learning magazine. Alan has worked with schools and universities in 40 countries to improve learning through innovative practice. 

alan@novemberlearning.com
www.novemberlearning.com

 

For more on . . .

-N- Stuff  :  On Creativity  :  Do schools kill creativity?  :  Smartest Kids in the World

 

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