Tag Archives: school

Unintended Consequences -- -- the good, the bad, the ugly:

A recent post on Facebook told the story of a teacher shopping for school supplies. She was approached by several parents shopping together (who had their school-aged children with them) and subsequently forced to listen to them complain about how much they were spending on back-to-school supplies and how teachers must think parents are made out of money. Apparently, they didn’t notice that the teacher was spending even more money than they. Her cart was full of things she needed and supplies to help out the students she knew would not have what was necessary.

It was an interesting story, certainly. The teacher handled a potentially ugly situation gracefully and sympathetically. I admired that but felt a real kinship with her when she described what she really wanted to say those parents.

Adults often “thing” children. We forget they are there and, more importantly, forget they are watching, listening and learning.  It’s a mistake that’s easy to make. Even teachers must guard against it. We see them as “kids” or “students” and lose sight of the fact they are small people with big brains that are like sponges.

Not only did those parents not notice the teacher’s cart was full, they forgot there were little people watching, listening, and learning.

So the teacher wanted to remind those parents there were little people there and what they were hearing was, “School is not important enough to spend money on, teachers are not to be trusted, they have bad judgment, and learning does not require investment.”

In fairness to those parents, they (hopefully!) didn’t want their children to hear that. We sometimes call this “unintended consequences.”

I watched a child tugging on her mother’s hand as they walked down the street, almost yelling, “Mom! Mom!” Mom was totally focused on her cell phone screen and it appeared not even acknowledging the child. I don’t know what was so important on the phone. I don’t know why the child needed her mother. But I’m fairly sure I know the message the child was getting. I also know that a few simple words and eye contact with the child could have conveyed a very different message.

When it’s back to school shopping time–or school budget time–I believe all adults have a responsibility to “watch our words.” We may be frustrated at the expense while we’re shopping and angered with increasing budgets and taxes but because we’re adults we should be able to express our frustrations and anger in an appropriate manner.

Let’s not teach our kids to disrespect schools and teachers. Let’s be careful we do not devalue learning and education–even unintentionally.

Education is expensive. But it’s also important. Let’s teach our children both of those truths and model good problem-solving skills.

Sometimes unintended consequences can be good. Another time in a store, I heard a young child ask what might have been a fairly simple question–I honestly don’t remember it exactly, but it was relative to why something was where it was.  The parent stopped and looked at it with the child then said, “That’s interesting. Why do you think it’s there?” I didn’t need to eavesdrop on the entire conversation to know that child was learning he and his thinking is important. I also hope to have that child in a classroom I’m teaching some day.

Thinking is not only allowed, it’s needed. Not just in classrooms, but in life.

Books and Balloons at River Festival

Coming soon… another year of fun at the Piscataquis River Festival in Guilford Maine, This is truly one of the best community events in the area… it’s really family friendly, affordable, and includes lots of free activities for the kids! I’m pleased to support it with an Abbot Village Press Booth where I’m joined by Valley Grange Bookworms.

This year you’ll find the in addition to the usual books and balloons I’m adding some resources regarding bullying and other issues kids are facing today… stop by and chat!

Valley Grange Bookworms will be helping distribute free balloons compliments of Valley Grange… Kids should be prepared to tell us how you are doing with your summer reading list!

Thirteen Reasons Why…

https://en.wikipedia.org/wiki/File:ThirteenReasonsWhy.jpg#/media/File:ThirteenReasonsWhy.jpg
Fair Use of copyrighted material*

For those who may not know, Thirteen Reasons Why is the title of a book first published in 2007 and recently adapted to a Netflix Series. The story follows a fictional teenager named Hannah and, in short, how she shares her thirteen reasons for deciding to take her own life. For various reasons, the book and series have captured national interest with many believing the story “glorifies” suicide. Many young adults are reading the book (a New York Times best-seller) while many parents are concerned about the messages youth are receiving.

One thing it does do is generate conversation and I’m honored to have been invited to participate in a Coffee Talk with Pastor Reeni Cipullo. This informal discussion of the book and Netflix Series will tackle questions like

  • Do books and films like this glamorize suicide?
  • Were Hannah’s reasons for taking her life valid?
  • Why are young adults captivated by the book/film?
  • What does the book/film say about adults?
  • Should I read/see it if I haven’t?
  • For those who have read/seen it, how did it impact you?
  • and any questions or concerns you might have.

This is a free event with an opportunity to get the facts and discuss your concerns and questions around the story and issues young adults face. All are welcomed!

I have created a resource page for information on this topic and will have additional material available at the Coffee Talk!

*Book Cover Image Courtesy of Wikipedia

Teachers — Born or Made?

“Teaching  is a natural gift; it cannot be taught through college training.” This statement posted on a substitute teacher’s forum was actually directed to me based on some previous discussion around the qualifications for a substitute teacher. I decided not to engage in a “nature versus nurture” debate and actually fell back on my “it depends,” answer to the question “What do you say?”

One of the things teachers must learn is to make sure you understand the question before you answer it.  I’m still not sure if this was a question about teaching or a question about the value of a college education.  But it did set me to thinking.

I think some of the fundamental qualities required to be a teacher are not easily taught. A couple of examples:

  • A love of children
  • A love of learning
  • A love of teaching/nurturing
  • Flexible thinking skills

I do think those qualities can be learned. There is a, however, a difference between learning and teaching. I know a lot of people (kids included) who are tired of being taught but are anxious to learn. One of the distinguishing features of an outstanding teacher is his or her ability to engage the learners and make learning “fun.”

When I started in the business of education, my focus was on adults. Macolm Knowles was just developing his adult learning theory and the word “andragogy” was becoming commonplace. They were heady times for educators.  As is often the case with new concepts, an unfortunate polarity developed. The term “pedagogy” had been around longer, applied to child learning. No one thought to raise the question of whether or not it makes sense to draw such a solid line between child learning and adult learning. We were too enamored of the labels and the differences.

But I digress–mostly to make the point that adults tend to be more task-oriented and self-directed learners than kids.  For most adults, learning is about application rather than memorization.

Colleges have been too slow to recognize this difference as an opportunity. Ironically, there has been a tendency to cling to teaching methods more suited to kids. Another digression we could take–what is the teacher’s role in teaching students how to learn?

When we look at teaching, there’s a lot that can be taught in a classroom–college or otherwise– including strategies and techniques. But if we’re not careful, we end up with the equivalent of trying to teach someone how to play tennis without spending any time on the court.

I “interviewed” my niece (Thanks, Abigail!) for this article–she’s currently completing her student teaching, a 75 day (15 weeks–one semester) assignment. She estimates that 15-25% of her college program involves actual teaching–partly because she ended up team teaching during her observations.  Not all students get that opportunity–much depends on the supervising teacher.

Can teaching be taught in college? We need to be cautious about one-dimensional thinking and yes or no answers. If  we think the answer is found in whether or not the teacher can pass the test, let’s remember that the real test isn’t a final exam or achieving certification. The real test will happen in the classroom–one reason it’s important to learn there.  Or maybe in a Dr. Seuss like way, we should be learning “here, and there, and everywhere.”

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.