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12/15/16 Math Is a Langauge
My linguistic nerd heart is singing...
10/21/16 Mastery-Based Learning
8/31/16 Perseverance
In June, I attended the graduation of my former client Eliana at the Moda Center in Portland. It was probably one of the proudest moments of my life and I don't think I brought enough tissue to deal with the downpour of tears on my face, as I watched her beaming while walking across the stage.
I had met Eliana in my first few months at the Oregon Human Development Corporation and from day one, I was impressed with her personality, drive, and ambition.
Eliana had had a child when she was a junior in high school, but managed to go back and finish her high school diploma. In 2011 when we met, she was unsure of what she wanted to "be" when she grew up. "I think I want to be a CNA, a paralegal, or something," she said matter-of-factly, while sitting in my small office.
A year later, she had completed a work experience with Habitat for Humanity, was enrolled at PCC studying business, and had secured a fantastic job at Wells Fargo. All at the age of 19. Prior to that, we had spent a few months conversing about her interests; completed some assessments to determine what career might work best for her; and connected her in the community. She attended Chamber events, had coffee with community leaders to discuss issues in local politics, completed informational interviews with professionals in the banking industry, and jumped on every opportunity she was provided with.
We stayed in touch as she worked on completing her Associates Degree and chatted over coffee about her next steps in pursuing her Bachelor's Degree.
Recently, she hit some snags as life dealt her a few big blows (as it often does); but once again, I was impressed with her ability to overcome all of it. She is a fighter and I'm so grateful to have known her.
The night of Eliana's graduation, I walked by a poster of Malala Yousafzai. I noted she would be speaking at the Moda Center in August. Knowing my tenacity for completely overbooking myself, I pondered whether or not I would be able to attend the event, but hoped I would somehow make it work.
I bought her book knowing that I probably wouldn't have time to read it for months, but remained optimistic and put it in the short stack near my bed in the hopes that I would eventually have time to dig into it. I just finished another book this week, so it's now next in line.
It wasn't until two nights ago that I was able to buy tickets, last minute. I didn't know if any of my pals would be attending, but was pleased to learn that one of my former colleagues was going to be there. We were able to connect for dinner and catch up and then went our separate ways to hear Malala speak.
And now, I'm at a loss for words.
In recent months, I have been so completely frustrated by the political climate we are being subjected to and have become increasingly frustrated by the hate that is being perpetuated. The hostility. The bigotry. The racism. The injustices. The turmoil. The killings. And I think hearing Malala speak is something we could all use a bit more of.
We need more Malala's to drown out the noise of the few who are dominating and wasting so much of our time; instilling false fears, and promoting so much unnecessary hate.
The only way I can think to describe this incredibly young and strong young woman is complete "awe." To be so young and to be so vocal and confident in her belief and faith is beyond inspiring. And her message is very clear: education is everything.
When I think of these two young women, from completely different backgrounds, each with their own very painful struggles and battles, I can't imagine how they overcame it all. What is it that pushes some to overcome such harsh realities? To never give up. To hope. And then have the power to go on and inspire others for greatness?
I think sometimes we don't realize just how lucky we are to have them and perhaps we should spend more time listening to them by ignoring "the noise."
8/28/16 I'm just going to leave this right here...
8/27/16 Paper Tigers
Last night, I attended a free viewing of the documentary "Paper Tigers," directed by James Redford (Robert Redford's son) at the Venetian Theatre. It was hosted by the Hillsboro School District and the theater was full of teachers, administrators, school support staff, and community members. I had only recently learned of it through a community list serv I am involved with and wasn't entirely sure what to expect.
Watching it was gut wrenching. I saw so many of the students I have worked with in the past and the students we currently work with represented in this documentary. "Oh, there's _____," I thought, as I watched a student tell their teacher they "f******* suck."
"And there's _____, the completely disenfranchised student who feels like a failure and doesn't even try in school."
"And there's _____, who is still suffering from being assaulted sexually." Actually, there were several examples of this; so incredibly unsettling.
I believe the most insightful statement presented in the movie was this:
"The behavior isn't the kid; the behavior is a symptom of what is going on in their life."
It had me considering a remark I heard last year, while teaching in a "top school" in Oregon. A colleague was frustrated by some of the obnoxious and uncontrollable behavior of some of their students and said, "Maybe they just don't belong in THIS school."
I said nothing and thought, "Do you know what I do professionally? Do you not know what the goal of my tutoring company is? My entire focus has been to serve those kids."
I completely understand the frustration of teaching class sizes of 35-40+ unruly students. It does suck. Especially when you don't have a classroom or textbook. There are so many things required of us as educators and so often we are incredibly limited by funding, so we are set up to fail in our jobs. Because of this, we have seen a huge decline in those pursuing degrees in education and a lot of professionals are getting out, just as this article from last year points out (The Real Reasons Behind the US Teacher Shortage).
"Polls show that public school teachers today are more disillusioned about their jobs than they have been in many years. One 2013 poll found that teacher satisfaction had declined 23 percentage points since 2008, from 62 percent to 39 percent very satisfied, the lowest level in 25 years. Fifty-one percent of teachers reported feeling under great stress several days a week, an increase of 15 percentage points reporting that level in 1985."
The problem is our schools and staff are not equipped to provide the reinforcement these students need to overcome the trauma they face at home (or in their past). There is a tremendous amount of research now that very clearly shows that trauma directly impacts brain development and in turn, behavior. There is a reason these KIDS act the way they do. Trauma and Brain Development
But does that mean they should be disqualified from receiving the same education as other students? Because they can't function in what some see as appropriate and tolerable? Or should they be shipped off to alternative programs so they can be "dealt with?"
Because that is the trend.
As a teacher, I have worked with many students over the years that caused me concern or alarm; to the point I went to counselors and administrators to address it. Sometimes this helped, and sometimes, nothing was done because when you are in a school with 1,500 students with four, maybe five counselors (if you're lucky), and five administrators, there is only so much they can do with the other inordinate amount of duties that are required of them.
You want to know how to fix the problem? Money. Smaller schools. And appropriate staffing with some serious health (as evidenced in this documentary), mental health, and case management support.
8/24/16 Summer Project Complete and a New One on the Horizon
A few weeks ago, my friend Maddie posed a question to me: "Want to help me paint my office? "
"Do I?!" I responded with possibly too much enthusiasm.
Maddie was not aware of the fact that in my early 20's, I aspired to become a professional Muralist. It was a dream that lasted about a day. About as long as my desire to become a Marine Biologist. But unlike Marine Biology, my actual contributions to the field included a few legit murals. I was actually able to complete three murals total before discarding the profession all together. And I had been paid!
She shared that she wanted to paint the Hogwart's Crest on the wall of her office (being a Middle School Counselor, she thought that might jive with her kiddos).
Was I on board?
Heck YES! Having read all of the Harry Potter books (including part of #5 while in Peru, hiking to Machu Picchu**) and having seen all of the movies, I felt like we could do this. Even though it has been a while since I have actually painted anything.
So we began. I hand sketched in the basics with an H pencil; she helped me visualize the spacing and use of space as I erased and swiftly drew in a rough draft. I appreciated her input, as it was the first time I had worked collaboratively with anyone on such an endeavor.
We then began filling in the basics of the first layer. Pretty easy until we got into shading. Maddie, who is artistic in many respects, had never painted on this scale before. She was receptive to feedback, but also provided me with insights that I hadn't considered as we moved around each other, taking sections in stride.
The animals became more of a challenge than I had anticipated right at the start. The lion I began with infuriated me. I ended up wiping him away with cheap, moist, brown paper towels as Maddie finished her snake with little fight. I then decided to sketch him in and moved on to the elusive badger. I thought for a moment, "Had I ever actually drawn a badger?" I decided, no. That was not in my portfolio, to be sure. I also realized I didn't really know what a badger looked like. Many thanks to Google images for helping me out with that part.
Maddie took over the lion and did a brilliant job of mixing colors to create the perfect color of red for his mane and asked me few questions along the way. By the end, her lion was a million times better than the sad chimera lion/donkey I had begun with.
By the end, I was not only impressed with our collaborative effort, I also felt I learned a lot in the process. She asked so many insightful questions about things I had never considered and when I was feeling frustrated, I felt lifted up by her spirit. It was one of the coolest collaborations I have ever been a part of.
Last week, I was given the opportunity to present to some administrators about the work we do at Catalyst, and I may have let it "slip" that I am an "on-the-side-artist." (A wanna-be, at that, but an artist, nonetheless).
I am excited by the project that has been presented to me from that meeting and quite looking forward to the meeting we have next week to discuss a student led mural project. While I have taught art (in New York City of all places-something I can probably NEVER top), I have never had the chance to do a mural with students.
Excited does not being to describe how I feel about this prospect.
And to Maddie, a job well done. Thanks for the opportunity and for teaching me so much.
**It should be noted that the moment I arrived back to the US, I immediately bought book #5 in English out of sheer laziness.
8/14/16 A New Year and New Direction
It has been some time since I have been able to blog; largely because I was working many sixteen hour days through our first year of Title I tutoring. I made the decision to teach full-time last year for a few reasons, namely, I love teaching. It was incredibly difficult to leave in fact. Far more difficult than I had ever anticipated because I have left teaching before with the intent to never return. But I was incredibly fortunate to find a place that was warm, welcoming, comprised of amazing students and staff, and just awesome, in general. I made the decision in April to give it up because I realized I had to. Being a start-up business owner isn't easy, as am sure anyone could tell you. You never know what issues you are going to have to face day to day, and trying to excel in two nearly full-time jobs is impossible. Even with as much coffee as I drink.
That being said, I am so grateful for all that we were able to achieve last year. We are so fortunate to be working with some amazing administrators, staff and students. The population we serve comes with many barriers and we have learned a lot this last year in how to help support them. I was constantly impressed by our tutors and how they managed behavior issues, how they strove to inspire a love of learning and motivation, and in many cases, became mentors for them. It is not an easy gig; yet they stuck it out through the end.
Because we were given even more opportunities last year than I could have ever anticipated (Title II Professional Development training, tutoring for the Teen Parent Program, Essential Skills scoring for the Multnomah Education Services District), I have no idea what this year will bring. I'm just thankful I can now focus 100% of my time and energy on improving upon what we started. My hope is that we can delve into private tutoring this year and, long-term, provide services centered around technology (coding, web dev, CS boot camps). Perhaps get into additional programs related to art or other areas of interest that aren't offered in our schools. I also hope that we can begin to really build a career planning program; something that is so greatly lacking in many educational settings.
Regardless of what comes, I am excited by the prospects and looking forward to building more partnerships and relationships as we continue to grow.
It has been some time since I have been able to blog; largely because I was working many sixteen hour days through our first year of Title I tutoring. I made the decision to teach full-time last year for a few reasons, namely, I love teaching. It was incredibly difficult to leave in fact. Far more difficult than I had ever anticipated because I have left teaching before with the intent to never return. But I was incredibly fortunate to find a place that was warm, welcoming, comprised of amazing students and staff, and just awesome, in general. I made the decision in April to give it up because I realized I had to. Being a start-up business owner isn't easy, as am sure anyone could tell you. You never know what issues you are going to have to face day to day, and trying to excel in two nearly full-time jobs is impossible. Even with as much coffee as I drink.
That being said, I am so grateful for all that we were able to achieve last year. We are so fortunate to be working with some amazing administrators, staff and students. The population we serve comes with many barriers and we have learned a lot this last year in how to help support them. I was constantly impressed by our tutors and how they managed behavior issues, how they strove to inspire a love of learning and motivation, and in many cases, became mentors for them. It is not an easy gig; yet they stuck it out through the end.
Because we were given even more opportunities last year than I could have ever anticipated (Title II Professional Development training, tutoring for the Teen Parent Program, Essential Skills scoring for the Multnomah Education Services District), I have no idea what this year will bring. I'm just thankful I can now focus 100% of my time and energy on improving upon what we started. My hope is that we can delve into private tutoring this year and, long-term, provide services centered around technology (coding, web dev, CS boot camps). Perhaps get into additional programs related to art or other areas of interest that aren't offered in our schools. I also hope that we can begin to really build a career planning program; something that is so greatly lacking in many educational settings.
Regardless of what comes, I am excited by the prospects and looking forward to building more partnerships and relationships as we continue to grow.
9/14/14 Hackschooling
8/24/14 Van 2
16+ miles down, time to start training for my next half! Had the greatest time of my life with these people; laughed tremendously and was so grateful for this experience.
8/22/14 Part 2 Aventuras
Last year I participated in Portland to Coast with a few friends. It was incredibly fun and exhausting, but I also learned I am not a "walker." Perhaps I will be later in life, but I prefer to run. I struggled a bit in the sun because I'm fair skin and prone to burning; but I did survive.
My cousin's husband's cousin's wife (I love saying that) also participated in P2C last year. We chatted a bit about how we would prefer to do Hood to Coast. So I signed up on her team, not knowing what this last year would have in store for me.
I have been running and did, at most, a 7 miler last week up Lief Erickson; but I still feel like I could have been better prepared. I also feel like that is the story of my life: flitting from one thing to the next, taking on what I can and checking it off my list while doing the best I can. Having been in school and working on my Career Development Facilitator certification has been daunting, but I was able to get through most of it while sacrificing the one thing I am in constant need of: time.
I only know two of my team mates this year, but am exhilarated to consider what the next two days will bring. My first run is 4.8, the second 4.3, and the 3rd just over 7 miles. This will be the longest I have ever run, just over 16 miles. I keep telling myself I did two half marathons last year and at least there are breaks in between, but it is still scary.
Yet, here I go.
Just another adventure I never thought I would be a part of. I can't wait to see what next year brings.
Last year I participated in Portland to Coast with a few friends. It was incredibly fun and exhausting, but I also learned I am not a "walker." Perhaps I will be later in life, but I prefer to run. I struggled a bit in the sun because I'm fair skin and prone to burning; but I did survive.
My cousin's husband's cousin's wife (I love saying that) also participated in P2C last year. We chatted a bit about how we would prefer to do Hood to Coast. So I signed up on her team, not knowing what this last year would have in store for me.
I have been running and did, at most, a 7 miler last week up Lief Erickson; but I still feel like I could have been better prepared. I also feel like that is the story of my life: flitting from one thing to the next, taking on what I can and checking it off my list while doing the best I can. Having been in school and working on my Career Development Facilitator certification has been daunting, but I was able to get through most of it while sacrificing the one thing I am in constant need of: time.
I only know two of my team mates this year, but am exhilarated to consider what the next two days will bring. My first run is 4.8, the second 4.3, and the 3rd just over 7 miles. This will be the longest I have ever run, just over 16 miles. I keep telling myself I did two half marathons last year and at least there are breaks in between, but it is still scary.
Yet, here I go.
Just another adventure I never thought I would be a part of. I can't wait to see what next year brings.
8/12/14 A Sad Goodbye
In the early 80's, I may or may not have coveted my rainbow suspenders. Coveted is probably not a strong enough word to describe my attachment to them. More like obsessed. I had wanted them so bad. And I loved them.
I watched Mork and Mindy at my grandmother's house while laying on a multi-colored nylon rug in the sun that came through the living room sliding glass door. I usually had my blanky: a tattered hand-made piece with prairie girls on it and I played with the frayed corners as her ratty poodle-mix Dixie lay beside me.
I remember none of the content of the show, other than I loved the funny guy on the screen. It goes without saying that I probably didn't get the humor, but I remember laughing with my Nan.
Yesterday, my Facebook feed announced that Robin Williams was dead. Post after post shared the tragic news. As it began to sink in, my friends and family started sharing their favorite Robin Williams stories: my Marine friend shared a picture of Mr. Williams sitting with him among his fellow troops when he was deployed oversees; others shared their favorite movies and quotes; while others just expressed their sadness. Nearly all of them were writing about it.
I don't have a favorite Robin Williams movie or quote. When I think of this magnificent actor who touched so many over the years, the only thing I can think about is the magnitude of "our" loss. One of my friends said it well, "I'm sorry for our loss."
Here's to a great man, actor, and human being; may he rest...in peace.
In the early 80's, I may or may not have coveted my rainbow suspenders. Coveted is probably not a strong enough word to describe my attachment to them. More like obsessed. I had wanted them so bad. And I loved them.
I watched Mork and Mindy at my grandmother's house while laying on a multi-colored nylon rug in the sun that came through the living room sliding glass door. I usually had my blanky: a tattered hand-made piece with prairie girls on it and I played with the frayed corners as her ratty poodle-mix Dixie lay beside me.
I remember none of the content of the show, other than I loved the funny guy on the screen. It goes without saying that I probably didn't get the humor, but I remember laughing with my Nan.
Yesterday, my Facebook feed announced that Robin Williams was dead. Post after post shared the tragic news. As it began to sink in, my friends and family started sharing their favorite Robin Williams stories: my Marine friend shared a picture of Mr. Williams sitting with him among his fellow troops when he was deployed oversees; others shared their favorite movies and quotes; while others just expressed their sadness. Nearly all of them were writing about it.
I don't have a favorite Robin Williams movie or quote. When I think of this magnificent actor who touched so many over the years, the only thing I can think about is the magnitude of "our" loss. One of my friends said it well, "I'm sorry for our loss."
Here's to a great man, actor, and human being; may he rest...in peace.
8/8/14 Celebrity Cause
Education Reform is Becoming a Celebrity Cause
I found myself cringing as I began reading this article at first. I realized a few moments later that simply reading the words "teacher tenure" immediately puts me in an off mood and on the defense. "Tsk," I thought as I sipped my coffee. "Oh so you're an expert because your mother was a teacher how many years ago? Please, tell me more."
And then I read: "To me, bad teachers don't do anybody any good. So the union needs to recognize that parents are not going to stand for it anymore," she said." My immediate thought was, "Let it go and STOP attacking teachers. Gah!"
But then I read on.
I had heard of and read some of Louis CK's attacks on Common Core and I found myself questioning why I was okay with his opinions and his criticisms while I found Ms. Goldberg's irritating and inappropriate. Was it because I agree with him and disagree with her? Or is it because his argument is, in fact, more legitimate?
As a parent, doesn't he have a right to criticize the practices of the education system by which his children's progress and success are measured? In contrast, Ms. Goldberg's and others make it a point to critique employees within a system they have absolutely NO involvement in. "Oh, but my mother was a teacher" does not truly provide you with any authority on the subject. Or am I wrong?
And why this absurd obsession with going after a few bad teachers? It's not like bad teaching is THE epidemic.
Additionally, they make unjustified claims that these "employees" are the direct cause of the problems we are facing in our education system. And it's simply not true.
Perhaps I'm spending too much time even contemplating this, but it's an interesting discussion piece...
Education Reform is Becoming a Celebrity Cause
I found myself cringing as I began reading this article at first. I realized a few moments later that simply reading the words "teacher tenure" immediately puts me in an off mood and on the defense. "Tsk," I thought as I sipped my coffee. "Oh so you're an expert because your mother was a teacher how many years ago? Please, tell me more."
And then I read: "To me, bad teachers don't do anybody any good. So the union needs to recognize that parents are not going to stand for it anymore," she said." My immediate thought was, "Let it go and STOP attacking teachers. Gah!"
But then I read on.
I had heard of and read some of Louis CK's attacks on Common Core and I found myself questioning why I was okay with his opinions and his criticisms while I found Ms. Goldberg's irritating and inappropriate. Was it because I agree with him and disagree with her? Or is it because his argument is, in fact, more legitimate?
As a parent, doesn't he have a right to criticize the practices of the education system by which his children's progress and success are measured? In contrast, Ms. Goldberg's and others make it a point to critique employees within a system they have absolutely NO involvement in. "Oh, but my mother was a teacher" does not truly provide you with any authority on the subject. Or am I wrong?
And why this absurd obsession with going after a few bad teachers? It's not like bad teaching is THE epidemic.
Additionally, they make unjustified claims that these "employees" are the direct cause of the problems we are facing in our education system. And it's simply not true.
Perhaps I'm spending too much time even contemplating this, but it's an interesting discussion piece...
8/5/14 Guilty!
Why Do Most Americans Stink At Math?
Like many subjects, the interest in and the acquisition of math is based largely on relevance. I have heard my math teacher friends remark on more than one occasion, "My students asked me why they have to learn this..."
I think I probably asked my own math teachers that very question. While I loved algebra and aced it, geometry and trig were my enemies. I could easily grasp formulas, could memorize processes, and loved racing through daily warm-ups in Mrs. McNeil's Algebra II class. But ask me to care about sin, cosine, or tangent, and you'd find me doodling something unremarkable in my notebook. Or even more likely, passing notes.
Not only did it not make sense because it wasn't tangible for me, I just didn't care. And for those kids that ask that question? I can't say that I have ever needed or used sin or cosine in my life, but that isn't the point of learning it.
For years, people have asked me how I learned Spanish so fluently. I have, admittedly, become incredibly lazy and have given up trying to acquire new vocabulary or improve my more advanced grammar skills because I'm content with being able to communicate. I feel like I should, but I don't. But when I answer the question of how I learned it, the answer is easy: I had to.
