My “back to school” shopping list includes brains! When I checked my supply I realized I had to reorder again this year.
Perhaps I should explain.
Dealing with test and quiz anxiety is typically a challenge for some adult learners. A few years ago I learned that using stress balls (sometimes called “squeezies”) can help restless children focus… the constant motion seems to release energy and allow the child to focus. So, I thought. “Why wouldn’t this work with adults taking quizzes and tests?”
My first experiment with the theory included a young man who was self-proclaimed “A.D.H.D.” and quite worried about taking quizzes and tests. He actually broke the stress ball I provided and encouraged him to use. But he also got a pretty good grade and thought having it helped. So I ordered some different ones that wouldn’t break and now offer them to all students prior to a quiz or test.
I was quite pleased to find “squeezies” in the shape of a brain. How much more appropriate could things be? Take a test–squeeze your brain! You might be surprised to discover what comes out!
They’ve proven quite popular with students. I’m also told they are quite popular with cats because they are fairly easy to bat around. And, of course, the jokes never get old–nor do the strange looks from the U.P.S. driver when I grab the box from him and announce, “My brains came! My brains came!”
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.
Thank you so much for your book, received it yesterday and have read a chapter or two so far. I have many questions already, everything is just so well done. Through mass-marketed media its perceived that adults take for granted the words of a child, and their hold and place in society. Your book defies that stereotype, finding the deeper meaning in education and brains of our youth. Coming from someone who wants to study child-minds and thought processes, it was very humbling and insightful reading the first beginning pages of your experience with the young Amish girl…
What is not to like about a review like this!? It’s written by a high school senior who contacted me for some “collaboration” on a writing project… her planned vocation is to become a child psychologist and her avocation is to write and publish.
I love her suggestion that I defy the stereotype that “adults take for granted the words of a child…” She definitely has a future as a writer, because that is a previously not-so-well stated mission. Maybe even an obsession. I often quote Stacia Tauscher:
“We worry about what a child will become tomorrow, yet we forget that he is someone today.”
Children are really just little people, not so different than those we consider adults. Admittedly, they have less experience being a person than an adult, but they are no less a person. They see things with curious minds and fresh outlooks. Their observations are often insightful.
Just this week, we received new identification badges at school. They are quite formal and official looking. We wear them on a lanyard so people can be assured we belong where we are. I don’t question the need and logic. But a second grader did.
He grabbed my badge, studied it closely and looked somewhere between puzzled and horrified. “Mr. Boomsma, this isn’t right. It says you are a substitute teacher. You are a REAL teacher.”
I suppose I should have “corrected” him, but truth be told he made me feel pretty smug and really good. He also gave me a lot to think about and I ultimately decided that what he thought was probably more important than what my badge said.
One reason subs sometimes have difficulty managing a class is the students will view him or her as “not our teacher” and decide the day will be a bit of a holiday. When I teach the Substitute Teacher Course, we spend some time discussing this potential power struggle. Part of my approach is that we must establish at the beginning we are there to teach, not to babysit. Yes, things will be a little different, but it is still about teaching and learning. A substitute who establishes that at the start will have far less “classroom management” issues. In age-appropriate language, I make it clear I am not there to manage a classroom, I am there to teach and facilitate learning.
So I think it’s pretty cool that second grader thinks it’s wrong to call me a substitute. I also think it’s pretty cool that he was able to read the entire badge, including the word substitute.
Labels are certainly a necessary tool in our society, but they come at some cost. The biggest cost is the loss of true identity when we become seen only as the label.
Don’t forget. A child is a person–a smaller and less experienced one, but no less a person.
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.
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.
Tomorrow I will be teaching a course for substitute teachers. Yesterday I happen to talk to someone I believe is a truly great teacher. We bumped into each other in a grocery store. Since she looked troubled, I asked what was wrong. She replied, “I’m trying to do some math in my head.” We had a lot of fun with that. (She was buying some supplies for a class project that sounded really awesome.) Of course we ended up comparing notes and sharing “war stories.” People didn’t seem to mind going around us, standing in the aisle and laughing over some of the things we’ve experienced.
Towards the end of our conversation, we talked about some folks we knew who have recently retired. This great teacher said, “I’ve been teaching forty years.” We did some more math to estimate how many kids she’s taught. Then she added, “I really should be thinking about retiring, but I can’t.”
When I asked her why she replied, “Because I’m having way too much fun!”
The folks I’ll work with tomorrow may not be “teachers” in the formal sense of the word. But they will be teaching. My hope for them and the students they have–if only for a day–is that they will find the business of learning fun. It won’t always be easy. But it should always be meaningful. When we start to forget that, here’s a short reminder.
Walter Boomsma (“Mr. Boomsma”) writes on a wide array of topics including personal development, teaching and learning. Course information is also available here!