Tag Archives: education

My Sheep!

I just have to share this story. As many know, I am the program director for Valley Grange of Guilford. One of the projects I get to enjoy is
Words for Thirds–the Dictionary Project
. The project involves visiting third-grade classrooms in the area to present students with their very own dictionaries. I’m not always sure who has the most fun–me or the kids!

To appreciate a recent event at SeDoMoCha, it will help to explain that I demonstrate how a shepherd’s hook is used. We then talk about how anyone can become a leader. To achieve the demonstration, I select a student to assist by pretending to be my sheep. Once they’re upfront, I ask them to please try to look fuzzy. This usually results in blank looks from my volunteers, but not so with my sheep at SeDoMoCha.

I suppose this is a “you had to be there” story, but my young volunteer wordlessly reached up and undid her ponytails, then flipped her head from side to side, “fluffing” up her hair with her hands so it covered her neck and shoulders. After serving as my sheep, she put herself “back together,” also without comment. She may have a future as an actress or a hairdresser. She certainly has an ability to “think on her feet!”

The experience reminded me of another one a few years ago–I think it was in Brownville. My selected volunteer had a propensity for accuracy. I brought him upfront and said something like, “So if Johnny here is a sheep…”

He interrupted and said, “I’d actually be a ram.”

Since yesterday’s sheep didn’t say anything, I won’t observe that “Kids say the darnedest things.” But we might all be reminded that it is too easy to underestimate kids. Hang around with them and let yourself be impressed.

Can I Help with the Peaches?

Actually, there is no direct connection between Kauffman Orchards and B… and if this photo looks a little blurry, understand it was taken from a moving horse and buggy!

During a recent visit to Central Pennsylvania, I decided to revisit one young friend (“B”) I’d talked to last summer. She told me then she had just decided to stay with the Amish Faith and shared some of her thoughts and reasons. I was quite literally “blown away” by her honesty and thinking. We even discussed some of the difficulties she anticipated. When the conversation ended, she said how wonderful it was that we had learned from each other.

I didn’t see her working at the farmstand this year, but I mentioned her to the older Amish gentleman who collected for my purchases. He smiled some, jerked a thumb over this shoulder, and said, “She’s in the back peeling peaches. You should go talk to her.”

I felt oddly honored that I was allowed through the “employees only” door. I found her making short work of peeling and cutting up a huge basket of peaches.

I was not disappointed. She remembered me and was only too happy to share some updates. We actually had quite a discussion about “social media.” She has a phone because, in addition to working at her family’s farm stand, she has started her own business. She explained how she uses the phone and how she doesn’t. Prior to baptism and joining, she used the phone freely, but she also saw how using the phone impacted her. I agreed with her and found myself a bit jealous of her achievement. In so many words, we agreed that it’s important to think about how things impact us.

It wouldn’t be accurate to say she’s a lucky girl because I’m not sure luck is involved. She is taking full responsibility for her choices and the consequences of them. She’s a critical thinker–I noticed that last year. She made the point then that choosing to remain Amish would not be based on the things she is giving up. She is staying Amish for what she will gain.

I’ve noticed that conversations about the Amish typically drift to what they don’t have or accept. “They don’t have electricity.” {That’s only partially true. ) “They don’t drive cars; they have to use horses and buggies.” (Again a partial truth.) We seem to make it sound like being Amish is all about giving things up and following rules.

B doesn’t see it that way. She is not a victim of being Amish. She chooses not to sit at home and play computer games on her phone. She is choosing her way of life. We talked a lot about who we are and who we will become, and how life is a journey and process. She also knows what she doesn’t know.

Gellasenheit! (Ironically, when I used that word with her last year, she didn’t know the meaning. She found it interesting and amusing that she was learning an Amish way of thinking from an Englischer.

B continues to work at the family farmstand. Since last year she’s also started her own successful business. She somewhat shyly shared that she’s “in a relationship.” I teased, “So next year you’ll be married and I won’t find you here.” Her reply was straight to the point, “Oh, I doubt that!” Later, I wished I’d clarified. She might have meant she’d probably be married but still at the family farm stand. One thing for sure, she’ll have made her decisions thoughtfully.

I didn’t ask, but if I were to guess she’s in her late teens. Most Amish join the church between the ages of 18 and 21.

In the Amish world, she is NOT an exception. I could share other stories and examples. She finished the peaches while we talked. I can handle that sort of multitasking. I am challenged to talk with someone who is also typing on their smartphone.

I am proud, honored, and blessed to know her.

Twain on Training

I couldn’t resist the alliteration, even though this is about education (which many think is different from training).

“Covid Crazy” isn’t on the DSM yet (Diagnostic and Statistical Manual of Mental Disorders), but I won’t be surprised when it appears. I wish I could remember who said, “We got used to staying home, and it’s like nobody wants to crawl out from under the blankets.” Most of us have days when that sounds good–the pandemic seems to have increased the trend geometrically. It will be fifty years before we even begin to understand the impact of the pandemic and our collective response to it, including how it impacted our happiness and enjoyment.

