Tag Archives: Learning skills

A Page in Mr. Boomsma’s Brag Book

Teachers are, I think, students just by nature of the profession.  But in this case, I became a student both officially and formally by completing an online course offered by STEDI (Substitute Teacher Division, Utah State University) titled “Advanced Classroom Management.”

I wish I could tell you that it was a grueling and stressful experience. Truth be told, I’d actually taken an older version of the course some years ago. So this was a bit of a review and I was able to complete the self-paced course quickly.  Being a typical adult learner, I undervalued the material–at least until I finished.

Then I remembered, sometimes the greatest value of a course is that it reinforces what you already know and increases your confidence. I use many of these techniques while teaching. They are integrated into the Substitute Teacher’s Workshop I offer in conjunction with several adult education programs. So, as the saying goes, “It’s all good.”

Students of all ages often ask, “Do we have to learn this?” I understand the question but also find it a sad one. What happened to the joy of learning?

Seth Godin recently posted some thoughts about the smoker’s lounge at the Helsinki Airport. (There’s still one there.) He observed that most smokers in the lounge didn’t look particularly happy. They had the appearance of doing something because they had to do it.  He also observed many people standing about the lounge checking their phones. They didn’t seem particularly happy either–probably for the same reason. He wondered when we are going to start building social media lounges.

One thing to like about Seth is he makes you think. I’m not sure if his post is about addiction, human nature, social media or something else.

But I do know this: Things that initially bring us pleasure can easily turn into habit and drudgery.  We continue to do them because we have to do them even though the value has diminished. That may include learning.  But when we really start to think about it, the cigarettes, phones, and I would include lessons, do not change. We change–collectively and individually.

But when we really start to think about it, the cigarettes, phones, and I would include lessons, do not change. We change–collectively and individually–how we think about things and our attitude towards them.

Let’s make learning fun.

Bite Your Tongue, Teacher!

Many people mistakenly think learning group advisers need to be the extreme experts in their field. The truth is that the ideal adviser often is one or two steps above the learner. Too much cognitive distance between the learners and advisers creates an environment where the extreme expert focuses on “telling” the learners what they need to know, rather than creating an environment that is open to exploring the topic, solutions and / or ideas.

Excerpted from Expert Advice by Randy Emelo

Shhh... I got this, Mr. Boomsma.
“Shhh… I’ve got this, Mr. Boomsma.” (This is a stock photo compliments of Pixabay.  It is not the young lady described in the article.)

I “borrowed” this quote from the November Issue of Training Doctor News because it’s a common mistake trainers and teachers make with students, particularly when we see ourselves as an SME (subject matter expert). Our real value might be as facilitators of learning, not simply dispensers of knowledge.

Just recently I had the opportunity to spend some time with two young ladies. When I say “young” that means one was a sixth grader, the other a fourth grader. Even though this was not school-related, I tend to believe we who are adults should always be “teaching” children, if only through good role modeling. So I stay alert for opportunities.

They were having a conversation in the back seat that began with an announcement that an adult friend of theirs was pregnant. For reasons I certainly do not understand, the younger asked no one in particular, “When the Mom is pregnant, can the Dad drink wine?”

I tried to look smaller and hoped that I would not be drawn into the conversation in spite of the fact that I certainly qualify as an SME (Subject Matter Expert) on this topic in a relative sense when compared to a twelve-year-old. I was reasonably sure a simple “yes” answer was not going to be the end of the conversation.

Worry wasn’t necessary, the sixth grader accepted the challenge, explaining that while the Mom shouldn’t drink, it would be okay for the Dad. The fourth grader accepted this, explaining that she understood the Mom shouldn’t drink since the baby was in her stomach.

The sixth grader gently corrected this, noting that she’d learned in health class that “the baby is actually in the nest mothers have in their bodies.”

I drove on, both relieved and feeling a bit smarter having learned a new vocabulary term associated with reproduction. I now have a better explanation of the process and successfully escaped from dealing with the topic.

That sixth grader was, in the truest sense, the “ideal adviser” because she was “one or two steps above the learner.” The conversation between the girls continued briefly as they were “creating an environment that is open to exploring the topic, solutions, and /or ideas.”

In fairy tale terms, we all “lived happily every after.”

It reminded me of being in a store once and hearing a youngster ask his Mom a question about something in the store. The mom replied in a genuinely interested way, “What do you think?” It wouldn’t have been appropriate for me to follow them and eavesdrop, but I’ll bet it was an interesting conversation.

Teachers and learners take note. Sometimes knowing the answer just isn’t that important–or necessary! There are times when we need to bite our tongues and sit on our hands so it’s truly about learning and not just about teaching.

He Was Big, But Was He Bad?

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.

Before the Birds Start Singing…

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.