My first job out of school was working as a receptionist in a local hospital clinic. I was "bilingual" because I had a degree that said I was. Truth be told, I was sort of able to speak Spanish, but terrified to do so. I rarely spoke in class throughout the time I was at Portland State and I was petrified of having to actually use it. I had been to Spain and studied through EF for a few weeks, had traveled successfully through Mexico without looking like a total burro, but I wouldn't have described myself as being particularly fluid in my abilities to communicate.
That all changed after my first time interpreting.
The woman I interpreted for was from Mexico and was crying through her entire appointment because she was in pain. I struggled with some of the vocabulary, but managed to get through the appointment and was able to convey the message of the nurse I was working with. I sweated through the whole thing, did a lot of pointing, and had a dictionary for the more difficult terms. But I also realized, I so desperately wanted to help this woman. I struggled at first because I was not only not proficient in the specialized medical terminology required in English, but I also had to learn it in Spanish. But it was the first time in my life where my abilities to communicate in Spanish actually mattered and within weeks, I was fluent.
Good teaching, is good teaching and helping students make relevant connections to any subject is not only what helps them learn it, but also retain it, and care about it. My geometry teacher was absurdly excited about his subject, but I still didn't get it. I don't recall ever doing any hands-on activities; all of our assignments were copying things off of the board. It wasn't until I was working with a remarkable teacher in New York that I saw how it should be done. The activities were engaging, hands-on, and even my ESL students I was working with were "getting it."
When I was teaching Spanish to middle school students, they often didn't see the relevance in learning it. They knew they were supposed to want to learn it, but they didn't always see the significance.
Sometimes teaching isn't about the content, it's about answering the whys, or helping students answer that for themselves. And if you can't help students make connections, they'll either never get it, or they'll lose it.
Why Do Most Americans Stink At Math?
Like many subjects, the interest in and the acquisition of math is based largely on relevance. I have heard my math teacher friends remark on more than one occasion, "My students asked me why they have to learn this..."
I think I probably asked my own math teachers that very question. While I loved algebra and aced it, geometry and trig were my enemies. I could easily grasp formulas, could memorize processes, and loved racing through daily warm-ups in Mrs. McNeil's Algebra II class. But ask me to care about sin, cosine, or tangent, and you'd find me doodling something unremarkable in my notebook. Or even more likely, passing notes.
Not only did it not make sense because it wasn't tangible for me, I just didn't care. And for those kids that ask that question? I can't say that I have ever needed or used sin or cosine in my life, but that isn't the point of learning it.
For years, people have asked me how I learned Spanish so fluently. I have, admittedly, become incredibly lazy and have given up trying to acquire new vocabulary or improve my more advanced grammar skills because I'm content with being able to communicate. I feel like I should, but I don't. But when I answer the question of how I learned it, the answer is easy: I had to.
My first job out of school was working as a receptionist in a local hospital clinic. I was "bilingual" because I had a degree that said I was. Truth be told, I was sort of able to speak Spanish, but terrified to do so. I rarely spoke in class throughout the time I was at Portland State and I was petrified of having to actually use it. I had been to Spain and studied through EF for a few weeks, had traveled successfully through Mexico without looking like a total burro, but I wouldn't have described myself as being particularly fluid in my abilities to communicate.
That all changed after my first time interpreting.
The woman I interpreted for was from Mexico and was crying through her entire appointment because she was in pain. I struggled with some of the vocabulary, but managed to get through the appointment and was able to convey the message of the nurse I was working with. I sweated through the whole thing, did a lot of pointing, and had a dictionary for the more difficult terms. But I also realized, I so desperately wanted to help this woman. I struggled at first because I was not only not proficient in the specialized medical terminology required in English, but I also had to learn it in Spanish. But it was the first time in my life where my abilities to communicate in Spanish actually mattered and within weeks, I was fluent.
Good teaching, is good teaching and helping students make relevant connections to any subject is not only what helps them learn it, but also retain it, and care about it. My geometry teacher was absurdly excited about his subject, but I still didn't get it. I don't recall ever doing any hands-on activities; all of our assignments were copying things off of the board. It wasn't until I was working with a remarkable teacher in New York that I saw how it should be done. The activities were engaging, hands-on, and even my ESL students I was working with were "getting it."
When I was teaching Spanish to middle school students, they often didn't see the relevance in learning it. They knew they were supposed to want to learn it, but they didn't always see the significance.
Sometimes teaching isn't about the content, it's about answering the whys, or helping students answer that for themselves. And if you can't help students make connections, they'll either never get it, or they'll lose it.
8/3/14 Links
Schools need to focus more on post-graduation success
"Through my experiences in high school, I've realized every school needs to offer students the advanced classes and resources they need to get ahead. High schools should not only focus on improving graduation rates, but also on preparing students for universities by providing adequate college preparation programs and college-level courses.
For high school administrators and teachers, the goal should go beyond creating a high school graduate. The ultimate goal should look at the bigger picture: creating a college graduate."
Are Oregon universities efficient?
"Oregon's universities and community colleges also need to graduate more students if the state is to meet its 40-40-20 goal of getting 40 percent of Oregonian's to earn four-year degrees, another 40 percent to earn other post-secondary credentials such as an associates degree or industry certification and 20 percent to graduate from high school."
Schools need to focus more on post-graduation success
"Through my experiences in high school, I've realized every school needs to offer students the advanced classes and resources they need to get ahead. High schools should not only focus on improving graduation rates, but also on preparing students for universities by providing adequate college preparation programs and college-level courses.
For high school administrators and teachers, the goal should go beyond creating a high school graduate. The ultimate goal should look at the bigger picture: creating a college graduate."
Are Oregon universities efficient?
"Oregon's universities and community colleges also need to graduate more students if the state is to meet its 40-40-20 goal of getting 40 percent of Oregonian's to earn four-year degrees, another 40 percent to earn other post-secondary credentials such as an associates degree or industry certification and 20 percent to graduate from high school."
8/2/14 "Or have I just schooled you?"
Campbell Brown
There are many things I could say about this interview (and this general argument), as well as Michelle Rhee's take on things; but I'll leave it by just saying: There are more important issues to be attacking right now than teacher tenure and causes of far more significance if you truly want to impact student performance. Student success has not been thwarted because bad teachers are protected from being fired and to state that as a reasonable cause is ignorant.
Okay, I guess I can't leave it at that.
Campbell: You’re suggesting that it’s all about the money.
Stephen: You’re suggesting it’s about equality and money is one of the equations in equality, or have I just schooled you?
Nailed it.
I am not saying there shouldn't be accountability and that teachers shouldn't be held to a certain standard and expectation like any profession. What I am saying is that there aren't enough "bad teachers" to be the direct cause of such widespread failure.
And I'm tired of listening to people pushing for movements that are going to improve things when they haven't even stepped foot in a classroom. Yes, parents should absolutely have a voice and yes, there should be measures of teacher and student performance, but until the real issues are addressed, those who have zero expertise in the subject should do a better job of educating or "schooling" themselves or not even be a part of that discussion.
It's bad enough we can't even keep teachers for more than one to three years...
The Effects of Chronic Teacher Turnover on School Climate and Organization
Public Education Faces a Crisis in Teacher Retention
Are teachers leaving classroom in droves?
Business 101: If you can't keep employees, your business will fail.
The Business Cost and Impact of Employee Turnover
Campbell Brown
There are many things I could say about this interview (and this general argument), as well as Michelle Rhee's take on things; but I'll leave it by just saying: There are more important issues to be attacking right now than teacher tenure and causes of far more significance if you truly want to impact student performance. Student success has not been thwarted because bad teachers are protected from being fired and to state that as a reasonable cause is ignorant.
Okay, I guess I can't leave it at that.
Campbell: You’re suggesting that it’s all about the money.
Stephen: You’re suggesting it’s about equality and money is one of the equations in equality, or have I just schooled you?
Nailed it.
I am not saying there shouldn't be accountability and that teachers shouldn't be held to a certain standard and expectation like any profession. What I am saying is that there aren't enough "bad teachers" to be the direct cause of such widespread failure.
And I'm tired of listening to people pushing for movements that are going to improve things when they haven't even stepped foot in a classroom. Yes, parents should absolutely have a voice and yes, there should be measures of teacher and student performance, but until the real issues are addressed, those who have zero expertise in the subject should do a better job of educating or "schooling" themselves or not even be a part of that discussion.
It's bad enough we can't even keep teachers for more than one to three years...
The Effects of Chronic Teacher Turnover on School Climate and Organization
Public Education Faces a Crisis in Teacher Retention
Are teachers leaving classroom in droves?
Business 101: If you can't keep employees, your business will fail.
The Business Cost and Impact of Employee Turnover
8/1/14 Battles
On the night President Bush (Junior) was elected in 2000, I drove from Lake Oswego to Yakima Valley while listening to the election coverage on the radio. I may have sped a bit through the Gorge, listening anxiously as the votes came in, biting my lip in frustration. I had worked that evening, waiting on a party of forty in the Trolly Room at the Ram, because I couldn't get out of my shift and I needed the money. I was a sophomore at Portland State and down to working two jobs to pay for tuition, books...and life.
And we didn't truly know if that was going to be our last night with him.
We had had many scares over the previous few weeks and I recall always wondering, is this it? And fifteen minutes before I arrived at the farm in Sunnyside, I had my answer via text: he had passed away.
We learned Carl had cancer not long after I was married to his son and just weeks before my first trip abroad. I had been planning my trip to Spain for months when the hallucinations began. "He's seeing dog food everywhere," my mother-in-law shared. It wasn't long before we learned he had brain tumors. They had metastasized from another location. The cancer had started in his lungs. And there were tumors in each kidney. And later his shoulder.
Not knowing was the hardest part. All we had to grasp on to was Stage 4. And maybe six months? And while I was in Spain, all I could think was, "I'm going home to watch him die."
Months of chemo, vomiting, radiation, memory loss, and we were left with a shell of a man we loved.
There were moments of recognition, poignant revelations, and many tears before that evening and still fourteen years later, I miss him tremendously.
A few years later after my divorce and many more changes, I had the fortune of meeting Nicole Hillis through a friend of a friend. It wasn't long after that, she was working on the first National Brain Tumor Walk in Portland. I signed up as a volunteer and walked with my friends. Since then, I have continued to watch, in awe, as the event grew and heard more and more stories of strength, courage, and overcoming the pain of struggling with cancer. Nicole herself had lost her father Glenn and continues to lead the events in his honor. The Glenn Garcelon Foundation
And she has done an admirable job of doing so with her mother by her side.
Cancer sucks. Regardless of the kind. Pancreatic. Lung. Breast. Lymphatic. I have known others who have waged their own battles; some have won, and others have lost. Most recently, we lost a wonderful woman in the community I work in, and Nicole's family generously provided financial support through the foundation to her husband and their five children as he struggled after her recent death from brain cancer.
I'm grateful to have been a part of the Brain Tumor Walk the last few years and even more grateful for people like Nicole who fight to overcome this dreadful disease.
"The battle of life is, in most cases, fought uphill; and to win it without a struggle were perhaps to win it without honor. If there were no difficulties there would be no success; if there were nothing to struggle for, there would be nothing to be achieved." Samuel Smiles
And Nicole has achieved much.
Support Brain Tumor Research
On the night President Bush (Junior) was elected in 2000, I drove from Lake Oswego to Yakima Valley while listening to the election coverage on the radio. I may have sped a bit through the Gorge, listening anxiously as the votes came in, biting my lip in frustration. I had worked that evening, waiting on a party of forty in the Trolly Room at the Ram, because I couldn't get out of my shift and I needed the money. I was a sophomore at Portland State and down to working two jobs to pay for tuition, books...and life.
And we didn't truly know if that was going to be our last night with him.
We had had many scares over the previous few weeks and I recall always wondering, is this it? And fifteen minutes before I arrived at the farm in Sunnyside, I had my answer via text: he had passed away.
We learned Carl had cancer not long after I was married to his son and just weeks before my first trip abroad. I had been planning my trip to Spain for months when the hallucinations began. "He's seeing dog food everywhere," my mother-in-law shared. It wasn't long before we learned he had brain tumors. They had metastasized from another location. The cancer had started in his lungs. And there were tumors in each kidney. And later his shoulder.
Not knowing was the hardest part. All we had to grasp on to was Stage 4. And maybe six months? And while I was in Spain, all I could think was, "I'm going home to watch him die."
Months of chemo, vomiting, radiation, memory loss, and we were left with a shell of a man we loved.
There were moments of recognition, poignant revelations, and many tears before that evening and still fourteen years later, I miss him tremendously.
A few years later after my divorce and many more changes, I had the fortune of meeting Nicole Hillis through a friend of a friend. It wasn't long after that, she was working on the first National Brain Tumor Walk in Portland. I signed up as a volunteer and walked with my friends. Since then, I have continued to watch, in awe, as the event grew and heard more and more stories of strength, courage, and overcoming the pain of struggling with cancer. Nicole herself had lost her father Glenn and continues to lead the events in his honor. The Glenn Garcelon Foundation
And she has done an admirable job of doing so with her mother by her side.
Cancer sucks. Regardless of the kind. Pancreatic. Lung. Breast. Lymphatic. I have known others who have waged their own battles; some have won, and others have lost. Most recently, we lost a wonderful woman in the community I work in, and Nicole's family generously provided financial support through the foundation to her husband and their five children as he struggled after her recent death from brain cancer.
I'm grateful to have been a part of the Brain Tumor Walk the last few years and even more grateful for people like Nicole who fight to overcome this dreadful disease.
"The battle of life is, in most cases, fought uphill; and to win it without a struggle were perhaps to win it without honor. If there were no difficulties there would be no success; if there were nothing to struggle for, there would be nothing to be achieved." Samuel Smiles
And Nicole has achieved much.
Support Brain Tumor Research
7/26/14 New Courses
I always get excited when I get emails with the following:
...and then I remember, I am still finishing up some classes and in the middle of training. And then my heart breaks, just a little.
I can't wait to be done with school so I can do more school.
Stanford On-line
I always get excited when I get emails with the following:
I can't wait to be done with school so I can do more school.
Stanford On-line
7/22/14 The Relationship Between Charter School Funding and Student Achievement
Charter Schools, Money And Test Scores
Charter Schools, Money And Test Scores
7/21/14 Diversity in the Tech World
Next To Silicon Valley, Nonprofits Draw Youth Of Color Into Tech
Next To Silicon Valley, Nonprofits Draw Youth Of Color Into Tech
7/18/14 What The Smart Kids Need
4/25/14 You should read this
Arne Duncan brings hammer down on Washington state, pulling its ‘No Child’ waiver
"The biggest issue facing states under the law was the mandate involving ”annual yearly progress,” which insisted that almost all students achieve proficient levels on math and reading standardized exams by 2014. Even Duncan said the target was unattainable."
Arne Duncan brings hammer down on Washington state, pulling its ‘No Child’ waiver
"The biggest issue facing states under the law was the mandate involving ”annual yearly progress,” which insisted that almost all students achieve proficient levels on math and reading standardized exams by 2014. Even Duncan said the target was unattainable."
4/24/14 "Standardized: Lies, Money, and Civil Rights: How Testing is Ruining Public Education"
New Documentary Takes Standardized Testing, Common Core Battle to Big Screen
New Documentary Takes Standardized Testing, Common Core Battle to Big Screen
4/18/14 Some facile reading for your Friday morning
The Redesigned SAT
"The redesigned SAT will aid these necessary reforms by supporting a fundamental shift in k–12 education from a focus on “test prep” in the limited sense to a focus on rich, challenging course work for all students."
Wait, what?
"When students leave high school unprepared for college, career, and life, we as a society all suffer. To address this problem, we in the education community must all take responsibility." :o
The Redesigned SAT
"The redesigned SAT will aid these necessary reforms by supporting a fundamental shift in k–12 education from a focus on “test prep” in the limited sense to a focus on rich, challenging course work for all students."
Wait, what?
"When students leave high school unprepared for college, career, and life, we as a society all suffer. To address this problem, we in the education community must all take responsibility." :o
4/17/14 YEA!
Over the last few months, one of the programs I was fortunate to be involved with was the Young Entrepreneur's Academy through the Beaverton Chamber of Commerce. As a mentor, I had the opportunity to work with students as they completed their business plans in the hopes they would be able to see their fledging businesses and ideas take off through the support of local businesses and investors.
Along the way, I had the opportunity to meet other amazing mentors, teachers, and was able to work with some incredibly tenacious, bright students from Beaverton School District. It was great to work with Evelyn Orr once more and was impressed with her implementation and navigation of the program. This was the first year the program has been in existence and she did a fantastic job of getting it going with the help of instructors Jon-Micheal and Paul.
I am not only impressed with what the students were able to achieve, but also inspired. It was truly an awesome experience and I am so proud of Amelia for all of the hard work she put into her business, Latte Schmatte. Her mother pointed out last night that she was "constantly" on her computer, diligently working on her business plan. She went above and beyond in completing all of the requirements, practiced her speech and even attended Talk-In-Tel Toastmasters for good measure, and pulled everything together as only a true business woman could.
I am grateful and honored for having had the experience and cannot wait to see what these brilliant minds do in the coming weeks with their now funded businesses! Come check them out at the Trade Show at Cedar Hills Crossing Mall-3205 SW Cedar Hills Blvd. in Beaverton May 31st at 10:00 AM.
Over the last few months, one of the programs I was fortunate to be involved with was the Young Entrepreneur's Academy through the Beaverton Chamber of Commerce. As a mentor, I had the opportunity to work with students as they completed their business plans in the hopes they would be able to see their fledging businesses and ideas take off through the support of local businesses and investors.
Along the way, I had the opportunity to meet other amazing mentors, teachers, and was able to work with some incredibly tenacious, bright students from Beaverton School District. It was great to work with Evelyn Orr once more and was impressed with her implementation and navigation of the program. This was the first year the program has been in existence and she did a fantastic job of getting it going with the help of instructors Jon-Micheal and Paul.
I am not only impressed with what the students were able to achieve, but also inspired. It was truly an awesome experience and I am so proud of Amelia for all of the hard work she put into her business, Latte Schmatte. Her mother pointed out last night that she was "constantly" on her computer, diligently working on her business plan. She went above and beyond in completing all of the requirements, practiced her speech and even attended Talk-In-Tel Toastmasters for good measure, and pulled everything together as only a true business woman could.
I am grateful and honored for having had the experience and cannot wait to see what these brilliant minds do in the coming weeks with their now funded businesses! Come check them out at the Trade Show at Cedar Hills Crossing Mall-3205 SW Cedar Hills Blvd. in Beaverton May 31st at 10:00 AM.
4/16/14 Matt's Informational Interview
Many thanks to Simon for taking the time to meet with Matt to help him better understand his career interests!
Many thanks to Simon for taking the time to meet with Matt to help him better understand his career interests!
4/12/14 Education Across the Pond
The Race to Innovation and Awesomeness: New European Edtech Accelerator Kicks Off Search For 10 Startups Eager To Disrupt The Classroom
"And indeed, in some countries, to rethink education curricula to (finally) make it fit for the digital age. In the U.K., for instance, the government is in the process of overhauling how IT is taught in schools – and will kick off mandatory computer programming lessons for primary and secondary children in England next September. That development will take the U.K. (or at least England) ahead of the global curve on school-age computing education."
Hmm, I wonder who the winners are gonna be globally? Common Core versus mandating computer programming lessons for primary and secondary children?
Seriously, we need to get it together.
The Race to Innovation and Awesomeness: New European Edtech Accelerator Kicks Off Search For 10 Startups Eager To Disrupt The Classroom
"And indeed, in some countries, to rethink education curricula to (finally) make it fit for the digital age. In the U.K., for instance, the government is in the process of overhauling how IT is taught in schools – and will kick off mandatory computer programming lessons for primary and secondary children in England next September. That development will take the U.K. (or at least England) ahead of the global curve on school-age computing education."
Hmm, I wonder who the winners are gonna be globally? Common Core versus mandating computer programming lessons for primary and secondary children?
Seriously, we need to get it together.
3/24/14 Finals and Finality
The last few weeks have been intense and brutal as I completed a number of projects and classes. I am tired, a little burned out, but ready for the next few weeks and the changes that are coming with it. As of last week, finals are over, for good for a while and I am so ready for the reprieve.
Yesterday, I was able to get a short photo shoot done for the new site that will be coming up in the next few months. I have been tackling to do lists that seem to grow daily, but I'm optimistic that much of these endeavors will be completed in a few short weeks.
Here is to spring...and growth...
The last few weeks have been intense and brutal as I completed a number of projects and classes. I am tired, a little burned out, but ready for the next few weeks and the changes that are coming with it. As of last week, finals are over, for good for a while and I am so ready for the reprieve.
Yesterday, I was able to get a short photo shoot done for the new site that will be coming up in the next few months. I have been tackling to do lists that seem to grow daily, but I'm optimistic that much of these endeavors will be completed in a few short weeks.
Here is to spring...and growth...
2/27/14 70% More Money?