He’d be tarred, feathered, and lynched in today’s world, but my college psych professor was memorable for saying, “If rape is inevitable, you might as well enjoy it.” It is a horrible statement, but he was trying to make the point that we should approach things we have to do with an upbeat attitude. There’s probably a better example, but it was memorable. (I also remember him biting an apple and throwing it at the class.)

I taught a course years ago that aimed at increasing job satisfaction. Many people became so focused on hating work they were missing opportunities. It was/is a question of focus. At the time, I coined the phrase “ritualistic complaining.” One of the ideas behind the course was to get out of the habit of focusing on the negatives.

We’ve scratched on the surface of its effect on education, but education has had some systemic issues for at least fifty years.

I am often disappointed with how many students attend educational events with a “let’s get it over with” attitude. I’ve always believed part of my job is to make the experience enjoyable and meaningful, even for those who came with a “let’s get it over with” attitude.

Most people enjoy learning. A lot of education takes the joy out of learning. It’s also human nature to want to learn. If we didn’t, we’d still be crawling around on our hands and knees. There are a lot of Facebook users who never attended a class, but they are adept at using it. Some of those same people complain that they don’t get good training at work.

Mark Twain quit school when he was 11. He later said things like, “Don’t let schooling interfere with your education.” Another favorite is, “Some people get an education without going to college. The rest get it after they get out.” The longer I’m in the education business, the more apparent it becomes that the model could stand some improvement. He also said, “One can be both entertained and educated and not know the difference.”

(I’ve not vetted these quotes, but they sound like something he’d say.)

A proverb (not attributed to Mark Twain) suggests, “Ignorance is bliss.” It has some value as a coping mechanism. We can avoid unpleasantness if we hide under the covers and remain ignorant. Perhaps it would be more accurate to suggest we can avoid thinking about things we find unpleasant. It doesn’t change the things we are avoiding, but it does change our feelings about them. A non-clinical term for it is “sticking our heads in the sand.” If you’d like to go clinical, Google the Dunning-Kruger Effect.

I occasionally acknowledge I’m prone to being a crusader. I don’t think I have a messiah complex. I definitely have no desire to become a martyr; apparently, that often involves dying. But I just might become an education reformer.

“If ignorance is bliss, why isn’t the world happier?”

Mark Twain

Re- What?

I recently announced that after nearly two decades of teaching real estate, I’m “retiring” this spring! For the past several years, I’ve limited myself to teaching QE (qualifying education—“pre-licensing”) courses only. I will be teaching the Sales Agent and Associate Broker Courses in March/April for the last time.

Among the comments I heard were, “I can’t picture you retiring.”

I confess I had some trouble myself. One of the people I talked to while considering the decision was a good friend and colleague, Jack Falvey. I met Jack in the late 1970s. I’ve been a few years behind him ever since. He’s one of the most down-to-earth people I know, and he has a fantastic ability to cut to the chase. One of his bits of advice was to stop referring to the event as “retirement” and shift to the word “repotting.” He explained, “You’re just going to grow in a different place.”

He was prophetic.

Shortly after the announcement of my retirement repotting, I was offered a position with Beal University. My new “pot” is their Addiction Counseling Program, where I’ll be an adjunct instructor.

One of the more exciting aspects of the position is that Beal University’s curriculum and practice closely follow the flipped or inverted classroom approach. A somewhat oversimplified explanation is in a flipped classroom, what was traditionally done in class is now done at home (online), while what was done as homework is now done in class under the guidance of the instructor.  This appeals to me greatly.

I’ve become increasingly aware that SMEs (subject matter experts) are often disadvantaged in the teaching and learning environment. For one thing, students tend to focus and depend on the instructor’s knowledge, and the instructor gets caught up in being “the sage on the stage,” attempting to dispense that knowledge. There’s been much talk over the past decade of moving from the “sage on the stage role” to a “guide on the side” role, but it’s a tough transition.

The source of the quote is debatable, but its accuracy is not. “College is where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either.”[i]

It’s actually not limited to college—and, in fact, many colleges are flipping their classrooms in ways that diminish the need for subject matter expertise and increase the need for facilitators who can make learning happen.

For those worried about my qualifications, you can check out some of my certifications and read my teaching philosophy. Don’t miss the short story of my day teaching second-year Spanish—a language I do not speak. Another short story involving my young friend Amish friend Hanna Rose makes an important point for anyone who claims the moniker “teacher.”

On an even more personal note, some may know that I remain good friends with my high school English teacher, Tony (“Mr.”) Russo. He’s now an adjunct with several online colleges. I can’t wait for his reaction to this announcement.

And I’m interested in your reaction… While exploring this opportunity, I told several people, “I think I’m ready for academia. But I wonder if academia is ready for me?”


[i] There’s an interesting discussion of the variations and attributions of this quote at https://quoteinvestigator.com/2012/08/17/lecture-minds/.