Category Archives: Personal Growth

Learning, Personal Growth

He Was Big, But Was He Bad?

Leave a comment

questions

Thanks to the “efficiency” of technology, this originally published with the wrong title and I fear went to subscribers with the title “Brain Surgeons and Truck Drivers Unite!” While there are some similarities, that’s a piece being developed for another day!

 

One of my more interesting assignments recently was working with a group of sixth graders who had just finished reading what is considered a “fractured fair tale”–in this case the story of Little Red Riding Hood written from the wolves  perspective. It’s not uncommon to ask students to read (or retell) a common story from another character’s perspective. The educational benefits are many. In this case, their assignment was to consider whether or not the retelling influenced their own perspective.

I was a bit surprised that all but one student readily bought into the wolf’s explanation. Most began to feel sorry for the poor maligned wolf now that they “understood” his perspective and were able to view the facts differently. But as I listened to them explain their conclusions, it was not so surprising. Kids are open-minded–much more so than adults–and are willing to consider new information. Yes, it makes them vulnerable but it also means they can learn and grow at astounding rates.

Now I will confess that I don’t recall ever questioning what happened in that story even as a kid. My reality has always been there was a big, bad wolf, a somewhat naive little girl, and a grandma who has a very brief role. I might have subconsciously identified with the wood cutter–it’s always  nice to identify with the hero. (There are several versions of the tale–in the earliest the story ends with grandma and the girl being eaten. They are not rescued. So much for the “happily ever after” aspect of fairy tales.)

Of course, we all know that the point of fairy tales is not to convince kids monsters exist. They already know that. The point of fairy tales is to show kids that monsters can be killed (attributed to G.K. Chesterton).

But in this sixth grade classroom (and, hopefully, many more like it) we find another point of fairy tales is to make us think. I found myself doing exactly that–not so much about whether or not the wolf was actually a victim as about how our perceptions influence our thinking and conclusions. One young fellow in the class took a minority position by remaining convinced that the wolf was a liar and was only trying to fool us the way he’d fooled Little Red Riding Hood. According to this young man, the wolf was  “bad to the bone” and we are crazy if we believe otherwise.

But are we?

Let us understand this is not about teaching truth. It might be about searching for the truth. It is certainly about learning. We have plenty of bias and close-mindedness in our adult world. I suspect some of that develops at a very young age when in our desire to protect children we adults create perspectives in them that actually become unchallenged prejudices carried into adulthood. Sometimes those biases are about others; sometimes they are about ourselves.

No matter who they are about, there is a lot to be gained in challenging them. Even if we end up maintaining our original beliefs, we may well gain empathy  and understanding of the bigger picture and those around us. That the wolf was big is probably not debatable. But was he truly “bad?” Are you willing to consider that he might merely have been doing what wolves do? In the book, he explains that he looks at grandma the way we might look at a cheeseburger.

In researching this article, I found some interesting theories about fairy tales, including speculation that they provide the “core of ethics.” Now much as I enjoy thinking, I really want to say, “or they might just be stories.” As a writer, I do think we should be careful to leave plenty of room for the reader to draw his or her own conclusions.

So you can decide whether or not the wolf was bad or simply a maligned opportunist–or perhaps even a victim. But you do have to think about it before you decide.

And the next time you hear yourself stating a perception  about others  (“All politicians are dishonest.”) or yourself (“I suck at math.”) you might consider whether or not that perception is a prejudice–a decision made without really thinking.  There may be some new information available or a perspective you haven’t considered. Now that you are an adult, it’s okay to let your beliefs and yourself be a little vulnerable. Remember, this is not a call for you to abandon your beliefs. It’s a call for you to learn and grow even if you end up believing what you always have.

Big Brains, Big Hearts, Just for Fun, Personal Growth, School Programs, Small People, Writing Skills

2014 — A Year in Review

Leave a comment

Wh2015_crush_2014ile writing Christmas cards, I found myself sitting with pen poised and brow furrowed, pondering whether or not it was truly possible to condense a full year into a few short sentences. Several friends and I exchange annual greetings that qualify as very short updates of how the year has passed. Unfortunately, contemplating how to do that didn’t mean getting the job done, so I ultimately selected a few key words and activities and scribbled my note.