Oregon expects to spend $12 million, a 70 percent increase, to give students Smarter Balanced tests in 2015
1) I am CLEARLY in the wrong business.
2) Seriously?
Oregon expects to spend $12 million, a 70 percent increase, to give students Smarter Balanced tests in 2015
1) I am CLEARLY in the wrong business.
2) Seriously?
2/19/14 Attendance
Empty Desks
I hope this doesn't come off too incredibly snarky, but for lack of time to really delve deeply into this issue: I didn't realize it was our schools' jobs to get our students to school.
Perhaps this is part of a larger epidemic?
Also, I wonder how much money schools end up spending getting their "customers" to "work." Weird system when you really think about it.
#lackofworkethic #whosproblemisthisreally
Empty Desks
I hope this doesn't come off too incredibly snarky, but for lack of time to really delve deeply into this issue: I didn't realize it was our schools' jobs to get our students to school.
Perhaps this is part of a larger epidemic?
Also, I wonder how much money schools end up spending getting their "customers" to "work." Weird system when you really think about it.
#lackofworkethic #whosproblemisthisreally
1/15/14 Yay for YEA! And Community Meetings
http://www.beaverton.org/bold/beaverton-yea/Yea!
Last night was my first night meeting students participating in the YEA! program (an amazing program that provides opportunities for students to develop a business plan with the intention of executing them through classes, mentorships, and access to other resources) and I was blown away. The students are well on their way to completing their business plans and I was impressed with their ideas; they were innovative, creative and artistic, and sometimes tasty business ventures. I am excited to be a part of this process after having participated in a number of business programs over the last two years, in particular. I hope I am able to provide them with some advice, but I think I'm more excited about the prospect of seeing their ideas come to fruition.
Kudos to the Beaverton Chamber for spearheading this program; we need MORE, MORE, MORE of this!
Additionally, I think it needs to be stated that there are other great things happening in Beaverton. Last night I attended a 40/40/20 meeting and in attendance were Senator Mark Haas, Dr. Nancy Golden (CEO of Oregon, Jeff Rose (Beaverton School Superintendent), and Rob Saxton (Deputy Superintendent of Public Instruction in the State of Oregon). This is probably the third or fourth meeting I have attended that touches on the topic of Common Core, Smarter Balanced, and how they plan on addressing issues related to these top issues. First of all, I think there needs to be a significant amount of praise given to these individuals for taking time out of their incredibly busy schedules to have these conversations. These conversations are so important because parents, educators, and the community need to have a better understanding of all that is transpiring. Secondly, to be willing to answer the questions of those who are passionate and sometimes incredibly enraged by what is transpiring (rightfully so I might add) in a way that aims to educate them and straight up answer their questions is admirable. I certainly wouldn't want to have to answer the types of questions being thrown their way. It's not like they, personally, are responsible for the mess that is education; yet they are the face that represents those changes and they have to answer to those issues.
I recall at a previous meeting after several parents and teachers were questioning the adoption of Common Core Standards by Oregon, Senator Mark Haas drove the point home that it's a done deal. It's not a matter, at this point, of questioning whether or not it will be implemented; it's a matter of looking at what we need to do to address the issues that will come with its implementation. It's true; while I'm hardly a huge proponent of Common Core or Smarter Balanced (I foresee a HUGE failure of this in a year or so...wait for it because it's already happening elsewhere), I understand and recognize the need for some kind of measures. How can you track progress (or lack of progress) if you don't have some kind of measure in place? The problem is there is too much testing and too much emphasis on the results; an angered elementary school teacher from Canby last night articulated it well when she said something to the effect that it's blasphemous that teachers are being held accountable by the results when it's NOT their fault.
Regardless of your views on education, whether you're a politician, parent, teacher, or community member, the point is, it is imperative that you educate yourself on what is happening at the different levels and continue these conversations.
My interest in attending was work related; I wanted to hear what measures are in place to serve the students who historically fail. Two people posed the questions I wanted to ask: What are they going to do to provide access to Latino parents (or parents who don't have access to technology) to make sure they aren't left behind with the implementation of Parent Vue? Also, what will be done for English Language Learners as this more rigorous form of testing begins; especially when these are the students who have historically been left behind?
As I mentioned previously, these are the individuals I work with on a daily basis. How are the State of Oregon, the districts, and the schools going to address the needs of those who do not have the same opportunities as other students when they have so many barriers? So that when they are twenty-four years old and have three children, are on food stamps and TANF, without a high school diploma or GED and can't gain employment because they are also lacking in work experience and English speaking abilities, they aren't stuck in this messy web of a "system" they cannot get out of? It starts in school, but teachers alone can only do so much; and if they truly believe ALL adults will have a high school diploma by 2025; well, there needs to be more done.
Jeff Rose made a poignant comment that is true, but also difficult to achieve: you have to get the community involved and partnerships are vital. But to make the kinds of changes that truly need to be made requires money. And a lot of it. Like every school should be equipped with school psychologists to address behavioral issues (seriously, this shouldn't be left up to teachers to "deal" with-I had students cutting themselves in class, WTH?!); more counselors to address the needs of the students on an academic level; more career advisors; and so on. A student I was working with last night with YEA! made the comment that the Career Center is always full and she can't get the one-on-one attention she needs to help her make decisions regarding her future.
Well, I suppose that's why I exist (thanks for the validation!)
“We always hope for the easy fix: the one simple change that will erase a problem in a stroke. But few things in life work this way. Instead, success requires making a hundred small steps go right - one after the other, no slip-ups, no goofs, everyone pitching in.” ― Atul Gawande
http://www.beaverton.org/bold/beaverton-yea/Yea!
Last night was my first night meeting students participating in the YEA! program (an amazing program that provides opportunities for students to develop a business plan with the intention of executing them through classes, mentorships, and access to other resources) and I was blown away. The students are well on their way to completing their business plans and I was impressed with their ideas; they were innovative, creative and artistic, and sometimes tasty business ventures. I am excited to be a part of this process after having participated in a number of business programs over the last two years, in particular. I hope I am able to provide them with some advice, but I think I'm more excited about the prospect of seeing their ideas come to fruition.
Kudos to the Beaverton Chamber for spearheading this program; we need MORE, MORE, MORE of this!
Additionally, I think it needs to be stated that there are other great things happening in Beaverton. Last night I attended a 40/40/20 meeting and in attendance were Senator Mark Haas, Dr. Nancy Golden (CEO of Oregon, Jeff Rose (Beaverton School Superintendent), and Rob Saxton (Deputy Superintendent of Public Instruction in the State of Oregon). This is probably the third or fourth meeting I have attended that touches on the topic of Common Core, Smarter Balanced, and how they plan on addressing issues related to these top issues. First of all, I think there needs to be a significant amount of praise given to these individuals for taking time out of their incredibly busy schedules to have these conversations. These conversations are so important because parents, educators, and the community need to have a better understanding of all that is transpiring. Secondly, to be willing to answer the questions of those who are passionate and sometimes incredibly enraged by what is transpiring (rightfully so I might add) in a way that aims to educate them and straight up answer their questions is admirable. I certainly wouldn't want to have to answer the types of questions being thrown their way. It's not like they, personally, are responsible for the mess that is education; yet they are the face that represents those changes and they have to answer to those issues.
I recall at a previous meeting after several parents and teachers were questioning the adoption of Common Core Standards by Oregon, Senator Mark Haas drove the point home that it's a done deal. It's not a matter, at this point, of questioning whether or not it will be implemented; it's a matter of looking at what we need to do to address the issues that will come with its implementation. It's true; while I'm hardly a huge proponent of Common Core or Smarter Balanced (I foresee a HUGE failure of this in a year or so...wait for it because it's already happening elsewhere), I understand and recognize the need for some kind of measures. How can you track progress (or lack of progress) if you don't have some kind of measure in place? The problem is there is too much testing and too much emphasis on the results; an angered elementary school teacher from Canby last night articulated it well when she said something to the effect that it's blasphemous that teachers are being held accountable by the results when it's NOT their fault.
Regardless of your views on education, whether you're a politician, parent, teacher, or community member, the point is, it is imperative that you educate yourself on what is happening at the different levels and continue these conversations.
My interest in attending was work related; I wanted to hear what measures are in place to serve the students who historically fail. Two people posed the questions I wanted to ask: What are they going to do to provide access to Latino parents (or parents who don't have access to technology) to make sure they aren't left behind with the implementation of Parent Vue? Also, what will be done for English Language Learners as this more rigorous form of testing begins; especially when these are the students who have historically been left behind?
As I mentioned previously, these are the individuals I work with on a daily basis. How are the State of Oregon, the districts, and the schools going to address the needs of those who do not have the same opportunities as other students when they have so many barriers? So that when they are twenty-four years old and have three children, are on food stamps and TANF, without a high school diploma or GED and can't gain employment because they are also lacking in work experience and English speaking abilities, they aren't stuck in this messy web of a "system" they cannot get out of? It starts in school, but teachers alone can only do so much; and if they truly believe ALL adults will have a high school diploma by 2025; well, there needs to be more done.
Jeff Rose made a poignant comment that is true, but also difficult to achieve: you have to get the community involved and partnerships are vital. But to make the kinds of changes that truly need to be made requires money. And a lot of it. Like every school should be equipped with school psychologists to address behavioral issues (seriously, this shouldn't be left up to teachers to "deal" with-I had students cutting themselves in class, WTH?!); more counselors to address the needs of the students on an academic level; more career advisors; and so on. A student I was working with last night with YEA! made the comment that the Career Center is always full and she can't get the one-on-one attention she needs to help her make decisions regarding her future.
Well, I suppose that's why I exist (thanks for the validation!)
“We always hope for the easy fix: the one simple change that will erase a problem in a stroke. But few things in life work this way. Instead, success requires making a hundred small steps go right - one after the other, no slip-ups, no goofs, everyone pitching in.” ― Atul Gawande
1/14/14 Revolución
How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Y para los que hablan español:
Un nuevo método radical de aprendizaje podría desatar una generación de genios
How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Y para los que hablan español:
Un nuevo método radical de aprendizaje podría desatar una generación de genios
"The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men." ~Bill Beattie
1/13/14 & 1/14/14 Some light reading for your Monday morning
40/40/20
"Oregon’s Legislature in 2011 affirmed a clear and ambitious goal for the State, known as the “40-40-20” goal, which states that by 2025 all adult Oregonians will hold a high school diploma or equivalent, 40% of them will have an associate’s degree or a meaningful postsecondary certificate, and 40% will hold a bachelor’s degree or advanced degree."
I find the bolded line amusing; perhaps amusing is the wrong term to use...fantastical? Perhaps not "rooted in reality?" While I think it's a marvelous "plan," I don't believe it is very realistic.
It's not that I'm not a proponent of education; I am, after all, enrolled at Portland State University again this semester for an E-Learning Design class because I just cannot get enough. But many individuals do not have the same access to education as others; they do not have the motivation due to a variety of factors (it could be health issues, problems at home, you name it); or their schools are lacking in resources to provide them the additional services they need to be successful.
In my day job, I meet and work with students all of the time, who have dropped out of high school, are in their twenties, and recognize the importance of going back because they cannot get a reasonably paying job. And it it DIFFICULT. They often have children, which was a contributing factor as to why they dropped out in the first place. Perhaps they had learning disabilities on top of it. And they have to work while providing for their family making it difficult to find time to study for the tests. Then add on top of it language barriers, but many would argue, "that isn't OUR problem." Actually, it is, but we're not addressing it which is partly why Latinos continue to constitute the highest number of dropouts. Year. After. Year.
And in case you weren't privy to this information: as of January 1, 2014, the GED is now computerized making it even more difficult for those who are not computer literate or technologically savvy to pass the tests. I literally work with people every day that do not even know how to use a mouse; and now they are expected to pass a test that is ONLY available on a computer. Awesome.
Side note: Person Vue charges $31 a test, so every time an individual fails, they make more money.
I applaud your efforts with this marvelous plan, but it, I'm afraid, is destined to fail. I will, however, look forward to hearing more on the specifics on how this plan will be executed. While I am a cynic, I also believe you cannot make strides forward without at least putting one foot in front of the other.
At least it is a starting point.
40/40/20
"Oregon’s Legislature in 2011 affirmed a clear and ambitious goal for the State, known as the “40-40-20” goal, which states that by 2025 all adult Oregonians will hold a high school diploma or equivalent, 40% of them will have an associate’s degree or a meaningful postsecondary certificate, and 40% will hold a bachelor’s degree or advanced degree."
I find the bolded line amusing; perhaps amusing is the wrong term to use...fantastical? Perhaps not "rooted in reality?" While I think it's a marvelous "plan," I don't believe it is very realistic.
It's not that I'm not a proponent of education; I am, after all, enrolled at Portland State University again this semester for an E-Learning Design class because I just cannot get enough. But many individuals do not have the same access to education as others; they do not have the motivation due to a variety of factors (it could be health issues, problems at home, you name it); or their schools are lacking in resources to provide them the additional services they need to be successful.
In my day job, I meet and work with students all of the time, who have dropped out of high school, are in their twenties, and recognize the importance of going back because they cannot get a reasonably paying job. And it it DIFFICULT. They often have children, which was a contributing factor as to why they dropped out in the first place. Perhaps they had learning disabilities on top of it. And they have to work while providing for their family making it difficult to find time to study for the tests. Then add on top of it language barriers, but many would argue, "that isn't OUR problem." Actually, it is, but we're not addressing it which is partly why Latinos continue to constitute the highest number of dropouts. Year. After. Year.
And in case you weren't privy to this information: as of January 1, 2014, the GED is now computerized making it even more difficult for those who are not computer literate or technologically savvy to pass the tests. I literally work with people every day that do not even know how to use a mouse; and now they are expected to pass a test that is ONLY available on a computer. Awesome.
Side note: Person Vue charges $31 a test, so every time an individual fails, they make more money.
I applaud your efforts with this marvelous plan, but it, I'm afraid, is destined to fail. I will, however, look forward to hearing more on the specifics on how this plan will be executed. While I am a cynic, I also believe you cannot make strides forward without at least putting one foot in front of the other.
At least it is a starting point.
1/10/14 Data
NEA Rankings and Estimates
It would be interesting to look at per student spending rates, poverty levels, and overall student achievement...if only one had time and were enrolled in a doctoral program...
NEA Rankings and Estimates
It would be interesting to look at per student spending rates, poverty levels, and overall student achievement...if only one had time and were enrolled in a doctoral program...
1/7/14 What we have built
#nailedit #nothingmoreneedstobesaid
#nailedit #nothingmoreneedstobesaid
1/6/13 Data Driven Measures Tell Few Truths
"I would love to teach but..."
And those pushed to abide by those measures will often walk away because they recognize the significance in other things...and the absurdity and arbitrary nature of it all.
And the incompetence and ignorance of many of those making the rules and enforcing them. Otherwise they stay, only to be crushed.
Teacher Burnout
Teacher Attrition
Why they quit
"I would love to teach but..."
And those pushed to abide by those measures will often walk away because they recognize the significance in other things...and the absurdity and arbitrary nature of it all.
And the incompetence and ignorance of many of those making the rules and enforcing them. Otherwise they stay, only to be crushed.
Teacher Burnout
Teacher Attrition
Why they quit
1/3/14 In Case You Missed It...
Yesterday, on NPR:
Critics Say Schools' Common Core Rollout is Rushed
Why the concern?
Student test scores on New York state exams plummeted this year following the state’s adoption of the Common Core national standards
"According to the New York Times, in New York City, 26 percent of students in third through eighth grade passed the state English exam, and only 30 percent passed the math test, compared to 47 percent and 60 percent, respectively, last year."
"Students in other areas of New York State also showed a decline in test scores. This year, 31 percent of students passed the new exams in both reading and math, compared with 55 percent in reading and 65 percent in math last year. The Times reports that the exam results show large achievement gaps between black and Hispanic students and white students. In math, 15 percent of black students and 19 percent of Hispanic students passed the test, while 50 percent of white students and 61 percent of Asian students passed."
Let's do some deductive reasoning here: If teachers are "accountable" for students' test scores, but students are failing under a completely new system of testing, which of the following is true:
A) The teachers are obviously not "highly qualified" according to No Child Left Behind and we should hold them more accountable.
B) Blame the unions. Waiting for Superman
C) The schools are at fault and we should hold them accountable by withholding funding in order to teach them a lesson. Corrective Action is in Order!
D) The system is flawed. Boycott of Common Core?
E) After years of evaluating socio-economic factors and how they contribute to student success or lack thereof, we can deduce that more needs to be done to further support the teachers and schools working with populations coming from poverty by providing them with more funding.
F) None of the above. I give up, I'm sending my kid to private school or homeschooling them.
G) D and E
Yesterday, on NPR:
Critics Say Schools' Common Core Rollout is Rushed
Why the concern?
Student test scores on New York state exams plummeted this year following the state’s adoption of the Common Core national standards
"According to the New York Times, in New York City, 26 percent of students in third through eighth grade passed the state English exam, and only 30 percent passed the math test, compared to 47 percent and 60 percent, respectively, last year."
"Students in other areas of New York State also showed a decline in test scores. This year, 31 percent of students passed the new exams in both reading and math, compared with 55 percent in reading and 65 percent in math last year. The Times reports that the exam results show large achievement gaps between black and Hispanic students and white students. In math, 15 percent of black students and 19 percent of Hispanic students passed the test, while 50 percent of white students and 61 percent of Asian students passed."
Let's do some deductive reasoning here: If teachers are "accountable" for students' test scores, but students are failing under a completely new system of testing, which of the following is true:
A) The teachers are obviously not "highly qualified" according to No Child Left Behind and we should hold them more accountable.
B) Blame the unions. Waiting for Superman
C) The schools are at fault and we should hold them accountable by withholding funding in order to teach them a lesson. Corrective Action is in Order!
D) The system is flawed. Boycott of Common Core?
E) After years of evaluating socio-economic factors and how they contribute to student success or lack thereof, we can deduce that more needs to be done to further support the teachers and schools working with populations coming from poverty by providing them with more funding.
F) None of the above. I give up, I'm sending my kid to private school or homeschooling them.
G) D and E
New Year's Goal #1: Blog!
Subtitle: What they don't know can hurt them and your pocket financially
I have gained a number of insights and learned some great tricks over the years as a student, educator, and workforce consultant. The primary thing that I have learned as it pertains to education, and high school students in particular, is that they really have no idea what's going on beyond high school. Okay, perhaps that isn't entirely true, but the point is they have some fundamental knowledge that is lacking in their schema. Knowledge that can greatly impact their success or lack there of in college, can be detrimental as they strive to achieve their career goals, and can be at a cost to your or them depending on how they are funding their education.
This week I met with a junior and senior to help guide them in their post-high school pursuits. One was interested in the medical field, the other is interested in law. When I posed the question, "Do you know what the different degrees are and how many years it takes to achieve them?" they sort of had an idea, but really didn't know. So I broke it down for them.
And this is not uncommon. I challenge you to ask your high school student if they know the difference between an associates degree and masters degree or the difference between a Liberal Arts degree an Science degree. I bet they will have idea, but not really be able to answer that question.
Yet, we are asking high school students to not only have their careers figured out by the time they graduate high school without providing them with adequate supports to do so; we also expect them, on their own, I'm assuming through some kind of osmosis or perhaps faith in our "education system" (not "workforce development system") to have that all figured out. I am here to tell you, many do not.
Another trick I have learned through working with a genius "tutor" over the last few years, is that students do not have to accept their first placement scores into their college classes. Students are assessed on their reading, writing, and mathematics scores, which determines what classes they will be placed into for per-requisite courses. I have watched after a month or two of tutoring, students passing out of one to SIX classes. That translates to the following and I will use the six classes as an example:
1. Let's say these six courses average out to 20 credits since these classes can be 3-4 credits depending on the subject (2 math classes, 2 reading classes, and 2 writing classes that are sub-program level courses.
2. 20 Credits at a community college such as Portland Community College totals $1760 JUST in tuition (PCC Tuition and Fees). (PCC is currently $88 per credit). This does NOT include book costs (probably around $600 for 6 courses), technology fees, etc. So let's go with about $2500.
(You should probably calculate in a little interest as well if your student doesn't qualify for Pell Grants or Scholarships and are relying on loans to pay for these classes; even if they do qualify for the first year or two, that is 20 credits they could have avoided having to pay for that they may eventually pay for at a higher level).
3. 20 credits is a semester and a half of classes they may or may not have to take depending on how they place.
4. Other universities charge significantly more, so in the long term, as I mentioned previously, these extra classes will cost you:
Average undergrad tuition
Oregon State University=approximately $231/credit (OSU Tuition)
Portland State University=$147 a credit (PSU Tuition)
Oregon Health and Science University=$344 (for nursing) (OHSU Tuition)
Keep in mind, tuition and fees are not stagnant, neither are interest rates.
A student's understanding of such thing depends on the school they are attending, the "counseling" they are receiving (which probably isn't much when many schools are understaffed in this area-some schools average 600 students per counselor and higher; so let's be real...what level of counseling are they truly getting?), your knowledge of the subject matter (and whether or not they want to listen to you, because seriously, they are teenagers!), or what they gain through their peers and osmosis.
It's time we do a better job of educating our students in the right things; sure testing is a thing that isn't going away, but the bottom line is they will eventually leave the United States Testing System and venture on to college or into the workforce. Let's do a better job of prepping them.
Subtitle: What they don't know can hurt them and your pocket financially
I have gained a number of insights and learned some great tricks over the years as a student, educator, and workforce consultant. The primary thing that I have learned as it pertains to education, and high school students in particular, is that they really have no idea what's going on beyond high school. Okay, perhaps that isn't entirely true, but the point is they have some fundamental knowledge that is lacking in their schema. Knowledge that can greatly impact their success or lack there of in college, can be detrimental as they strive to achieve their career goals, and can be at a cost to your or them depending on how they are funding their education.
This week I met with a junior and senior to help guide them in their post-high school pursuits. One was interested in the medical field, the other is interested in law. When I posed the question, "Do you know what the different degrees are and how many years it takes to achieve them?" they sort of had an idea, but really didn't know. So I broke it down for them.
And this is not uncommon. I challenge you to ask your high school student if they know the difference between an associates degree and masters degree or the difference between a Liberal Arts degree an Science degree. I bet they will have idea, but not really be able to answer that question.
Yet, we are asking high school students to not only have their careers figured out by the time they graduate high school without providing them with adequate supports to do so; we also expect them, on their own, I'm assuming through some kind of osmosis or perhaps faith in our "education system" (not "workforce development system") to have that all figured out. I am here to tell you, many do not.
Another trick I have learned through working with a genius "tutor" over the last few years, is that students do not have to accept their first placement scores into their college classes. Students are assessed on their reading, writing, and mathematics scores, which determines what classes they will be placed into for per-requisite courses. I have watched after a month or two of tutoring, students passing out of one to SIX classes. That translates to the following and I will use the six classes as an example:
1. Let's say these six courses average out to 20 credits since these classes can be 3-4 credits depending on the subject (2 math classes, 2 reading classes, and 2 writing classes that are sub-program level courses.
2. 20 Credits at a community college such as Portland Community College totals $1760 JUST in tuition (PCC Tuition and Fees). (PCC is currently $88 per credit). This does NOT include book costs (probably around $600 for 6 courses), technology fees, etc. So let's go with about $2500.
(You should probably calculate in a little interest as well if your student doesn't qualify for Pell Grants or Scholarships and are relying on loans to pay for these classes; even if they do qualify for the first year or two, that is 20 credits they could have avoided having to pay for that they may eventually pay for at a higher level).
3. 20 credits is a semester and a half of classes they may or may not have to take depending on how they place.
4. Other universities charge significantly more, so in the long term, as I mentioned previously, these extra classes will cost you:
Average undergrad tuition
Oregon State University=approximately $231/credit (OSU Tuition)
Portland State University=$147 a credit (PSU Tuition)
Oregon Health and Science University=$344 (for nursing) (OHSU Tuition)
Keep in mind, tuition and fees are not stagnant, neither are interest rates.
A student's understanding of such thing depends on the school they are attending, the "counseling" they are receiving (which probably isn't much when many schools are understaffed in this area-some schools average 600 students per counselor and higher; so let's be real...what level of counseling are they truly getting?), your knowledge of the subject matter (and whether or not they want to listen to you, because seriously, they are teenagers!), or what they gain through their peers and osmosis.
It's time we do a better job of educating our students in the right things; sure testing is a thing that isn't going away, but the bottom line is they will eventually leave the United States Testing System and venture on to college or into the workforce. Let's do a better job of prepping them.
Happy New Year!
2014 is just hours away and I don't know what to say. I'm at a loss for words, which is incredibly rare (something anyone close to me knows all too well).
I am so thankful for all that has transpired and also a bit shocked by some of it. After years of terrible singledom (seriously dating in your 30's is AWFUL), I met the most amazing person. Oddly enough, he shares my name, which makes it all the stranger that I happened upon him now. Regardless, I'm thankful to have him in my life, but also a bit saddened that I have been less "focused" on other things like this blog.
I haven't completely let go of this grand endeavor of mine, I have just had to put some things on the back-burner as I took on other roles; I worked on an auction committee which was fantastic! I learned a lot in the process and got to work with some amazing people. I focused on running and was able to complete two half-marathons this year; among other races-something I never imagined I would do. Ever. I learned a lot about Drupal and business, and other relevant things. I traveled a bit. I spent some quality time with my awesome friends and Zumba'd with my sister.
All in all, 2013 was a good year; but I believe 2014 will have many rewards.
I hope you all achieve your goals this year and have a fantastic new year.
2014 is just hours away and I don't know what to say. I'm at a loss for words, which is incredibly rare (something anyone close to me knows all too well).
I am so thankful for all that has transpired and also a bit shocked by some of it. After years of terrible singledom (seriously dating in your 30's is AWFUL), I met the most amazing person. Oddly enough, he shares my name, which makes it all the stranger that I happened upon him now. Regardless, I'm thankful to have him in my life, but also a bit saddened that I have been less "focused" on other things like this blog.
I haven't completely let go of this grand endeavor of mine, I have just had to put some things on the back-burner as I took on other roles; I worked on an auction committee which was fantastic! I learned a lot in the process and got to work with some amazing people. I focused on running and was able to complete two half-marathons this year; among other races-something I never imagined I would do. Ever. I learned a lot about Drupal and business, and other relevant things. I traveled a bit. I spent some quality time with my awesome friends and Zumba'd with my sister.
All in all, 2013 was a good year; but I believe 2014 will have many rewards.
I hope you all achieve your goals this year and have a fantastic new year.
10/21/13 I am still here...!
I am saddened by the fact I have been unable to work on the site for the last few weeks, but being away for two weeks and then begin sick last week certainly put a damper on things.
But fear not, if you have heard, or haven't heard, the official Catalyst Launch party is under way. Mark your calendars, because space will be quite limited: Sunday, November 10th from 5PM to 8PM at Golden Valley Brewery. RSVP will be required for entry and the Eventbrite invite will be posted here in the next two weeks. Stay posted. I am quite looking forward to the festivities and hope to see you there!
I am saddened by the fact I have been unable to work on the site for the last few weeks, but being away for two weeks and then begin sick last week certainly put a damper on things.
But fear not, if you have heard, or haven't heard, the official Catalyst Launch party is under way. Mark your calendars, because space will be quite limited: Sunday, November 10th from 5PM to 8PM at Golden Valley Brewery. RSVP will be required for entry and the Eventbrite invite will be posted here in the next two weeks. Stay posted. I am quite looking forward to the festivities and hope to see you there!
9/18/13 @ 12:34 AM The Power of One
It is rare I stay up this late anymore; but I must admit, my roommate and stumbled upon a new addiction recently, thanks to a mutual friend. I don't watch TV often, because I am not home much. I am more of a group TV watcher as well and what I watch usually involves shows that don't require any commercials; I detest them. My current addictions include "Game of Thrones" (I tried to start reading the books, but haven't had time to delve in deep yet), the Amazing Race (my friends and I are on our fourth season of placing bets on teams and have upped the ante this season to $10 a person-there is usually fantastic food and snarky remarks about the jerk teams throughout the season), and we have now stumbled upon "House of Cards." There have been a smattering of other shows like "Big Bang" and "Buffy" (only because my roommate is obsessed and MADE me watch it, I swear), but generally speaking, I could live my life without TV. It is very foreign to me anymore...
Regarding "House of Cards," I have always been a quasi-Spacey fan, but I do so looooooove that long drawn out South-uhn accent he does so well. Perhaps because half of my family originated from Texas and my father used to do rodeos...there has to be some deep psychological obsession with southern accents, because I just cannot get enough of them. So tonight, we finished the first season and I am now left feeling empty and irritated that I have to wait, huff, for more. Indeed, I am not a patient person at times and this is probably why I am not an avid TV watcher.
Aaaaanyway, it is late. And I am tired. It has been a long, rough few weeks, but I wanted to pay homage to those who deserve it after a meeting I attended tonight. I was invited to a meeting by a friend on the Common Core Standards and was left with a lot of questions, but also a lot of admiration. I heard repeated, more than once, that the meeting happened because of one individual in particular. I don't have the brain power to delve into the details now, because I need to ruminate a bit more on how I feel about all of it. But the point I am failing to make is that it is impressive to see so many parents come together, to discuss the state of affairs of their schools, because one person pushed for it. It is a testament to how the voice of one can cause change; and if not change at least discussion towards change. Or, at the minimum, education of what is taking place in our community and in our schools.
So this is a shout out, albeit a meandering and a bit of an unfocused one, to the one that made it happen. Applause to you and all of your efforts. Keep up the GREAT work and know that many appreciate it.
It is rare I stay up this late anymore; but I must admit, my roommate and stumbled upon a new addiction recently, thanks to a mutual friend. I don't watch TV often, because I am not home much. I am more of a group TV watcher as well and what I watch usually involves shows that don't require any commercials; I detest them. My current addictions include "Game of Thrones" (I tried to start reading the books, but haven't had time to delve in deep yet), the Amazing Race (my friends and I are on our fourth season of placing bets on teams and have upped the ante this season to $10 a person-there is usually fantastic food and snarky remarks about the jerk teams throughout the season), and we have now stumbled upon "House of Cards." There have been a smattering of other shows like "Big Bang" and "Buffy" (only because my roommate is obsessed and MADE me watch it, I swear), but generally speaking, I could live my life without TV. It is very foreign to me anymore...
Regarding "House of Cards," I have always been a quasi-Spacey fan, but I do so looooooove that long drawn out South-uhn accent he does so well. Perhaps because half of my family originated from Texas and my father used to do rodeos...there has to be some deep psychological obsession with southern accents, because I just cannot get enough of them. So tonight, we finished the first season and I am now left feeling empty and irritated that I have to wait, huff, for more. Indeed, I am not a patient person at times and this is probably why I am not an avid TV watcher.
Aaaaanyway, it is late. And I am tired. It has been a long, rough few weeks, but I wanted to pay homage to those who deserve it after a meeting I attended tonight. I was invited to a meeting by a friend on the Common Core Standards and was left with a lot of questions, but also a lot of admiration. I heard repeated, more than once, that the meeting happened because of one individual in particular. I don't have the brain power to delve into the details now, because I need to ruminate a bit more on how I feel about all of it. But the point I am failing to make is that it is impressive to see so many parents come together, to discuss the state of affairs of their schools, because one person pushed for it. It is a testament to how the voice of one can cause change; and if not change at least discussion towards change. Or, at the minimum, education of what is taking place in our community and in our schools.
So this is a shout out, albeit a meandering and a bit of an unfocused one, to the one that made it happen. Applause to you and all of your efforts. Keep up the GREAT work and know that many appreciate it.
9/16/13 Danie's Drupal Diaries: Day 3 Hello New BFF
I found this guy while searching through Drupal Tutorials:
As I was searching, I tried different variations such as "Drupal for Dummies," (and yes, of course, there is a book devoted to this), but needed something step-by-step, easy to follow. While I certainly am a "Dummy," I need to feel empowered and live blissfully in denial about my capabilities as a non-computer savvy individual. Constantly seeing "Dummy" on the screen before me wasn't validating enough. This guy, who's name I haven't even acquired yet, has provided me with the snail pace instructions I need to at least create some basic content.
Yay.
Well, it's a start.
I found this guy while searching through Drupal Tutorials:
As I was searching, I tried different variations such as "Drupal for Dummies," (and yes, of course, there is a book devoted to this), but needed something step-by-step, easy to follow. While I certainly am a "Dummy," I need to feel empowered and live blissfully in denial about my capabilities as a non-computer savvy individual. Constantly seeing "Dummy" on the screen before me wasn't validating enough. This guy, who's name I haven't even acquired yet, has provided me with the snail pace instructions I need to at least create some basic content.
Yay.
Well, it's a start.
9/16/13 Danie's Drupal Diaries: Day 2 Troubleshooting Stupidity
When downloading and installing new software or programs on your computer, I learned today that it is important to pay attention to what your computer auto-fills for a username. I apparently neglected to note this and as I was trying to log in this morning, tried every variation of my name and business name I could think of. There wasn't an option on Acquia's site to help you determine your username; only password. As I drank my coffee and grumbled, I considered what to do.
When all else fails, start completely over; I think some wise computer man once told me this. So I re-installed Dev Desktop, noted that my user name was just Catalyst (brilliant!), changed it, and logged in for the first time.
Rookie move obstacle #1 completed.
I hope this is not an indication of things to come.
When downloading and installing new software or programs on your computer, I learned today that it is important to pay attention to what your computer auto-fills for a username. I apparently neglected to note this and as I was trying to log in this morning, tried every variation of my name and business name I could think of. There wasn't an option on Acquia's site to help you determine your username; only password. As I drank my coffee and grumbled, I considered what to do.
When all else fails, start completely over; I think some wise computer man once told me this. So I re-installed Dev Desktop, noted that my user name was just Catalyst (brilliant!), changed it, and logged in for the first time.
Rookie move obstacle #1 completed.
I hope this is not an indication of things to come.
9/15/13 Danie's Drupal Diaries: Day 1
Fear level has escalated from a 3 to a 9.5, but I remain ignorantly optimistic.
TIL
Drupal is Dutch for drop (druppel), which led me to "waterdruppel," which led me to "Ik wil graag een Nederlandse man te trouwen als hij was begaafd, zeer intelligent, en gerespecteerd me." Don't ask. I had three cups of coffee this morning.
I became acquainted with Acquia and diligently downloaded "Dev Desktop." If I wasn't committed before, I sure am now!
I became more familiar with CMSs (Content Management Systems); more on Joomla and why Drupal is better.
I acquired key vocabulary including: Modules, themes (which I already knew more or less), blocks, and menus.
I also learned what "wysiwyg" actually meant. Not that I cared before, and I'm not sure that I care now; I just like saying it.
I learned about Dries too. He seems smart. I still don't know how to say his last name though.
Finally, I learned that I should "plan" when preparing a Drupal site. Good to know.
Fear level has escalated from a 3 to a 9.5, but I remain ignorantly optimistic.
TIL
Drupal is Dutch for drop (druppel), which led me to "waterdruppel," which led me to "Ik wil graag een Nederlandse man te trouwen als hij was begaafd, zeer intelligent, en gerespecteerd me." Don't ask. I had three cups of coffee this morning.
I became acquainted with Acquia and diligently downloaded "Dev Desktop." If I wasn't committed before, I sure am now!
I became more familiar with CMSs (Content Management Systems); more on Joomla and why Drupal is better.
I acquired key vocabulary including: Modules, themes (which I already knew more or less), blocks, and menus.
I also learned what "wysiwyg" actually meant. Not that I cared before, and I'm not sure that I care now; I just like saying it.
I learned about Dries too. He seems smart. I still don't know how to say his last name though.
Finally, I learned that I should "plan" when preparing a Drupal site. Good to know.
9/14/13 Changes
I have found myself as of late, looking at my blog longingly, wishing I had time to focus some time on writing something meaningful (although sometimes as I scroll down, I wonder how meaningful it really is). As my favorite-former-eccentric boss used to say in her thick Austrian accent, "I have been so svawmped, honey. SVAWMPED." And that is putting it mildly.
I have done much reading, have many updates, and many changes coming up; but I have learned to not take on more than I can handle. Therefore, the blog has to wait. I have been focusing on taking each day (and sometimes each hour), step-by-step (etapa por etapa) as things begin moving forward. I feel like I have been working morning, noon, and night, because, well, I am. Lunch breaks consist of paperwork, phone calls, and scheduling meetings. Evenings and weekends have been booked with events, informational sessions, and various other nonsense (triva nights hosted by awesome assistant attorney generals-Way to go Mr. W; fantastic entrepreneur networking meetings; participating in parades, and running through mud-because why not)?
My brother post-first-race-ever
I will say a few things:
1) I am pleased to welcome on board some amazing new "academic specialists." I am still in the process of hiring, but have had the great fortune of meeting some awesome individuals over the last few weeks that I am looking forward to working with. I hope to have them share their stories soon on the bio page.
2) The site will change. I'm taking a chance learning Drupal and changing the format of the site. I have begun watching tutorials and am praying to the Drupal gods that I will be able to make this work. If not, I'll call people and move on with my life. Needless to say, the site will probably be a bit of a disaster for the next month or so; but for the few of you who regularly check in, be patient. Have faith. As a little train once said...
3) I will be traveling at the end of the month for business and pleasure. While away, I will be spending some much needed time with my family, laying on the beach as long as there are no hurricanes, but will also finally have some down time to really get down to work.
Here is to officially launching. Thanks to all of those who continue to support me and I look forward to working with you more in the coming months. Time to go run up a hill in preparation for my next brutal endeavor...my second half marathon.
I have found myself as of late, looking at my blog longingly, wishing I had time to focus some time on writing something meaningful (although sometimes as I scroll down, I wonder how meaningful it really is). As my favorite-former-eccentric boss used to say in her thick Austrian accent, "I have been so svawmped, honey. SVAWMPED." And that is putting it mildly.
I have done much reading, have many updates, and many changes coming up; but I have learned to not take on more than I can handle. Therefore, the blog has to wait. I have been focusing on taking each day (and sometimes each hour), step-by-step (etapa por etapa) as things begin moving forward. I feel like I have been working morning, noon, and night, because, well, I am. Lunch breaks consist of paperwork, phone calls, and scheduling meetings. Evenings and weekends have been booked with events, informational sessions, and various other nonsense (triva nights hosted by awesome assistant attorney generals-Way to go Mr. W; fantastic entrepreneur networking meetings; participating in parades, and running through mud-because why not)?
My brother post-first-race-ever
1) I am pleased to welcome on board some amazing new "academic specialists." I am still in the process of hiring, but have had the great fortune of meeting some awesome individuals over the last few weeks that I am looking forward to working with. I hope to have them share their stories soon on the bio page.
2) The site will change. I'm taking a chance learning Drupal and changing the format of the site. I have begun watching tutorials and am praying to the Drupal gods that I will be able to make this work. If not, I'll call people and move on with my life. Needless to say, the site will probably be a bit of a disaster for the next month or so; but for the few of you who regularly check in, be patient. Have faith. As a little train once said...
3) I will be traveling at the end of the month for business and pleasure. While away, I will be spending some much needed time with my family, laying on the beach as long as there are no hurricanes, but will also finally have some down time to really get down to work.
Here is to officially launching. Thanks to all of those who continue to support me and I look forward to working with you more in the coming months. Time to go run up a hill in preparation for my next brutal endeavor...my second half marathon.
9/4/13 Change of Mindset #2: Overcoming White Collar Snobbery
I admit, I am quite guilty of the above-mentioned syndrome. I'm not sure whence I was infected with said "snobbery virus;" I can probably trace its roots to a variety of sources and influences. I can name a number of contributors and moments when I probably not only embraced and incubated this artificial entity (for lack of a better term) over the course of a few years, but still I struggle with truly embracing its superficiality.
I admit, I am a microbrew loving, "world traveler" who has an adoration for fine art, a good Pinot, and other such nonsense.
But really, I come from a land not far from where I currently reside. A land full of real lumberjacks (the kind you see on certain reality TV shows-yeah, I lived that; flannel, rat tails and all), fishermen (see previous statement), biologists, wild fire fire fighters, and other burly sorts. I grew up picking mushrooms, camping, running about in fields among cattle and horses, picking crab apples and throwing them into the ponds in our back yard because I had nothing better to do, gutting salmon, and changing bait jars. I can't profess that I did any of this on a regular basis, rather it was a smattering of random outdoorsy, sometimes what some would consider"white trash" experiences that have greatly contributed to the well-rounded person I have become.
But while I have striven to educate myself and educate myself and educate myself some more, my respect for the non-white collar types has not wavered. In fact, I think my respect for them has become more become more intensely amplified. My uncle, who I am quite proud of, is a trucker. He is sweet, considerate, dedicated, and hard-working. My step-father has been a commercial fisherman as a long as I have known him. He is clever, knowledgeable, sometimes irritable, but absolutely passionate in his pursuits on the great blue ocean. (Something I have been grateful to experience a few times-I was usually sea sick, but I am still grateful). Most recently I have become acquainted with individuals in related fields and all I can say is: they are some of the most awesome people I know. AND, they make a lot more money than I do with my stupid BA in Spanish and Master of Arts in Teaching for which I owe a lot of money. And interest.
Recently, I was watching TV, which is a rarity because I am never home, and I had the opportunity to see an interview with Mike Rowe. I was familiar with his work, having watched a number of episodes of "Dirty Jobs," during my down time from working three jobs, while living in New York. During the interview, my interest was piqued when he began speaking of his non-profit, Profoundly Disconnected.
Profoundly Disconnected
I'm sure my roommate was looking at me out of the corner of her eye as I raised my fist furiously and shouted something like, "YES!!!" Finally, someone who gets it! And can I get an "Amen!?"