The activity left me feeling somewhat unsatisfied, so I decided to look back through an entire year of posts on this site. Here are some that represented important events this year. (Click the title to read the entire post.)

tells a short story of a five year old who helped me learn an important lesson as she learned about balancing love and respect.

In the post titled  I confessed to “fooling” some kindergarteners regarding my abilities. The experience reminded of why I feel so lucky that I get to work with them. No, it’s not because they are easily fooled.

marked one of the more meaningful days of the year… “Johnny” has enjoyed pulling one over on me since second grade. He got me again (he was in sixth grade last spring) and reminded me that the line between teacher and student is supposed to be fuzzy.

suggested we can find comfort in the truth that “Nothing is ever really lost to us as long as we remember it.”

was written in the middle of a battle with technology. I’m still not sure if I’ve won.

was about process (fishing) and results (catching); teaching and learning. “You can’t say you haven’t caught any until you’ve quit fishing.” In non-fishing terms I tell the kids I work with, “You haven’t failed until you’ve given up.”

suggests that writing rituals and thinking rituals are closely aligned and worthy of consideration. I confessed to considering some writing rituals that might be considered “odd” so I develop a writer’s reputation as a “character.”

! One very little girl named Julia reminds us that it’s way too easy to underestimate kids.

celebrates an honor this year—being featured in Maine Seniors Magazine. The photo section created a fun opportunity to work with my (then) third grade future pop star friend. I also ended up being called a “hunk” by some seniors after the article was released. I briefly considered adopting a tag line “working with people from eight to eighty…”

Simple gifts really can be the best, but it still depends on what’s in the package.

was my attempt to resolve the debate about how we greet each other in December. While many responses were complimentary, I managed to give at least one person the fodder necessary to become very angry with me, proving once again that in spite of the writer’s best efforts, readers read words and then read meaning into those words that is sometimes way off the intended mark!

Of course there are other posts—some regarding classes, some shared articles and videos by others. A quick analysis of site activity showed that the most popular posts were those with information about activities at school: the PCES Winter Concert and the SAD 4 Veteran’s Celebration. Since I think that’s pretty awesome, I’m planning to give some thought this year to some site redesign that will make that sort of information even more accessible.

And therein lies a final lesson of the year. While it’s true that nothing is ever really lost as long as we remember it, we shouldn’t forget that our future memories aren’t simply a matter of fate and chance. Our choices will greatly influence what we experience.

I don’t tend to make resolutions, but I do try to keep my priorities in order and stay focused. I expect if I spend a lot of time fishing I will catch some fish. Since I do actually go fishing, that’s not just an analogy. But it might be a metaphor. I may not know the specifics, but I do know what I’ll be writing about and remembering this year. Do you?

Big Brains, Big Hearts, Causes and Friends, Learning, Maine Life, Personal Growth, Small People, Teaching

Mr. Boomsma Makes Mag!

1 Comment

SR Mag Clip“Mr. Boomsma” is the subject of a special article in the October Issue of Maine Seniors Magazine. The article was originally going to focus on the Grange, but as her research developed, writer Donna Halvorsen found a slightly different focus. She writes, “Each Grange can choose its own projects, reflecting local needs and interests. That’s how the Valley Grange, whose area stretches from Monson to Milo, came to focus so strongly on children. And how Boomsma—who talks with his hands and quotes Socrates—built a life around it.”

I knew I quoted Socrates, but didn’t realize I talk with my hands. Although it makes sense because I happen to believe that a teacher can and should be his own greatest visual aid. I like to draw, too! (I didn’t say I was good at it… in fact I’ve been working on forming my letters correctly so I don’t embarrass myself in Kindergarten.)

One interesting side bar story… when the article was going through it’s final edits, Donna requested some pictures of me “working with kids.” Since I’m usually the photographer at school, I didn’t find very many so we decided to have a photo shoot. But who to invite?

I remembered how several years ago Kendall Kimball (then a second grader) announced to me she is going to be a “pop star” when she grows up. She also provided a detailed explanation of the difference between a “pop star” and a “rock star” and her determination has not waned. Needing a young model, it occurred to me that we might launch her career and establish her identity as a media darling. When you see the photo of us on page 35, I think you’ll agree–the camera loves her.

As for me… well, when the magazine hit Park Danforth–an assisted living center in Portland–my Aunt called to inform me that some of her girlfriends think I’m a real “hunk.” So I guess I’m popular with the eight year olds and the eighty-somethings.