Beyond white collar snobbery, our country suffers from a certain aversion to "vocational jobs," which is not only foolish because we almost completely exclude vocational studies in our education system, but really is just incredibly stupid. For one, not everyone is or should be college bound. Yes, college serves a purpose for many, but not for everyone. And the fact that a piece of paper (i.e. a highly expensive, sometimes worthless degree) is required for many jobs now is absurd.
Just today I was looking at mechanic jobs on Craigslist for a client who is completing a work experience soon and was irritated seeing the hourly wages. I make $5-$10 an hour less than many of the postings I saw. Not that they don't deserve it, but my generation was brain washed into believing a four-year degree was the only answer to finding success...and well...I owe a lot of money in student loans. Have I mentioned this before? While I am grateful for my experiences and all that my education has provided, education-like jobs don't exactly pay. And I am seeing a lot of "blue collar" jobs and those that require less education that pay a LOT more.
Some 2-year degrees pay off better than BAs
Yet, there is this perception, as Mr. Rowe pointed out, that those jobs aren't worthy or respectable. "Work smarter and not harder?" How about just learning to respect "work" at all? And, I say "Nonsense!" Not only should we promoting such jobs and instilling this thing known as work ethic for our youth today (Ashton provides profound (?) insights to the masses), we should also get over our own ridiculous ideas that those professions are inferior. These are the people who keep things moving for goodness sake!
We would suffer immensely without these amazing, hard-working, dedicated individuals; or we would just whine, a LOT.
It is time we start paying attention to reality, paying respect to those who deserve it, and stop paying out the nose because of some ridiculous notion that there is only one way to be successful in life. It's a lie and it's time to move beyond it and start instilling this value in our youth.
I admit, I am quite guilty of the above-mentioned syndrome. I'm not sure whence I was infected with said "snobbery virus;" I can probably trace its roots to a variety of sources and influences. I can name a number of contributors and moments when I probably not only embraced and incubated this artificial entity (for lack of a better term) over the course of a few years, but still I struggle with truly embracing its superficiality.
I admit, I am a microbrew loving, "world traveler" who has an adoration for fine art, a good Pinot, and other such nonsense.
But really, I come from a land not far from where I currently reside. A land full of real lumberjacks (the kind you see on certain reality TV shows-yeah, I lived that; flannel, rat tails and all), fishermen (see previous statement), biologists, wild fire fire fighters, and other burly sorts. I grew up picking mushrooms, camping, running about in fields among cattle and horses, picking crab apples and throwing them into the ponds in our back yard because I had nothing better to do, gutting salmon, and changing bait jars. I can't profess that I did any of this on a regular basis, rather it was a smattering of random outdoorsy, sometimes what some would consider"white trash" experiences that have greatly contributed to the well-rounded person I have become.
But while I have striven to educate myself and educate myself and educate myself some more, my respect for the non-white collar types has not wavered. In fact, I think my respect for them has become more become more intensely amplified. My uncle, who I am quite proud of, is a trucker. He is sweet, considerate, dedicated, and hard-working. My step-father has been a commercial fisherman as a long as I have known him. He is clever, knowledgeable, sometimes irritable, but absolutely passionate in his pursuits on the great blue ocean. (Something I have been grateful to experience a few times-I was usually sea sick, but I am still grateful). Most recently I have become acquainted with individuals in related fields and all I can say is: they are some of the most awesome people I know. AND, they make a lot more money than I do with my stupid BA in Spanish and Master of Arts in Teaching for which I owe a lot of money. And interest.
Recently, I was watching TV, which is a rarity because I am never home, and I had the opportunity to see an interview with Mike Rowe. I was familiar with his work, having watched a number of episodes of "Dirty Jobs," during my down time from working three jobs, while living in New York. During the interview, my interest was piqued when he began speaking of his non-profit, Profoundly Disconnected.
Profoundly Disconnected
I'm sure my roommate was looking at me out of the corner of her eye as I raised my fist furiously and shouted something like, "YES!!!" Finally, someone who gets it! And can I get an "Amen!?"
Beyond white collar snobbery, our country suffers from a certain aversion to "vocational jobs," which is not only foolish because we almost completely exclude vocational studies in our education system, but really is just incredibly stupid. For one, not everyone is or should be college bound. Yes, college serves a purpose for many, but not for everyone. And the fact that a piece of paper (i.e. a highly expensive, sometimes worthless degree) is required for many jobs now is absurd.
Just today I was looking at mechanic jobs on Craigslist for a client who is completing a work experience soon and was irritated seeing the hourly wages. I make $5-$10 an hour less than many of the postings I saw. Not that they don't deserve it, but my generation was brain washed into believing a four-year degree was the only answer to finding success...and well...I owe a lot of money in student loans. Have I mentioned this before? While I am grateful for my experiences and all that my education has provided, education-like jobs don't exactly pay. And I am seeing a lot of "blue collar" jobs and those that require less education that pay a LOT more.
Some 2-year degrees pay off better than BAs
Yet, there is this perception, as Mr. Rowe pointed out, that those jobs aren't worthy or respectable. "Work smarter and not harder?" How about just learning to respect "work" at all? And, I say "Nonsense!" Not only should we promoting such jobs and instilling this thing known as work ethic for our youth today (Ashton provides profound (?) insights to the masses), we should also get over our own ridiculous ideas that those professions are inferior. These are the people who keep things moving for goodness sake!
We would suffer immensely without these amazing, hard-working, dedicated individuals; or we would just whine, a LOT.
It is time we start paying attention to reality, paying respect to those who deserve it, and stop paying out the nose because of some ridiculous notion that there is only one way to be successful in life. It's a lie and it's time to move beyond it and start instilling this value in our youth.
9/3/13 A Little Note for Someone Special
Dear Mrs. D,
I know last year was incredibly difficult for you; brutal to say the least. But you made it through without quitting, which is something I greatly admire you for. It's something I cannot claim. I have the patience of a two year-old when it comes to bureaucracy and don't know how you managed to stick it out when you wanted to quit. I also know that this year is set to be a doozy, but I am confident you will power through it, just as you did last year.
I have so much respect for you, as a teacher and a friend. I look forward to running my next half marathon, behind you.
Danie
Dear Mrs. D,
I know last year was incredibly difficult for you; brutal to say the least. But you made it through without quitting, which is something I greatly admire you for. It's something I cannot claim. I have the patience of a two year-old when it comes to bureaucracy and don't know how you managed to stick it out when you wanted to quit. I also know that this year is set to be a doozy, but I am confident you will power through it, just as you did last year.
I have so much respect for you, as a teacher and a friend. I look forward to running my next half marathon, behind you.
Danie
9/3/13 Good luck!
Dearest teachers and friends,
As you embark on this new school year with trepidation, fear, and some optimism, I hope you realize how amazing you truly are. With insane class sizes, a new required arbitrary standard of teaching, and the usual nonsense, you continually persevere and impart knowledge even with a multitude of limitations. You are industrious, creative, inspiring, and put, quite simply, awesome.
I wish you well in this year and when you're ready to vent, I'll be waiting, ready for happy hour and will have my shoulder ready in case you need to cry a little.
Danie
Dearest teachers and friends,
As you embark on this new school year with trepidation, fear, and some optimism, I hope you realize how amazing you truly are. With insane class sizes, a new required arbitrary standard of teaching, and the usual nonsense, you continually persevere and impart knowledge even with a multitude of limitations. You are industrious, creative, inspiring, and put, quite simply, awesome.
I wish you well in this year and when you're ready to vent, I'll be waiting, ready for happy hour and will have my shoulder ready in case you need to cry a little.
Danie
8/21/13 "Said no teacher EVER"
8/19/13 As I work towards possibly gaining Financial Aid "Forgiveness..."
I find this incredibly enlightening. It all makes sense now!!
What does college tuition money pay for?
I find this incredibly enlightening. It all makes sense now!!
What does college tuition money pay for?
8/12/13 Change of Mindset #1: Developing the Workforce
After having worked in workforce development for the last two and a half years, I have learned a great deal regarding what employers want. And what I have to say is: many employers are doing it wrong.
I attended a workforce summit about a year ago that included employers, local state agency representatives, local college presidents, and a smattering of other individuals related to the education and employment fields. One thing that was repeated over and over again (and I have heard repeated everywhere else for that matter) is that employers are often not pleased with the candidate pool because candidates are often lacking in significant work experience. Many candidates have the education, but because they were focusing solely on receiving their little piece of paper that demonstrates they are "educated," are now not "qualified" because nothing they had done was relevant to the work they were seeking.
As I peruse job postings weekly, I also see this desire for "experience" sought and it can be frustrating for job seekers who are educated, enthusiastic, motivated, and eager to get started in their professional careers to find they are not eligible for jobs that require a minimum of one year experience or more.
If everyone requires "experience," how is anyone just starting out going to ever get a job? Where does one get experience if no one is willing to give them the opportunity to gain it?
Additionally, there appears to be a general devaluing of employees because business is business and in a failing economy, everyone becomes expendable. Employers have become less inclined to invest in their workforce (i.e. train or continue providing professional develop or educational opportunities) and because of this, employees are not willing to invest in their jobs. And the trend of "job hopping" is only going to get worse.
What Millenials Really Want Out of Work
I think many teachers (and parents) can attest to the fact that the current population of students needs reinforcement of certain values including work ethic and responsibility.
Yes, education is important in some fields (something I plan on discussing at length very soon); by completing a degree, students/candidates for employees demonstrate they are able to complete something (meaningful?). At the same time, there is something to be said for actual experience.
That is why this, is brilliant:
Bill Gates And His Foundation: Employers Should Focus On Skills, NOT College Degrees
Yes, employers should be focusing on skills when hiring and not just education; but they should also be doing their part to further develop those skills and INVEST in their workforce so they don't "bounce." There is a great need for more internship and work experience opportunities while students are completing their studies. In the tech industry, there are programs such as Business Education Compact (BEC) that provides students interested in STEM careers amazing opportunities to get experience through companies such as Intel. But what about the NON-STEM careers?
I have spent the last two and a half years developing relationships with a number of employers in a variety of fields and I can say that it is very difficult to break into some professions when it comes to gaining work experience. Like many things in life, it comes down to who you know and it's a travesty.
After having worked in workforce development for the last two and a half years, I have learned a great deal regarding what employers want. And what I have to say is: many employers are doing it wrong.
I attended a workforce summit about a year ago that included employers, local state agency representatives, local college presidents, and a smattering of other individuals related to the education and employment fields. One thing that was repeated over and over again (and I have heard repeated everywhere else for that matter) is that employers are often not pleased with the candidate pool because candidates are often lacking in significant work experience. Many candidates have the education, but because they were focusing solely on receiving their little piece of paper that demonstrates they are "educated," are now not "qualified" because nothing they had done was relevant to the work they were seeking.
As I peruse job postings weekly, I also see this desire for "experience" sought and it can be frustrating for job seekers who are educated, enthusiastic, motivated, and eager to get started in their professional careers to find they are not eligible for jobs that require a minimum of one year experience or more.
If everyone requires "experience," how is anyone just starting out going to ever get a job? Where does one get experience if no one is willing to give them the opportunity to gain it?
Additionally, there appears to be a general devaluing of employees because business is business and in a failing economy, everyone becomes expendable. Employers have become less inclined to invest in their workforce (i.e. train or continue providing professional develop or educational opportunities) and because of this, employees are not willing to invest in their jobs. And the trend of "job hopping" is only going to get worse.
What Millenials Really Want Out of Work
I think many teachers (and parents) can attest to the fact that the current population of students needs reinforcement of certain values including work ethic and responsibility.
Yes, education is important in some fields (something I plan on discussing at length very soon); by completing a degree, students/candidates for employees demonstrate they are able to complete something (meaningful?). At the same time, there is something to be said for actual experience.
That is why this, is brilliant:
Bill Gates And His Foundation: Employers Should Focus On Skills, NOT College Degrees
Yes, employers should be focusing on skills when hiring and not just education; but they should also be doing their part to further develop those skills and INVEST in their workforce so they don't "bounce." There is a great need for more internship and work experience opportunities while students are completing their studies. In the tech industry, there are programs such as Business Education Compact (BEC) that provides students interested in STEM careers amazing opportunities to get experience through companies such as Intel. But what about the NON-STEM careers?
I have spent the last two and a half years developing relationships with a number of employers in a variety of fields and I can say that it is very difficult to break into some professions when it comes to gaining work experience. Like many things in life, it comes down to who you know and it's a travesty.
8/9/13 Another Pet Project
I have managed to take on another "interesting" project in my day job that I'm not sure I know how to manage. What would you do if a 19-year old kid with a significant record (mostly assault charges-some of which were acquired while in jail) asked you if he could go to college? Well, I can't speak for what a normal person would do, but I helped him get signed up for FASFA (he's eligible for over 5K in Pell Grants), took him on his first college tour (I had to go there anyway to meet with our partner agency, so why not! He had been in jail since the age of 13 more or less and missed that whole experience), and had him take the placement exam. He scored far better than I ever anticipated.
Then, he had to turn himself in a few days later because he had a warrant out for his arrest for not checking in with his PO (probation officer, for those of you not in the know). He managed to get out of it, because while he was greatly at fault for not trying harder to get in touch, they also didn't do their part of really "supervising" him and being in touch with him. His PO in this county was shocked he had turned himself in, because he would have never done that in the past. I don't know what I said to him, maybe that the choice words I cannot type here triggered something when we were on our way back from the college, but whatever I did or didn't do, he is the one that "drank the water." And because he did, he stayed out of trouble. He was only in jail overnight.
Before he left, we spoke as he was being driven to Astoria to turn himself in and he asked if I would write the letter to the judge I had originally told him I would write detailing what he had been up to. I decided to use this as leverage. "Well, I'm not sure I should at this point. You've been making some pretty stupid choices and I don't see you really getting it together. Why should I waste my time on you if you're going to just get yourself in trouble. What motivates you to really do better anyway?"
"I want more opportunities. I want a better job and more money so I can do things like travel and stuff."
"I'm not convinced," I said.
"No, I do," he pleaded.
"Fine. I'll do it. And you better stay out of trouble. I mean it. I'm going to be pissed off if you don't." He was quiet.
Anyway, here we are, it's Friday, and now I have this mess of a child to deal with next week. My amazingly awesome volunteer tutor who has an extensive background in tutoring GED in jail has agreed to work with him. He has a month before school begins to bring up his placement scores, something I have no doubt he can do, IF he sticks to it. He has this nasty habit of being a...well...teenager with issues, and doesn't always follow through on everything; although he does get things done 90% of the time lately when I tell him to knock off his...stuff.
Am I hopeful he will turn it around? Maybe. I think he needs far more help than I can get him, because it's NOT MY JOB to help him (but I'm a sucker who cannot say "no"). I also think that even kids like him deserve a chance. He clearly was missing something at a very young age that caused him to do the things he did. He is a product of circumstance, environment, and bad luck of the draw. If he asks for help, who am I to deny him of what so many take for granted. His face, hen I asked him if he had ever been to a college, said everything. "No," was all he said as he looked down, embarrassed.
I have been trying to investigate first year college programs at Portland Community College (his mother is a non-English speaking farmworker and only one of his siblings is in college); but it appears most of them have lost their funding. Puentes, CAMP...gone. And it's tragic. The only programs I can find are at a different campus.
It's a bit sad, really, that there aren't more programs available. I wonder if it's because of poor success rates? Lack of funding? I'll be honest, I told this kid a few months ago he needed to get it together before I would help him, and while he is still making poor choices (I think because of his anxiety issues and because he feels trapped), his attitude has changed. He listened at length last week as I explained the higher education process; he asked relevant, thoughtful questions regarding the difference between associates degrees and bachelor's. We talked about programs of study and being an artist, he was interested in pursuing some kind of degree through the Art Institute. I pointed out it might be better to start at the community college level because tuition is significantly cheaper. And then he began the admissions process, followed through on the test, and brought me with scores, all with a hangover.
It will be interesting to see what he does or doesn't do in the coming weeks. I don't have much faith in what I can offer him, but if I can get him connected with the right people, he might be able to turn it around. I mean, my other gangbanger has managed to stay out of jail, so who's to say this one can't?
Update: Received a call from my Not Favorite Gangbanger and he almost managed to get himself arrested this weekend (was stopped for jaywalking while intoxicated-the cop was kind and let him go). I let him know he might have an addiction problem and he should probably get that checked. We'll see how the next week goes after I refer his butt to some addiction programs...
Update #2: Fail. He's in jail. At least one has managed to stay out of jail?
I have managed to take on another "interesting" project in my day job that I'm not sure I know how to manage. What would you do if a 19-year old kid with a significant record (mostly assault charges-some of which were acquired while in jail) asked you if he could go to college? Well, I can't speak for what a normal person would do, but I helped him get signed up for FASFA (he's eligible for over 5K in Pell Grants), took him on his first college tour (I had to go there anyway to meet with our partner agency, so why not! He had been in jail since the age of 13 more or less and missed that whole experience), and had him take the placement exam. He scored far better than I ever anticipated.
Then, he had to turn himself in a few days later because he had a warrant out for his arrest for not checking in with his PO (probation officer, for those of you not in the know). He managed to get out of it, because while he was greatly at fault for not trying harder to get in touch, they also didn't do their part of really "supervising" him and being in touch with him. His PO in this county was shocked he had turned himself in, because he would have never done that in the past. I don't know what I said to him, maybe that the choice words I cannot type here triggered something when we were on our way back from the college, but whatever I did or didn't do, he is the one that "drank the water." And because he did, he stayed out of trouble. He was only in jail overnight.
Before he left, we spoke as he was being driven to Astoria to turn himself in and he asked if I would write the letter to the judge I had originally told him I would write detailing what he had been up to. I decided to use this as leverage. "Well, I'm not sure I should at this point. You've been making some pretty stupid choices and I don't see you really getting it together. Why should I waste my time on you if you're going to just get yourself in trouble. What motivates you to really do better anyway?"
"I want more opportunities. I want a better job and more money so I can do things like travel and stuff."
"I'm not convinced," I said.
"No, I do," he pleaded.
"Fine. I'll do it. And you better stay out of trouble. I mean it. I'm going to be pissed off if you don't." He was quiet.
Anyway, here we are, it's Friday, and now I have this mess of a child to deal with next week. My amazingly awesome volunteer tutor who has an extensive background in tutoring GED in jail has agreed to work with him. He has a month before school begins to bring up his placement scores, something I have no doubt he can do, IF he sticks to it. He has this nasty habit of being a...well...teenager with issues, and doesn't always follow through on everything; although he does get things done 90% of the time lately when I tell him to knock off his...stuff.
Am I hopeful he will turn it around? Maybe. I think he needs far more help than I can get him, because it's NOT MY JOB to help him (but I'm a sucker who cannot say "no"). I also think that even kids like him deserve a chance. He clearly was missing something at a very young age that caused him to do the things he did. He is a product of circumstance, environment, and bad luck of the draw. If he asks for help, who am I to deny him of what so many take for granted. His face, hen I asked him if he had ever been to a college, said everything. "No," was all he said as he looked down, embarrassed.
I have been trying to investigate first year college programs at Portland Community College (his mother is a non-English speaking farmworker and only one of his siblings is in college); but it appears most of them have lost their funding. Puentes, CAMP...gone. And it's tragic. The only programs I can find are at a different campus.
It's a bit sad, really, that there aren't more programs available. I wonder if it's because of poor success rates? Lack of funding? I'll be honest, I told this kid a few months ago he needed to get it together before I would help him, and while he is still making poor choices (I think because of his anxiety issues and because he feels trapped), his attitude has changed. He listened at length last week as I explained the higher education process; he asked relevant, thoughtful questions regarding the difference between associates degrees and bachelor's. We talked about programs of study and being an artist, he was interested in pursuing some kind of degree through the Art Institute. I pointed out it might be better to start at the community college level because tuition is significantly cheaper. And then he began the admissions process, followed through on the test, and brought me with scores, all with a hangover.
It will be interesting to see what he does or doesn't do in the coming weeks. I don't have much faith in what I can offer him, but if I can get him connected with the right people, he might be able to turn it around. I mean, my other gangbanger has managed to stay out of jail, so who's to say this one can't?
Update: Received a call from my Not Favorite Gangbanger and he almost managed to get himself arrested this weekend (was stopped for jaywalking while intoxicated-the cop was kind and let him go). I let him know he might have an addiction problem and he should probably get that checked. We'll see how the next week goes after I refer his butt to some addiction programs...
Update #2: Fail. He's in jail. At least one has managed to stay out of jail?
8/6/13 Life Lesson
Yesterday I was reminded of just how fleeting life can be. A friend from a different life passed away. He was my age, a month younger to be exact, and from what I remember of him, he was this bright, eager, optimistic gentleman who was loved by everyone.
The last time I saw him, he was wanting to become a pilot. We met at his mother's house and he was beaming with excitement at the prospects that lay ahead of him. We lost touch after that, but through the years, I would hear snippets of how he was doing; I only recently learned he had moved to Texas and was managing a restaurant there after studying at Oregon State University.
The cause of death is not being released and I learned that he met struggles later in his life, as many of us do. But his death has connected many of us who had lost touch many, many years ago. It has been interesting to see old faces and to see how we have all taken our own paths; how we have changed and yet remained the same in so many ways.
Our own little "memorial" in his honor will be two weeks away and I am looking forward to reconnecting with many of them. It has been fascinating to watch so many people re-connected after so many years in a matter of hours through social media. We all have our "Mikey stories" and most are centered around the fact that he was just a nice guy.
"Always smiling."
"So funny."
"Such an amazing individual."
Here's to Mikey, his ability to bring people together with such positivity, even through death.
Yesterday I was reminded of just how fleeting life can be. A friend from a different life passed away. He was my age, a month younger to be exact, and from what I remember of him, he was this bright, eager, optimistic gentleman who was loved by everyone.
The last time I saw him, he was wanting to become a pilot. We met at his mother's house and he was beaming with excitement at the prospects that lay ahead of him. We lost touch after that, but through the years, I would hear snippets of how he was doing; I only recently learned he had moved to Texas and was managing a restaurant there after studying at Oregon State University.
The cause of death is not being released and I learned that he met struggles later in his life, as many of us do. But his death has connected many of us who had lost touch many, many years ago. It has been interesting to see old faces and to see how we have all taken our own paths; how we have changed and yet remained the same in so many ways.
Our own little "memorial" in his honor will be two weeks away and I am looking forward to reconnecting with many of them. It has been fascinating to watch so many people re-connected after so many years in a matter of hours through social media. We all have our "Mikey stories" and most are centered around the fact that he was just a nice guy.
"Always smiling."
"So funny."
"Such an amazing individual."
Here's to Mikey, his ability to bring people together with such positivity, even through death.
7/31/13 EXCEL-LENT
Bonamici kicks off new legislation at PCC Roundtable
Recognition and consideration of need...dialog...process and progress...and, more importantly, action is actually being taken. Inspiring.
"According to the Bureau of Labor Statistics, half of college graduates are employed in positions that do not require a college degree. In a recent survey about one in three graduates stated that college did not prepare them well for the world of work. Graduates who gained real work experience like completing an internship, however, find themselves better prepared for the workplace.
In 2011, according to the National Association of Colleges and Employers, employers offered full-time positions to 61.2 percent of their interns with an acceptance rate of 86.5 percent. In addition, 46 percent of students who had completed an internship were offered jobs, compared with 31 percent of students who did not complete an internship. And more than 76 percent of employers rank relevant experience as the most important quality when hiring.
"Bonamici’s broader “College to Jobs Agenda,” includes efforts to reduce the debt burden students face after college and establish links between post-secondary institutions and the workforce. In March, she reintroduced the Workforce Infrastructure for Skilled Employees (WISE) Investment Act to improve communication between workforce investment boards, community colleges, community-based organizations, apprenticeship training programs, and other vocational institutions."
I like it when politicians actually get stuff done.
Bonamici kicks off new legislation at PCC Roundtable
Recognition and consideration of need...dialog...process and progress...and, more importantly, action is actually being taken. Inspiring.
"According to the Bureau of Labor Statistics, half of college graduates are employed in positions that do not require a college degree. In a recent survey about one in three graduates stated that college did not prepare them well for the world of work. Graduates who gained real work experience like completing an internship, however, find themselves better prepared for the workplace.
In 2011, according to the National Association of Colleges and Employers, employers offered full-time positions to 61.2 percent of their interns with an acceptance rate of 86.5 percent. In addition, 46 percent of students who had completed an internship were offered jobs, compared with 31 percent of students who did not complete an internship. And more than 76 percent of employers rank relevant experience as the most important quality when hiring.
"Bonamici’s broader “College to Jobs Agenda,” includes efforts to reduce the debt burden students face after college and establish links between post-secondary institutions and the workforce. In March, she reintroduced the Workforce Infrastructure for Skilled Employees (WISE) Investment Act to improve communication between workforce investment boards, community colleges, community-based organizations, apprenticeship training programs, and other vocational institutions."
I like it when politicians actually get stuff done.
7/30/13 Art and Inquiry: Museum Teaching Strategies For Your Classroom
I signed up for my next Coursera course a few weeks ago after my friend sent me some information regarding some new teacher focused courses. I saw the title of the first and immediately signed up.
Watching the first few videos has me feeling a bit nostalgic and sad. I do miss teaching; in particular art. I had the great fortune of working with MOMA while living in New York when I began teaching art classes on Friday mornings as part of a "cluster" program this school had developed. I had never imagined having the chance to do that, but when the opportunity presented itself, I jumped. The result? My favorite classes of all time.
When I wasn't teaching straight up art classes, I still tried to integrate art when I could. With my ESL classes, I would have scaffolded lessons, usually beginning with front-loading vocabulary; followed by a reading on a subject, such as Picasso (and included visuals); next I would have activities to check their comprehension; and finally, I would have them create some kind of artistic project. They loved it, but probably not as much as I did.
Watching this videos reminds me of what good teaching is all about...the engagement...the learning...and the experience. It's really inspiring to see educators thinking outside of the box and integrating something we don't do enough of because of budget shortfalls and because of "priorities."
I am looking forward to the next few weeks of this course.
I signed up for my next Coursera course a few weeks ago after my friend sent me some information regarding some new teacher focused courses. I saw the title of the first and immediately signed up.
Watching the first few videos has me feeling a bit nostalgic and sad. I do miss teaching; in particular art. I had the great fortune of working with MOMA while living in New York when I began teaching art classes on Friday mornings as part of a "cluster" program this school had developed. I had never imagined having the chance to do that, but when the opportunity presented itself, I jumped. The result? My favorite classes of all time.
When I wasn't teaching straight up art classes, I still tried to integrate art when I could. With my ESL classes, I would have scaffolded lessons, usually beginning with front-loading vocabulary; followed by a reading on a subject, such as Picasso (and included visuals); next I would have activities to check their comprehension; and finally, I would have them create some kind of artistic project. They loved it, but probably not as much as I did.
Watching this videos reminds me of what good teaching is all about...the engagement...the learning...and the experience. It's really inspiring to see educators thinking outside of the box and integrating something we don't do enough of because of budget shortfalls and because of "priorities."
I am looking forward to the next few weeks of this course.
7/25/13 Tenacious D-anie
One of the greatest joys in life for me is getting things done. I like to work. And I like to complete tasks, which is often difficult for me with the inordinate amount of tasks I bestow upon myself on a regular basis. Seriously, you should see my "To Do" lists. But sometimes, the ball starts rolling and I get a lot done. And this pleases me to no end.
This is probably more true of tasks involving other people who have historically not listened to me; clients, in particular. What I have learned over the last two and a half years is that while I am amazingly stubborn, there are those on this great planet who are far more stubborn than I. And obstinate. And that's saying a lot. It is rare I accept "no" as an answer if there is no reason for it and it usually means I move onto someone else who will say "yes." But these individuals put me to shame.
In my profession, you want to see successes for obvious reasons. I didn't get into this gig for the money. (In case you didn't know, non-profs don't usually pay well unless you're the director type which appeals to me about as much as eating rotten eggs followed by running a marathon in the rain on the coast on a really windy day...barefoot). I got into this profession (education, really), because I like to educate. And empower people with knowledge. But what I have learned time and again is that you can, in fact, bring not only horses to water and watch them not drink as they die of dehydration, but you can do the same with a mule. Only the mule will kick you in the head and take off running with all of your supplies. And then you chase the mule, trying to coax it back with carrots only to watch it take off running again until eventually it ends up in Mexico and you don't have your passport because the mule has it. All is lost, or so you think.
Eventually the mule returns, so you feign disinterest as you watch it slowly approach. Soon, you have your supplies within reach and you consider how best to make your move. You don't want to scare the mule, but you have to get your things and make the stupid thing drink before it kills over. In preparation for this moment you never thought would arrive, perhaps you spent some time on Google, researching how to best train your mule.*** Armed with patience, knowledge, and tenacity, you're finally able to persevere: the mule drinks and you get your stuff back.
Okay, enough of the analogies, clearly I need some sleep.
To get to the point (a rarity, I know), I have had an interesting week of mules drinking the water. It required a significant amount of effort on my part, but things finally fell into place. When it comes to working with individuals (older adults in particular) who refuse to listen to sound advice and reason (not saying I'm always right, but there are some definite instances where I am), it can be a very tricky thing. Sensitivity, anxiety, and excuse making can cause failure no matter who you are. What frustrates me sometime is when it's completely illogical, based on fabrications, and unnecessary. It's difficult to watch people who could easily overcome so many barriers if they would just get over their fears.
This coming from the woman who has been "starting a business" for two years now. I am quite the hypocrite!
It's easy for one standing outside of another's bubble to see the simplicity of getting out of it at times; it's a whole other thing to realize it for yourself if you are stuck in one.
Perhaps it is because: you don't even know bubbles exist.
***Fascinating trivia nonsense: there are "mule whisperers" on Google. Mule Whisperer
One of the greatest joys in life for me is getting things done. I like to work. And I like to complete tasks, which is often difficult for me with the inordinate amount of tasks I bestow upon myself on a regular basis. Seriously, you should see my "To Do" lists. But sometimes, the ball starts rolling and I get a lot done. And this pleases me to no end.
This is probably more true of tasks involving other people who have historically not listened to me; clients, in particular. What I have learned over the last two and a half years is that while I am amazingly stubborn, there are those on this great planet who are far more stubborn than I. And obstinate. And that's saying a lot. It is rare I accept "no" as an answer if there is no reason for it and it usually means I move onto someone else who will say "yes." But these individuals put me to shame.
In my profession, you want to see successes for obvious reasons. I didn't get into this gig for the money. (In case you didn't know, non-profs don't usually pay well unless you're the director type which appeals to me about as much as eating rotten eggs followed by running a marathon in the rain on the coast on a really windy day...barefoot). I got into this profession (education, really), because I like to educate. And empower people with knowledge. But what I have learned time and again is that you can, in fact, bring not only horses to water and watch them not drink as they die of dehydration, but you can do the same with a mule. Only the mule will kick you in the head and take off running with all of your supplies. And then you chase the mule, trying to coax it back with carrots only to watch it take off running again until eventually it ends up in Mexico and you don't have your passport because the mule has it. All is lost, or so you think.
Eventually the mule returns, so you feign disinterest as you watch it slowly approach. Soon, you have your supplies within reach and you consider how best to make your move. You don't want to scare the mule, but you have to get your things and make the stupid thing drink before it kills over. In preparation for this moment you never thought would arrive, perhaps you spent some time on Google, researching how to best train your mule.*** Armed with patience, knowledge, and tenacity, you're finally able to persevere: the mule drinks and you get your stuff back.
Okay, enough of the analogies, clearly I need some sleep.
To get to the point (a rarity, I know), I have had an interesting week of mules drinking the water. It required a significant amount of effort on my part, but things finally fell into place. When it comes to working with individuals (older adults in particular) who refuse to listen to sound advice and reason (not saying I'm always right, but there are some definite instances where I am), it can be a very tricky thing. Sensitivity, anxiety, and excuse making can cause failure no matter who you are. What frustrates me sometime is when it's completely illogical, based on fabrications, and unnecessary. It's difficult to watch people who could easily overcome so many barriers if they would just get over their fears.
This coming from the woman who has been "starting a business" for two years now. I am quite the hypocrite!
It's easy for one standing outside of another's bubble to see the simplicity of getting out of it at times; it's a whole other thing to realize it for yourself if you are stuck in one.
Perhaps it is because: you don't even know bubbles exist.
***Fascinating trivia nonsense: there are "mule whisperers" on Google. Mule Whisperer
7/23/13
Teachers out of pocket 1.6 billion on classroom tools
As a first year teacher, I was earning $39,000ish a year. This is after taking out $40,000 in student loans to be able to pay for my Masters degree, an ESOL endorsement, and support myself for the required three months of student teaching full-time without pay. (There was also the first practicum that required part-time unpaid teaching for three months).
For the three years I was teaching, I, like many, had to spend my own money to purchase supplies for my classroom. This included posters (I taught Spanish after all and wanted visuals for the classroom), supplemental books (501 Spanish Verbs), pens, markers, paper, etc.
How is this fair when you have key administrators earning almost $300,000 a year to take NINE WEEK long vacations?
"But the Bahamas beckoned, as The Oregonian’s Betsy Hammond reported. So did Washington, D.C., Santa Fe, Los Angeles, San Diego, San Francisco and seemingly every U.S. city with an available flight from the Portland International Airport. Crew took more than nine weeks of paid time off during his 52-week jaunt in Oregon, billed the state for thousands in personal travel expenses, tried to get the state to pay for goodies such as first-class seats and skipped town regularly during the legislative session."
As a first year teacher, I was earning $39,000ish a year. This is after taking out $40,000 in student loans to be able to pay for my Masters degree, an ESOL endorsement, and support myself for the required three months of student teaching full-time without pay. (There was also the first practicum that required part-time unpaid teaching for three months).
For the three years I was teaching, I, like many, had to spend my own money to purchase supplies for my classroom. This included posters (I taught Spanish after all and wanted visuals for the classroom), supplemental books (501 Spanish Verbs), pens, markers, paper, etc.
How is this fair when you have key administrators earning almost $300,000 a year to take NINE WEEK long vacations?
"But the Bahamas beckoned, as The Oregonian’s Betsy Hammond reported. So did Washington, D.C., Santa Fe, Los Angeles, San Diego, San Francisco and seemingly every U.S. city with an available flight from the Portland International Airport. Crew took more than nine weeks of paid time off during his 52-week jaunt in Oregon, billed the state for thousands in personal travel expenses, tried to get the state to pay for goodies such as first-class seats and skipped town regularly during the legislative session."
7/22/13 Teachers-a-bailin'
I'm not sure there is much more I need to say about this; other than perhaps SOMEONE needs to start paying attention. Who that someone is, I'm not sure because I believe it's clear the "right" people (those who actually have the power to change all of this) have their own agenda. That, or their heads have been misplaced and jammed in an orifice lacking in a significant light source.
Parents perhaps? So they can start holding policy makers accountable? (Because clearly, THEY aren't vested in our education system-see previous post).
Why Great Teachers Are Fleeing the Profession
It is truly a travesty that more isn't being done.
It's when reading articles like these that all I can think is "boycott."
www.m-w.com
Boycott
: to engage in a concerted refusal to have dealings with (as a person, store, or organization) usually to express disapproval or to force acceptance of certain conditions
But who would be the most appropriate "boycotter" in this instance? Who is the customer? The students? The parents? And who are the "stakeholders?" The community? Or should it be up to the staff to fight for their rights as employees when they already do enough?
Seriously, enough is enough already.
I'm not sure there is much more I need to say about this; other than perhaps SOMEONE needs to start paying attention. Who that someone is, I'm not sure because I believe it's clear the "right" people (those who actually have the power to change all of this) have their own agenda. That, or their heads have been misplaced and jammed in an orifice lacking in a significant light source.
Parents perhaps? So they can start holding policy makers accountable? (Because clearly, THEY aren't vested in our education system-see previous post).
Why Great Teachers Are Fleeing the Profession
It is truly a travesty that more isn't being done.
It's when reading articles like these that all I can think is "boycott."
www.m-w.com
Boycott
: to engage in a concerted refusal to have dealings with (as a person, store, or organization) usually to express disapproval or to force acceptance of certain conditions
But who would be the most appropriate "boycotter" in this instance? Who is the customer? The students? The parents? And who are the "stakeholders?" The community? Or should it be up to the staff to fight for their rights as employees when they already do enough?
Seriously, enough is enough already.
7/18/13 Part 2: In Case You Missed It!
My lovely colleague shared this bit of news with my yesterday because I have apparently been living under a rock.
Rudy Crew's Departure
Rudy Crew's Yearlong Vacay
Well played Dr. Crew. Well played.
You know it's funny, I purchased his book a few months ago (haven't had the opportunity to crack it just yet); but it has been sitting in the back seat of my car for some time. I have been looking at his amicable face for a while and I was kind of wondering where he went off to. There was a time there for a while where he was making a number of appearances. I was starting to think the guy was omnipresent because every where I turned, he was there. (The last time I saw him was at the Cesar Chavez Leadership in Monmouth).
And then I noticed, he was just gone.
I am not at all surprised by any of this, mind you. I did my research: I read his Wiki page and the choice Willamette Week article about him (which clearly makes me an expert!) and he kind of has a track record of bailing.
Wiki Tells All!
He Left Amid "Discord"
Wrecking Crew
"But then Crew vanished and holed up in Sacramento, where Tacoma board members couldn’t find him, let alone reach him. Meanwhile, he was negotiating with New York, and three weeks later he accepted the New York job. Feelings about Crew remain raw in Tacoma."
Disappeared you say? Was negotiating for a position in New York you say? Huh. This doesn't sound familiar at all.
And it was money well spent!
"Crew currently sits on the Oregon Education Investment Board, a board that works to create a “seamless” education system that will prepare all Oregonians for future careers. Crew makes $284,012 per year as reported by The Statesman Journal — the second-highest paid state employee."
I'm going to go make my sign now: "Will work for 125K a year and do far more in one month than Dr. Crew did in "three years." Seriously, hire me Dr. Kitzhaber. You wanna see a real "wrecking crew?" Politician I am not. Passionate hard worker devoted to improving our education system, I am. And I get stuff done.
My lovely colleague shared this bit of news with my yesterday because I have apparently been living under a rock.
Rudy Crew's Departure
Rudy Crew's Yearlong Vacay
Well played Dr. Crew. Well played.
You know it's funny, I purchased his book a few months ago (haven't had the opportunity to crack it just yet); but it has been sitting in the back seat of my car for some time. I have been looking at his amicable face for a while and I was kind of wondering where he went off to. There was a time there for a while where he was making a number of appearances. I was starting to think the guy was omnipresent because every where I turned, he was there. (The last time I saw him was at the Cesar Chavez Leadership in Monmouth).
And then I noticed, he was just gone.
Wiki Tells All!
He Left Amid "Discord"
Wrecking Crew
"But then Crew vanished and holed up in Sacramento, where Tacoma board members couldn’t find him, let alone reach him. Meanwhile, he was negotiating with New York, and three weeks later he accepted the New York job. Feelings about Crew remain raw in Tacoma."
Disappeared you say? Was negotiating for a position in New York you say? Huh. This doesn't sound familiar at all.
And it was money well spent!
"Crew currently sits on the Oregon Education Investment Board, a board that works to create a “seamless” education system that will prepare all Oregonians for future careers. Crew makes $284,012 per year as reported by The Statesman Journal — the second-highest paid state employee."
I'm going to go make my sign now: "Will work for 125K a year and do far more in one month than Dr. Crew did in "three years." Seriously, hire me Dr. Kitzhaber. You wanna see a real "wrecking crew?" Politician I am not. Passionate hard worker devoted to improving our education system, I am. And I get stuff done.
7/18/13
"Focus 90% of your time on solutions and only 10% of your time on problems."
Anthony J. D'Angelo
"Focus 90% of your time on solutions and only 10% of your time on problems."
Anthony J. D'Angelo
7/17/13 Common Core Standards: A Brief History and Critique
I feel like I need to begin this blog entry with a heavy sigh. Inhale. And exhale.
Although, I'm not sure one is enough.
I should also preface as I begin, that this will most definitely not be "brief." I feel like I should add this disclaimer because the title is likely to be misleading; I'm rarely brief as it is and once I get going on this subject, it's likely the entry will end up being like a runaway train loaded full of bricks on a downward slope with iced rails.
I haven't devoted much time to this subject because of its complexity and politically driven nature. I have to admit up front, that I am certainly not in the forefront of experts on this matter; however, I do have a significant amount of insights that many do not as a teacher and due to the nature of my work in New York City involving audits of the New York City School System under No Child Left Behind. That's right, audits. I was involved in going into the schools not deemed fit to exist because their students were not meeting the beloved State Standards.
Certain emotions bubble to the surface immediately just considering this idiocy and I have to fight from utilizing "choice" words here.
Let me say just this: we NEVER went into schools that were "failing" that were predominately white OR that had demographics of higher socio-economic levels. Most of the schools we visited were in the Bronx; zero in Manhattan. Some were in Queens and Staten Island; but mostly the Bronx.
Take a moment to consider this chart and think about the significance in what factors might play a role in the students inability to pass arbitrary state tests in that borough:
New York Demographics
Did you catch it? Bronx=27.1% in Poverty.
But perhaps you don't truly understand what that means.
Living in Poverty
To begin with, you have the "Generational Poverty" factor. Cycle of Poverty
How does one get out of poverty if that is all their family has known (for "generations")? How do they know to value education and recognize the importance, significance, and need for an education when they have no "modeling" going on at home? This is something I deal with on a daily basis in my "day job." Trying to educate individuals in recognizing the value in investing in their education when they are simply trying to survive and feed their families. I mentioned Maslow's Hierarchy of Needs previously, so I won't spend much time on it here; I will simply reiterate: if you can't eat, you aren't going to concern yourself with much beyond that. If you have never personally experienced this, it's a difficult concept to consider. Just think about it.