Maine Seniors is a high quality magazine published right here in Maine and distributed throughout the state featuring “community icons” and “prime movers”— seniors who are making a difference in their communities and state. The article features some of Valley Grange’s initiatives such as Words for Thirds, Bookworming, and the GrowME project while telling some of my favorite stories about working with kids. But it also makes clear the fact that Mr. Boomsma believes it’s not about programs. The programs I like “are really just an excuse to do the real work.”

I would quickly add that it’s hard to think of something that’s this much fun as work. If  you  haven’t guessed what “the work” is, read the article.

A  complete digital copy is available on . (Thanks to the publisher for generous reprint rights.) The entire issue will be accessible at http://meseniors.com before the month of October is over.

An outtake of the pop star and the hunk!
An outtake featuring the pop star and the hunk!
Learning, Personal Growth, Writing Skills

Before the Birds Start Singing…

1 Comment
Let's get some thinking done before the birds in trees start singing and the phone starts tweeting.
Let’s get some thinking done before the birds in trees start singing and the phone starts tweeting.

One of the things I enjoy about starting my day between 4:30 and 5 a.m. is the quiet. At this time of the year even the birds aren’t up to sing. The phone doesn’t ring. (Well, usually… sometimes there’s the call inviting me to sub at school but it usually doesn’t come much before 6 a.m.) Unfortunately, email does arrive–but usually at a much slower pace than throughout the day so I can start t feel like I’m catching up. And, depending on what my plan is for the morning, I can of course “turn off” the email. I don’t mind bragging that I can accomplish lots in that hour or two of solitude with no interruptions or distractions.

This morning’s email included a point to an article on a site I particularly enjoy called “Brain Pickings.” (I’d been using the phrase “brain leaks” before I came across it and now I’m not sure but what I like their idea better. The idea of picking someone’s brain does seem more acceptable than looking at what leaks out. Maybe.)

Anyway, this particular article is “The Psychology of Writing.”But it’s really about way more than writing. The article is an in-depth review of a book by Ronald T. Kellogg by the same title. I gather from the review the book “explores how work schedules, behavioral rituals, and writing environments affect the amount of time invested in trying to write and the degree to which that time is spent in a state of boredom, anxiety, or creative flow.”

It’s particularly interesting that the book was written in 1994 – twenty years ago – before we became constantly connected to each other electronically. But it’s not much of a stretch to see some application and connection. Are we really more productive because our smart phones are strapped to our side? (Actually more often they are in the hand at at the ready.) Our “behavior rituals and writing environments” have definitely changed in the last twenty years.

There’s a quote on this site “I write to discover what I think” and I would offer that the psychology of writing is akin to the psychology of thinking.  For some reason, there is a fascination with writer’s environments and habits. Perhaps we could develop an interest in thinkers environments and habits. We may not all be “writers” in the professional sense, but we are all thinkers. I hope.

When I teach writing, my bias is “put the pen on the paper” (or your fingers on keys) and get started. That physical act will often get the creative juices flowing. Thinking is a bit more abstract, but physical acts or rituals can be developed. With the kids at school we sometimes go through a motion of putting imaginary thinking caps on to signal we are going to make a deliberate effort to think. It’s really fun to watch the kids’ countenances change. The room becomes quieter and facial expressions change to a serious, thoughtful look.

Certain types of thinking do require a disciplined approach and that can include consideration of the environment and perhaps some ritual, particularly when we are starting. Reading the habits of great writers can be particularly entertaining–although one might do well to wonder how much was about writing and how much was about branding. I can’t say that I’m conscious of any particular rituals or habits I use, but I’m working on some. I think it would be fun to be a “character.”

I do have some thinking rituals. I actually have two imaginary thinking caps that help me decide how I’m going to think about the topic at hand. One is divergent or lateral and I wear it when I’m trying to generate ideas or look for possibilities and consequences. The other is convergent and I wear it when I’m trying to get focused and task oriented. I’m convinced we should sometimes think about how we’re going to think as much as what we’re going to think about.

The more we write (or think) the more likely it is we will discover what works and what doesn’t work for us. I don’t have a writing cap, but I suppose I could. Writers and thinkers should develop a high level of self-awareness and a few rituals along with it. It will increase our efficiency and output. Let’s put on our thinking caps and read The Psychology of Writing, then give some thought to what thinking and writing environments and rituals work best for us.