Additionally, you often have other factors when dealing with poverty: depression leads to drug abuse, drug abuse leads to crime, crime leads to imprisonment, and other factors like gang involvement also play a role. Students who live in poverty often have to face ALL of these issues and many more. Is it really realistic to expect kids coming from homes where they deal with these issues on a day-to-day basis to care about whether or not they pass a State Test?
I don't think I need to answer that.
But it's why programs like "Friends of the Children" exist. They "are a revolutionary mentoring program that is transforming the lives of Portland’s most vulnerable children." That's right: VULNERABLE. They recognize that these students are not failures and neither are their teachers OR schools. They are a product of their environment; yet we're assessing their abilities and determining whether or not schools should be receiving funding based on their scores.
I don't know about you, but that makes TOTAL sense to me. Now on to testing...
History
This is one of those, "The More You Know" moments. Brace yourselves.
Did you know that one of the "Founding Fathers" of standardized testing was a "prominent eugenicist?"
Alfred Binet
IQ Testing
And in case you aren't too familiar with "eugenics," here's the Wiki for it: Eugenics
Perhaps you're already familiar with one of the most notorious eugenicists, a man known as Adolf Hitler.
Now, I'm not saying this as a conspiracy theorist, because I don't believe there is some grand agenda to dumb down society. What I am saying is that the system is flawed and based on a REALLY messed up system of testing people that is fundamentally flawed at its core.
"Part Six of the beta IQ test (shown left), developed by psychologist Robert M. Yerkes, was given to Army recruits to determine their innate intelligence. Yerkes intelligence exams (alpha, beta and individual) were culturally biased, taken under markedly different conditions and tended to reflect years in the U.S. and familiarity with dominant culture, rather than innate intelligence. Nevertheless, the early 20th century IQ exams have been the basis for standardized tests ever since."
Now, I could spend a significant amount of time pontificating on end about the injustices of standardize testing, how flawed it is, and unfair it is to hold schools accountable when IT'S NOT THEIR FAULT; but it won't make a difference at the end of the day. Thanks to the brilliance of "Race to the Top Funding" that required participating states to adopt "Common Core Standards" in order to apply for the pipe dream of millions of dollars in funding; most states (45 to be exact in case you're counting) have adopted it as their measure of student success.
Instead of continuing on this ineffective ranting pathway; I'd like to propose some alternative thinking. Let's start with what happens in the workplace. When you're an adult and have an adult job, how are you measured on performance? Are you required to pass tests regarding what you've learned? Do you diligently fill out a little Scantron and then receive a raise based on how well you filled in the bubbles? No. You demonstrate excellence through performance. Through goal setting and completion of tasks; not through regurgitation of information you can Google at any given second from a multitude of devices.
Should we not be preparing our students for the "real world?" Where the expectation in the work place is to demonstrate excellence through professionalism; have a strong work ethic; demonstration of respect for your boss, colleagues, and the job itself; and through diligence and competence?
Two: There are some very rich people making more and more money off of your kids taking these tests. Just chew on that for a while...really think about it.
The Testing Industries Big Four
Three: Countries doing it right WITHOUT rigorous Standardized Testing.
Best Education In the World: Finland, South Korea Top Country Rankings, U.S. Rated Average
Finland
"What stands out to me is that Finnish students take only one mandatory standardized test, at age 16."
What I'm saying, in conclusion (finally! I know) is that perhaps the answer to measuring student performance is NOT through bubble tests. Maybe we should consider other measures of success, in particular because not every student learns the same (I'll hold back from my "multiple intelligences" speech-just see previous posts).
I think the answer could be in looking at what others are doing with respects to "Best Practices." Clearly we are NOT getting it right. No one can deny that at this point. So let's get it right by "borrowing" other people's ideas that are working and then perfect them. Isn't that what "business" is all about?
And education is a business, whether you want to believe it or not.
To those trying to fight the "system" of standardized testing, I commend you for your efforts, your determination, and motivation in doing so; however, your efforts will be fruitless if you don't have an alternative. You can't change a system like this unless you replace it with something else or, more importantly, something better and more effective. Something innovative, shiny, and new and that isn't nonsensical.
Focus on finding the replacement.
I feel like I need to begin this blog entry with a heavy sigh. Inhale. And exhale.
Although, I'm not sure one is enough.
I should also preface as I begin, that this will most definitely not be "brief." I feel like I should add this disclaimer because the title is likely to be misleading; I'm rarely brief as it is and once I get going on this subject, it's likely the entry will end up being like a runaway train loaded full of bricks on a downward slope with iced rails.
I haven't devoted much time to this subject because of its complexity and politically driven nature. I have to admit up front, that I am certainly not in the forefront of experts on this matter; however, I do have a significant amount of insights that many do not as a teacher and due to the nature of my work in New York City involving audits of the New York City School System under No Child Left Behind. That's right, audits. I was involved in going into the schools not deemed fit to exist because their students were not meeting the beloved State Standards.
Certain emotions bubble to the surface immediately just considering this idiocy and I have to fight from utilizing "choice" words here.
Let me say just this: we NEVER went into schools that were "failing" that were predominately white OR that had demographics of higher socio-economic levels. Most of the schools we visited were in the Bronx; zero in Manhattan. Some were in Queens and Staten Island; but mostly the Bronx.
Take a moment to consider this chart and think about the significance in what factors might play a role in the students inability to pass arbitrary state tests in that borough:
Did you catch it? Bronx=27.1% in Poverty.
But perhaps you don't truly understand what that means.
Living in Poverty
To begin with, you have the "Generational Poverty" factor. Cycle of Poverty
How does one get out of poverty if that is all their family has known (for "generations")? How do they know to value education and recognize the importance, significance, and need for an education when they have no "modeling" going on at home? This is something I deal with on a daily basis in my "day job." Trying to educate individuals in recognizing the value in investing in their education when they are simply trying to survive and feed their families. I mentioned Maslow's Hierarchy of Needs previously, so I won't spend much time on it here; I will simply reiterate: if you can't eat, you aren't going to concern yourself with much beyond that. If you have never personally experienced this, it's a difficult concept to consider. Just think about it.
Additionally, you often have other factors when dealing with poverty: depression leads to drug abuse, drug abuse leads to crime, crime leads to imprisonment, and other factors like gang involvement also play a role. Students who live in poverty often have to face ALL of these issues and many more. Is it really realistic to expect kids coming from homes where they deal with these issues on a day-to-day basis to care about whether or not they pass a State Test?
I don't think I need to answer that.
But it's why programs like "Friends of the Children" exist. They "are a revolutionary mentoring program that is transforming the lives of Portland’s most vulnerable children." That's right: VULNERABLE. They recognize that these students are not failures and neither are their teachers OR schools. They are a product of their environment; yet we're assessing their abilities and determining whether or not schools should be receiving funding based on their scores.
I don't know about you, but that makes TOTAL sense to me. Now on to testing...
History
This is one of those, "The More You Know" moments. Brace yourselves.
Did you know that one of the "Founding Fathers" of standardized testing was a "prominent eugenicist?"
Alfred Binet
IQ Testing
And in case you aren't too familiar with "eugenics," here's the Wiki for it: Eugenics
Perhaps you're already familiar with one of the most notorious eugenicists, a man known as Adolf Hitler.
Now, I'm not saying this as a conspiracy theorist, because I don't believe there is some grand agenda to dumb down society. What I am saying is that the system is flawed and based on a REALLY messed up system of testing people that is fundamentally flawed at its core.
"Part Six of the beta IQ test (shown left), developed by psychologist Robert M. Yerkes, was given to Army recruits to determine their innate intelligence. Yerkes intelligence exams (alpha, beta and individual) were culturally biased, taken under markedly different conditions and tended to reflect years in the U.S. and familiarity with dominant culture, rather than innate intelligence. Nevertheless, the early 20th century IQ exams have been the basis for standardized tests ever since."
Now, I could spend a significant amount of time pontificating on end about the injustices of standardize testing, how flawed it is, and unfair it is to hold schools accountable when IT'S NOT THEIR FAULT; but it won't make a difference at the end of the day. Thanks to the brilliance of "Race to the Top Funding" that required participating states to adopt "Common Core Standards" in order to apply for the pipe dream of millions of dollars in funding; most states (45 to be exact in case you're counting) have adopted it as their measure of student success.
Instead of continuing on this ineffective ranting pathway; I'd like to propose some alternative thinking. Let's start with what happens in the workplace. When you're an adult and have an adult job, how are you measured on performance? Are you required to pass tests regarding what you've learned? Do you diligently fill out a little Scantron and then receive a raise based on how well you filled in the bubbles? No. You demonstrate excellence through performance. Through goal setting and completion of tasks; not through regurgitation of information you can Google at any given second from a multitude of devices.
Should we not be preparing our students for the "real world?" Where the expectation in the work place is to demonstrate excellence through professionalism; have a strong work ethic; demonstration of respect for your boss, colleagues, and the job itself; and through diligence and competence?
Two: There are some very rich people making more and more money off of your kids taking these tests. Just chew on that for a while...really think about it.
The Testing Industries Big Four
Three: Countries doing it right WITHOUT rigorous Standardized Testing.
Best Education In the World: Finland, South Korea Top Country Rankings, U.S. Rated Average
Finland
"What stands out to me is that Finnish students take only one mandatory standardized test, at age 16."
What I'm saying, in conclusion (finally! I know) is that perhaps the answer to measuring student performance is NOT through bubble tests. Maybe we should consider other measures of success, in particular because not every student learns the same (I'll hold back from my "multiple intelligences" speech-just see previous posts).
I think the answer could be in looking at what others are doing with respects to "Best Practices." Clearly we are NOT getting it right. No one can deny that at this point. So let's get it right by "borrowing" other people's ideas that are working and then perfect them. Isn't that what "business" is all about?
And education is a business, whether you want to believe it or not.
To those trying to fight the "system" of standardized testing, I commend you for your efforts, your determination, and motivation in doing so; however, your efforts will be fruitless if you don't have an alternative. You can't change a system like this unless you replace it with something else or, more importantly, something better and more effective. Something innovative, shiny, and new and that isn't nonsensical.
Focus on finding the replacement.
7/13/13 What? Teachers Are Not Happy?
Learning on the Edge
They're Not Just Not Happy, They Are Mad!
The Bad*ss Teachers
You people seriously rock.
Learning on the Edge
They're Not Just Not Happy, They Are Mad!
The Bad*ss Teachers
You people seriously rock.
7/12/13 Portland Brain Tumor Walk-This Sunday at Oaks Park 8:30-12:00
Come out and support the fight against brain tumors this Sunday and get your face painted by none other than moi!
Portland Brain Tumor Walk
Day of Info
And if you can, please donate to my pal Nicole's team: Team Glenn
Come out and support the fight against brain tumors this Sunday and get your face painted by none other than moi!
Portland Brain Tumor Walk
Day of Info
And if you can, please donate to my pal Nicole's team: Team Glenn
7/6/13 Shout Out!
Congratulations to my baby sister for completing her Associates degree from Southwestern Oregon Community College. Way to go! Through hard work, some tutoring, and more hard work, you did it! I am SO proud of you.
Congratulations to my baby sister for completing her Associates degree from Southwestern Oregon Community College. Way to go! Through hard work, some tutoring, and more hard work, you did it! I am SO proud of you.
7/5/13 Determination, Drive, and Perseverance
To be honest, I am not in the greatest shape of my life. While I have been exercising pretty regularly, my love of cheese and carbs has thwarted most of my attempts to lose weight. Something happened to me after turning thirty and it has become increasingly difficult to drop the weight. The last time I became "fat," I had it off within six months. It is definitely taking longer this round.
Like for many, stress has always been my enemy when it comes to weight gain. And lack of time management due to being over-committed. This last year was pretty brutal as I attempted to go back to school and work full-time (among a multitude of other things) and the pounds came back on.
Recognizing I needed to do something more and knowing I will NEVER "diet," I decided to get into Dragon Boat Paddling; and it worked. When I say I will never diet, it's not that I don't want to, it's that I know my body and what works for me is to exercise routinely. I really don't eat that horribly anyway and I LOVE good food and am not willing to give that up, even if it means it will take me longer to reach my goals. Dragon Boat paddling paid off as I knew it would and I went down two sizes in three months. But it wasn't enough.
I have been running much of my life, in various stages anyway. I grew up in Coos Bay, Oregon and started running in the Prefontaine races when I think I was in elementary school; maybe fifth grade? I didn't even really "get it" at the time, it was just something I did. I don't even remember how I got into it, perhaps my mother suggested it and I went with it, but it was something I loved. I guess I have always just had a competitive nature and was in love with the medals I received after each race. I proudly displayed them in my room and even took them with me when I went to visit my dad in California.
Later, I was in track (which I hated because I am not fast), and eventually got into running Cross Country. I later dropped that as well for volleyball and softball (landing myself on the B teams in both cases). I never really cared about being the best, I just wanted to participate in something.
In my twenties, I worked two or three jobs while putting myself through school and was generally in good shape until about twenty-five. I had stopped working, took on student loan debt so I could be home with my brother who I was helping finish high school, and was less physically active having stopped waiting tables. It wasn't until I saw a picture of myself and said, "Gross," that I realized how large I had gotten. I immediately began waking up two hours earlier every day, began walking, which led to running, which led to my first 5K as an adult. I don't even remember what provoked me to sign up, but I did and it went from there. It led to the Raindeer Run, the Turkey Trot, the Shamrock Run, Race for the Cure, and probably a few more.
I lost a tremendous amount of weight as I was running an average of three miles a day and I worked my way up to a 15K. I felt amazing and was very happy with the results of my effort.
I eventually moved to New York and once more had no time to work out because I was working three jobs most of the time to support myself. I was able to keep the weight off because I was constantly walking places, but the few times I could find time to run were difficult because I was not in shape for it. I ran a few races while living there: the Kidney Run through Central Park and the Race for the Cure which was MC'd by Mr. Stephen Colbert and attended by Uma Thurman and Cindy Lauper. I also flew home to run the Shamrock Run 15K with my dear friend after she lost her second baby and I was definitely not in shape for it; but it was one of the best runs I have ever participated in because I got to run with her.
After coming back to Oregon, I decided I needed to continue the trend and signed up for more races last year, even though I was in a pitiful state. I ran the Color Run with my cousin and her husband and his cousin's wife while clad in tutus we hand-made, the Dirty Dash with my friend Natalie, and the Shamrock Run 15K again.
I have said for years I never believed I would be able to do a half marathon because I just didn't think I had it in me to do it. I was pretty firm in this belief until about April when I saw some friends signing up for the Sauvie Half. "Why not," I said as I usually do and signed up for it. I had just completed the 15K and figured, what's a few more miles; especially that are NOT up Terwillger. It is the Sauvie "Flat" after all, how bad could it be?
The date of the event was scheduled for July 4th and I realized that while my first enemy, hills, would not be a present in this run, the heat would be. I'm very sensitive to the sun being fair skinned and tend to not do so well with high temperatures; but I still decided to give it a go.
Two of my friends were also signed up; one a hard-core bad-*ss Marine, the other an avid runner. We were able to get together two weeks ago to run twelve miles, the longest distance I have ever run, and I managed to survive it. I wouldn't say I did exceptionally well, but I did it none-the-less. I also went on to do the Dirty Dash again with my sister last weekend and felt pretty awesome afterwards, albeit dirty.
The temperature yesterday was better than I could have hoped for and while much of the run was sheltered by shade, the last half was not. I felt fantastic until mile eleven when the heat was starting to get to me. But I pushed on. My friend Natalie showed up with a mile and a half to go and ran the remaining distance with me; something I was very grateful for. I knew I could have made it without her, but having her there made it so much more enjoyable and less painful.
My time when I crossed was two hours and thirty five minutes-ish. Not fantastic; just under a twelve minute mile average. But I completed a half marathon for the first time in my life. Something I NEVER imagined I would do. And I'm still not in top shape!
The point is this: I have always believed that anyone is capable of anything as long as they do truly set their mind to it and tap into supports to help motivate them when required. I probably could have done this without my friends, but it was loads easier having them there.
If you truly want something, go for it, because the only thing that can and will hold you back is yourself. So often I see people who desire to accomplish great things, but they do not succeed because they lack the motivation. What I have learned through all of this and other experiences is that once you get the momentum going, you get to the point where you don't even have to think about it. Simply pushing a button and signing up for something that pushes you to lengths you never believed imaginable hardly requires effort. It's about simply establishing a goal and that is often the hardest part for some people. You can talk until you are blue in the face about what you want to do (not be fat), it's another thing entirely to set solid goals, like half-marathons. Sure, there are times where you need a "catalyst" to get the momentum going those first few times, but eventually it becomes effortless.
"Of all that is good, sublimity is supreme. Succeeding is the coming together of all that is beautiful. Furtherance is the agreement of all that is just. Perseverance is the foundation of all actions." ~Lao Tzu
The half-way mark
Sublimity: 6.5 miles
Special thanks to Natalie, Alexa, Peter, and Rodger. Thanks for helping me stay motivated; seeing you achieve your goals has been so inspiring. Way to rock the half!!!
To be honest, I am not in the greatest shape of my life. While I have been exercising pretty regularly, my love of cheese and carbs has thwarted most of my attempts to lose weight. Something happened to me after turning thirty and it has become increasingly difficult to drop the weight. The last time I became "fat," I had it off within six months. It is definitely taking longer this round.
Like for many, stress has always been my enemy when it comes to weight gain. And lack of time management due to being over-committed. This last year was pretty brutal as I attempted to go back to school and work full-time (among a multitude of other things) and the pounds came back on.
Recognizing I needed to do something more and knowing I will NEVER "diet," I decided to get into Dragon Boat Paddling; and it worked. When I say I will never diet, it's not that I don't want to, it's that I know my body and what works for me is to exercise routinely. I really don't eat that horribly anyway and I LOVE good food and am not willing to give that up, even if it means it will take me longer to reach my goals. Dragon Boat paddling paid off as I knew it would and I went down two sizes in three months. But it wasn't enough.
I have been running much of my life, in various stages anyway. I grew up in Coos Bay, Oregon and started running in the Prefontaine races when I think I was in elementary school; maybe fifth grade? I didn't even really "get it" at the time, it was just something I did. I don't even remember how I got into it, perhaps my mother suggested it and I went with it, but it was something I loved. I guess I have always just had a competitive nature and was in love with the medals I received after each race. I proudly displayed them in my room and even took them with me when I went to visit my dad in California.
Later, I was in track (which I hated because I am not fast), and eventually got into running Cross Country. I later dropped that as well for volleyball and softball (landing myself on the B teams in both cases). I never really cared about being the best, I just wanted to participate in something.
In my twenties, I worked two or three jobs while putting myself through school and was generally in good shape until about twenty-five. I had stopped working, took on student loan debt so I could be home with my brother who I was helping finish high school, and was less physically active having stopped waiting tables. It wasn't until I saw a picture of myself and said, "Gross," that I realized how large I had gotten. I immediately began waking up two hours earlier every day, began walking, which led to running, which led to my first 5K as an adult. I don't even remember what provoked me to sign up, but I did and it went from there. It led to the Raindeer Run, the Turkey Trot, the Shamrock Run, Race for the Cure, and probably a few more.
I lost a tremendous amount of weight as I was running an average of three miles a day and I worked my way up to a 15K. I felt amazing and was very happy with the results of my effort.
I eventually moved to New York and once more had no time to work out because I was working three jobs most of the time to support myself. I was able to keep the weight off because I was constantly walking places, but the few times I could find time to run were difficult because I was not in shape for it. I ran a few races while living there: the Kidney Run through Central Park and the Race for the Cure which was MC'd by Mr. Stephen Colbert and attended by Uma Thurman and Cindy Lauper. I also flew home to run the Shamrock Run 15K with my dear friend after she lost her second baby and I was definitely not in shape for it; but it was one of the best runs I have ever participated in because I got to run with her.
After coming back to Oregon, I decided I needed to continue the trend and signed up for more races last year, even though I was in a pitiful state. I ran the Color Run with my cousin and her husband and his cousin's wife while clad in tutus we hand-made, the Dirty Dash with my friend Natalie, and the Shamrock Run 15K again.
I have said for years I never believed I would be able to do a half marathon because I just didn't think I had it in me to do it. I was pretty firm in this belief until about April when I saw some friends signing up for the Sauvie Half. "Why not," I said as I usually do and signed up for it. I had just completed the 15K and figured, what's a few more miles; especially that are NOT up Terwillger. It is the Sauvie "Flat" after all, how bad could it be?
The date of the event was scheduled for July 4th and I realized that while my first enemy, hills, would not be a present in this run, the heat would be. I'm very sensitive to the sun being fair skinned and tend to not do so well with high temperatures; but I still decided to give it a go.
Two of my friends were also signed up; one a hard-core bad-*ss Marine, the other an avid runner. We were able to get together two weeks ago to run twelve miles, the longest distance I have ever run, and I managed to survive it. I wouldn't say I did exceptionally well, but I did it none-the-less. I also went on to do the Dirty Dash again with my sister last weekend and felt pretty awesome afterwards, albeit dirty.
My time when I crossed was two hours and thirty five minutes-ish. Not fantastic; just under a twelve minute mile average. But I completed a half marathon for the first time in my life. Something I NEVER imagined I would do. And I'm still not in top shape!
The point is this: I have always believed that anyone is capable of anything as long as they do truly set their mind to it and tap into supports to help motivate them when required. I probably could have done this without my friends, but it was loads easier having them there.
If you truly want something, go for it, because the only thing that can and will hold you back is yourself. So often I see people who desire to accomplish great things, but they do not succeed because they lack the motivation. What I have learned through all of this and other experiences is that once you get the momentum going, you get to the point where you don't even have to think about it. Simply pushing a button and signing up for something that pushes you to lengths you never believed imaginable hardly requires effort. It's about simply establishing a goal and that is often the hardest part for some people. You can talk until you are blue in the face about what you want to do (not be fat), it's another thing entirely to set solid goals, like half-marathons. Sure, there are times where you need a "catalyst" to get the momentum going those first few times, but eventually it becomes effortless.
"Of all that is good, sublimity is supreme. Succeeding is the coming together of all that is beautiful. Furtherance is the agreement of all that is just. Perseverance is the foundation of all actions." ~Lao Tzu
The half-way mark
Sublimity: 6.5 miles
Special thanks to Natalie, Alexa, Peter, and Rodger. Thanks for helping me stay motivated; seeing you achieve your goals has been so inspiring. Way to rock the half!!!
7/1/13 Reality Show Fantasies
I am absurd, to say the least, much of the time. This is a fact I not only accept, but embrace, because I greatly enjoy making myself laugh. The more absurd, the better I say.
For instance, one Monday morning a few months ago I stumbled upon the following video and could not stop laughing for at least thirty minutes (and I should be honest, it was probably more like an hour). It might be noted that I had not had coffee yet, so I was likely still in some kind of delusional sleep phase.
Even now as I watch it for probably the twentieth time, I can't help but laugh wondering who ever thought to put a mariachi band in front of a manatee tank. I mean, really. And he looks so happy!
Sometimes my absurdity comes about in small social experiments. Like, say, taking my illiterate, non-English speaking Latino clients to Toastmasters at Intel. The first few times I did it out of necessity because we were overbooked for the day, running clients to interviews and the such and we have tried to make it a point to attend more meetings. Me, in particular, because I still talk incessantly after a good five cups of coffee and say "So" about fifty times a minute. I never paused to think that it might be weird. In my deranged head I thought, "Huh, an opportunity for my dear clients to be exposed to something new; they can see what it's like for others to get on stage and work at trying to improve their public speaking skills." You know, confidence building. I never considered the strange dichotomy of the diverse nature of the attendees. You know, engineers mixed with non-English speaking housekeepers, AT Intel.
There are other times my absurdity comes simply in the way I educate people; also an experimentation of sorts. Today my "Favorite Gangbanger" (the title of my newest fantasy reality television series) came into my office for his monthly support in writing a letter to the judge that allowed him to stay out of prison. He was arrested on his third felony a few months ago, but because he had demonstrated good behavior and potential, the judge gave him alternative sentencing which includes parenting classes and monthly letters detailing his goals and what he is doing to not make stupid choices (his words). He usually drops the "F bomb" at least ten times throughout the morning, but never fails to make me laugh. We had a "let's be real" conversations the second visit and he shared with me that he was still in a gang. I have known him for over a year because he was a client until he was arrested a month in because he was hanging with the wrong people at the wrong time. He continued to come and study for his GED, even though it wasn't required, so I gave him advice when I could.
A few months ago, I was fortunate to stumble upon an expert in Portland that helped me consider how best to support him because this is certainly not my territory. I have never striven to be a "Gangbanger Whisperer," but I also wanted to see him succeed because I saw a lot of potential in him having worked with students like him in the past as an English as a Second Language teacher.
What I learned in our very open conversation, is that he, like most people in his situation, had no mother or father growing up. His mom was a drug addict and never around, and his father was nearly non-existent. He was raised by other family members and fell into gangs in high school. I asked him at one point about his goals, and he referenced his two-year old son as he usually did. "I don't want him to be like me, you know what I mean? I want better for him."
I pointed out it's difficult to break such cycles and I posed the question, "How many of your gang friends had healthy family relationships growing up? How many of them had a mom and dad who wasn't into drugs, in jail for something, or in a gang?" He laughed and said, "None."
"Exactly," and moved on to discuss realistic goal setting.
One thing I have pushed on him is the need to read to his son. One thing that's remarkable about this guy is that he can actually write. I was a teacher for several years and have seen some pretty terrible skills; and while he tends to write in text form at times (integrating emoticons and LOL), he is actually quite articulate. He said at one point, "I remember loving books when I was a kid man." "Great, so read to your son as much as possible. It will make him smarter. Trust me."
Today's efforts included bestowing upon him a Dr. Seuss anthology I had randomly picked up a few years ago that included several of the books including "Green Eggs and Ham." I modeled for him how to read to his son after he expressed concern (and genuinely looked afraid) about not being able to get him interested. We talked about strategies to get him to sit still (he is two after all) and I showed him how to do voices and make it interesting for him. Our office support staff also shared some strategies she had learned and as he was leaving later on he said, "D*mn, this is the biggest book I have ever held. I feel all smart and stuff." He was on his way to see his son at that point.
Another random thing I have tried to emphasize with him is philosophy, but without any direction. I was having a rough morning the last time he came in and just decided he should listen to some Alan Watts. There was absolutely no reasoning behind it; as I continued editing his paper to the judge I said, "Here, listen to this," and had him sit on the computer next to me. He was "trippin'" not long into it. "Wow man. I think I want to listen to this at home. It's like...interesting. And I want to think about this stuff." I explained a little about who Alan Watts was, which is actually pretty minimal because I don't actually know a lot about him. I showed him the Wikipedia page because he is not very proficient on computers. I taught him how to navigate a bit in order to learn more about the subject.
This is a kid that doesn't even have email.
I had completely forgotten about my little experiment until shortly before he left today, toting his Dr. Seuss Bible, when he said, "I have been listening to Alan Watts..."
I blinked for a moment and then remembered. I'm sure the shock on my face was very apparent and I turned to him and asked, "Really?"
"Yeah man, the one on death was really weird. And then there's the Buddhism stuff...I like to watch them in the morning."
I didn't even know what to say. Seriously? You just hang out on Youtube and listen to Alan Watts now? Here is a 21-year old with a few theft convictions, who has no high school diploma, works in nursery work, and he's just chillin' on Youtube in the morning and learning about philosophy?
What will I think of next?!
I am absurd, to say the least, much of the time. This is a fact I not only accept, but embrace, because I greatly enjoy making myself laugh. The more absurd, the better I say.
For instance, one Monday morning a few months ago I stumbled upon the following video and could not stop laughing for at least thirty minutes (and I should be honest, it was probably more like an hour). It might be noted that I had not had coffee yet, so I was likely still in some kind of delusional sleep phase.
Even now as I watch it for probably the twentieth time, I can't help but laugh wondering who ever thought to put a mariachi band in front of a manatee tank. I mean, really. And he looks so happy!
Sometimes my absurdity comes about in small social experiments. Like, say, taking my illiterate, non-English speaking Latino clients to Toastmasters at Intel. The first few times I did it out of necessity because we were overbooked for the day, running clients to interviews and the such and we have tried to make it a point to attend more meetings. Me, in particular, because I still talk incessantly after a good five cups of coffee and say "So" about fifty times a minute. I never paused to think that it might be weird. In my deranged head I thought, "Huh, an opportunity for my dear clients to be exposed to something new; they can see what it's like for others to get on stage and work at trying to improve their public speaking skills." You know, confidence building. I never considered the strange dichotomy of the diverse nature of the attendees. You know, engineers mixed with non-English speaking housekeepers, AT Intel.
There are other times my absurdity comes simply in the way I educate people; also an experimentation of sorts. Today my "Favorite Gangbanger" (the title of my newest fantasy reality television series) came into my office for his monthly support in writing a letter to the judge that allowed him to stay out of prison. He was arrested on his third felony a few months ago, but because he had demonstrated good behavior and potential, the judge gave him alternative sentencing which includes parenting classes and monthly letters detailing his goals and what he is doing to not make stupid choices (his words). He usually drops the "F bomb" at least ten times throughout the morning, but never fails to make me laugh. We had a "let's be real" conversations the second visit and he shared with me that he was still in a gang. I have known him for over a year because he was a client until he was arrested a month in because he was hanging with the wrong people at the wrong time. He continued to come and study for his GED, even though it wasn't required, so I gave him advice when I could.
A few months ago, I was fortunate to stumble upon an expert in Portland that helped me consider how best to support him because this is certainly not my territory. I have never striven to be a "Gangbanger Whisperer," but I also wanted to see him succeed because I saw a lot of potential in him having worked with students like him in the past as an English as a Second Language teacher.
What I learned in our very open conversation, is that he, like most people in his situation, had no mother or father growing up. His mom was a drug addict and never around, and his father was nearly non-existent. He was raised by other family members and fell into gangs in high school. I asked him at one point about his goals, and he referenced his two-year old son as he usually did. "I don't want him to be like me, you know what I mean? I want better for him."
I pointed out it's difficult to break such cycles and I posed the question, "How many of your gang friends had healthy family relationships growing up? How many of them had a mom and dad who wasn't into drugs, in jail for something, or in a gang?" He laughed and said, "None."
"Exactly," and moved on to discuss realistic goal setting.
One thing I have pushed on him is the need to read to his son. One thing that's remarkable about this guy is that he can actually write. I was a teacher for several years and have seen some pretty terrible skills; and while he tends to write in text form at times (integrating emoticons and LOL), he is actually quite articulate. He said at one point, "I remember loving books when I was a kid man." "Great, so read to your son as much as possible. It will make him smarter. Trust me."
Today's efforts included bestowing upon him a Dr. Seuss anthology I had randomly picked up a few years ago that included several of the books including "Green Eggs and Ham." I modeled for him how to read to his son after he expressed concern (and genuinely looked afraid) about not being able to get him interested. We talked about strategies to get him to sit still (he is two after all) and I showed him how to do voices and make it interesting for him. Our office support staff also shared some strategies she had learned and as he was leaving later on he said, "D*mn, this is the biggest book I have ever held. I feel all smart and stuff." He was on his way to see his son at that point.
Another random thing I have tried to emphasize with him is philosophy, but without any direction. I was having a rough morning the last time he came in and just decided he should listen to some Alan Watts. There was absolutely no reasoning behind it; as I continued editing his paper to the judge I said, "Here, listen to this," and had him sit on the computer next to me. He was "trippin'" not long into it. "Wow man. I think I want to listen to this at home. It's like...interesting. And I want to think about this stuff." I explained a little about who Alan Watts was, which is actually pretty minimal because I don't actually know a lot about him. I showed him the Wikipedia page because he is not very proficient on computers. I taught him how to navigate a bit in order to learn more about the subject.
This is a kid that doesn't even have email.
I had completely forgotten about my little experiment until shortly before he left today, toting his Dr. Seuss Bible, when he said, "I have been listening to Alan Watts..."
I blinked for a moment and then remembered. I'm sure the shock on my face was very apparent and I turned to him and asked, "Really?"
"Yeah man, the one on death was really weird. And then there's the Buddhism stuff...I like to watch them in the morning."
I didn't even know what to say. Seriously? You just hang out on Youtube and listen to Alan Watts now? Here is a 21-year old with a few theft convictions, who has no high school diploma, works in nursery work, and he's just chillin' on Youtube in the morning and learning about philosophy?
What will I think of next?!
7/1/13 Listening to Pandora, "Mad World" and Turning to a Page in "Drive"
"The value of a life can be measured by one’s ability to affect the destiny of one less advantaged.
Since death is an absolute certainty for everyone, the important variable is the quality of life one leads between the times of birth and death."
~Bill Strickland
"The value of a life can be measured by one’s ability to affect the destiny of one less advantaged.
Since death is an absolute certainty for everyone, the important variable is the quality of life one leads between the times of birth and death."
~Bill Strickland
6/30/13 La Comunidad
I had an exceptionally busy day yesterday, because for some reason, the stars aligned masterfully, and everyone decided they needed to celebrate something on June 29, 2013.
I have tried to do a better job of not filling my calendar up as I recognize it is truly okay to say "no" to some things. But I can't help but say "YES!" when I have so many amazing friends and so many fantastic opportunities arise. I mean, seriously, I have some really cool friends. How could anyone say "no" to them?!
After completing the Dirty Dash last year in Eugene with my friend Natalie, my baby sister felt that she too needed to participate in mud frolicking. I'm not sure where this obsession came from, but she finally convinced me to sign up for a second go in March. The date for this marvelous adventure? June 29th at 9AM.
A few weeks ago, a friend with a penchant for having loads of fun doing a multitude of things that can only be matched by my own obsessive-all-over-the-place-interests, invited me to an epic game night. Having grown up in a house that regularly had battles over Pictionary, Trivial Pursuit, and Boggle, I jumped on the chance to participate and ultimately win. Well, or, at least have a fun time trying anyway. "June 29th, game night 7PM," I typed diligently into my IPod.
Three weeks ago, our partner High School Equivalency program announced the date for their GED graduation. "June 29th. Hmm," I said as I filled my 4PM-6:30PM slot. I knew it would be tight, but there was no way I would miss watching our clients don their caps and gowns. I would simply have to make it work.
Then the final invitation came in a week and a half ago from my adorable and oh so talented cousin. "We are having our housewarming party June 29th! You have to be there!" I looked deploring at June 29th. "Uh. I'll try?" I said not-so-optimistically. This answer was not accepted and I obediently plugged in "Housewarming party" into a non-existent slot of 5:30ish-7:30ish, TBD.
At the Dirty Dash, I was greatly bemused by the clever costumes that included men dressed in prom dresses sporting pigtails, men dressed in business suits, and a number of superheros. I felt quite safe in their presence as we took to the field to begin the ordeal...I mean "fun run." Everyone was laughing and beaming as we began the race, and screaming and moaning by the time we got to the first mud pit. "Ugh," I groaned a few times as I slung mud in my sister's face. Totally worth it. By the end, we were all caked in mud, some more than others as many chose to dive in head first into the final two mud baths. This was a community of Ninkasi loving mud nuts, for sure.
On the drive back from Eugene after showering off the thick layer of mud and hay that covered almost my entire person, I felt optimistic that I would be able to complete all of my activities dutifully. "No problem," I thought as we drove up I-5.
After returning home, I managed to change in ten minutes and my roommate commented as I ran out the door, "Wow, that was fast." I went from mud soaked sweat pants to a purple dress and heels in a matter of hours. I suppose that is an impressive feat.
During the graduation, I looked around at the faces around me, predominately Hispanic because this program is geared towards helping migrant seasonal farmworkers achieve success through education. I considered how powerful this moment was as I paused for a moment. There were over forty students graduating this round. Forty students who had children they had been fighting to provide for and over forty people who had had so many barriers they had overcome. It never fails to impress me in working in this community, how lucky I am to be witness to this kind of awesomeness. They attended classes four nights a week, often worked full-time, minimum wage jobs, cared for their children, and managed to push ahead to pass all five tests in writing, reading, math, social studies, and science. Many of them had less than a six grade education, and they all did it.
As usual, there were several points I almost lost it and started crying, but I managed to maintain my composure. One of the most moving moments was when a Valedictorian was being introduced to speak to the graduating class and her daughter, who was sitting next me to, nearly jumped out of her seat. She was absolutely beaming as she looked at her father in recognition and she had this stunning look of admiration and pride. She was probably only six and I was taken aback by how powerful of a moment it was-for her to see her mother speak to her class as she completed something so many of us take for granted. In my culture, it is expected and demanded that every student graduate with a high school diploma. In theirs, the expectation is that the family simply survives and if that means giving up an education to make ends meet, then so be it. Malow's Heirarchy of Needs is the real deal. You don't eat, you don't care about self-actualization I'm afraid.
After watching the emotional ceremony, I was starting to feel the day wear on me. "Must...go...on," I thought as I drove to my cousin's place, receiving texts and messages along the way asking where I was. I eventually arrived, had an amazing time with friends and family, admired their awesome, brand-spanking-new house once more, and moved on to epic-game-night-party.
I knew only one person at this party, the host, which was okay, because I am now quite accustomed to barging in on places and just jumping right in. "Sure, I belong here and everywhere!" should now be my motto. And so jumping in commenced. I was grateful that I was able to make it and push onward through the night, even though I was exhausted.
I met some really amazing people and had some interesting conversations, in particular about education (one of my favorite subjects; hard to believe, I know). One of the discussions I was involved in was about community, actually, the second for the day. And after we discussed childhood development, parenting (or lack thereof), technology and the implications for the future of education and our culture in general; I felt like I wish I had more of these conversations. I had never met this person before and it was clear we had different beliefs and backgrounds (which I think is a good thing-all the better for me to learn that which I don't really know). And in a short time frame, she taught me a few things that had me realizing some areas of my ineptitude. I am thankful she provided me the opportunity for me to be able to recognize it and learn from her. I feel like I could learn even more from her.
As I consider the near absurdity of everything I did yesterday and how completely diverse the communities were that I dove into head first (beer and mud slugging runners, migrant seasonal farmworkers, family and friends of a whole different variety, and more of the upper echelon/techy types), I realize that I love all of them equally. I have learned so much from all of my unique, eccentric experiences and am thankful for each and every one of them.
I think my only wish is that more people were willing to be so open. We have lost something in our society as we have plunged into this existence of "busy-ness" and a need to strive to get things done and get ahead, and our children are paying for it--and ultimately our society as a whole. I believe we have lost a sense of morality, community, and recognition of some kind of fundamental "structure" for lack of a better term. The woman I was speaking to last night made an eloquent remark about the "tear in the moral fabric" of our society and I believe it will continue to run like cheap nylons snagged on a ragged, paint chipped nail as we ignore this need to instill value, respect, and moral obligation to help those in need. We constantly have bullying and hate being spewed all around us and it is most certainly coming from somewhere.
Us.
I have watched and participated in arguments and discussion in the last few weeks about immigration, "gay" rights, and a butter lovin' nit wit who needs to watch what they say. So much of it is unnecessary, but with stubborn pride and indignant certitude of the "My way is the right way" attitude being the mantra of so many, it's hard to truly move forward and "PROGRESS" (the verb not the noun). Not to quote a certain someone, but we do need "Change" in the United States. Not "Uh-merica" (a term I have come to love dearly thanks to reddit.com).
But the United States of America.
America is Mexico, Canada, AND the United States of America. We are the United States of America, with "Liberty and Justice for ALL." And yet we continue to NOT stand by those words.
These days it's: Liberty and Justice for those a small minority deem fit to receive it; the rest are condemned or ignored.
And all of this came from an evening of "Taboo" and the recognition that I am equally guilty of judgement and believing I too am always right. I'm not, and neither are "We the People" much of the time.
I had an exceptionally busy day yesterday, because for some reason, the stars aligned masterfully, and everyone decided they needed to celebrate something on June 29, 2013.
I have tried to do a better job of not filling my calendar up as I recognize it is truly okay to say "no" to some things. But I can't help but say "YES!" when I have so many amazing friends and so many fantastic opportunities arise. I mean, seriously, I have some really cool friends. How could anyone say "no" to them?!
After completing the Dirty Dash last year in Eugene with my friend Natalie, my baby sister felt that she too needed to participate in mud frolicking. I'm not sure where this obsession came from, but she finally convinced me to sign up for a second go in March. The date for this marvelous adventure? June 29th at 9AM.
A few weeks ago, a friend with a penchant for having loads of fun doing a multitude of things that can only be matched by my own obsessive-all-over-the-place-interests, invited me to an epic game night. Having grown up in a house that regularly had battles over Pictionary, Trivial Pursuit, and Boggle, I jumped on the chance to participate and ultimately win. Well, or, at least have a fun time trying anyway. "June 29th, game night 7PM," I typed diligently into my IPod.
Three weeks ago, our partner High School Equivalency program announced the date for their GED graduation. "June 29th. Hmm," I said as I filled my 4PM-6:30PM slot. I knew it would be tight, but there was no way I would miss watching our clients don their caps and gowns. I would simply have to make it work.
Then the final invitation came in a week and a half ago from my adorable and oh so talented cousin. "We are having our housewarming party June 29th! You have to be there!" I looked deploring at June 29th. "Uh. I'll try?" I said not-so-optimistically. This answer was not accepted and I obediently plugged in "Housewarming party" into a non-existent slot of 5:30ish-7:30ish, TBD.
At the Dirty Dash, I was greatly bemused by the clever costumes that included men dressed in prom dresses sporting pigtails, men dressed in business suits, and a number of superheros. I felt quite safe in their presence as we took to the field to begin the ordeal...I mean "fun run." Everyone was laughing and beaming as we began the race, and screaming and moaning by the time we got to the first mud pit. "Ugh," I groaned a few times as I slung mud in my sister's face. Totally worth it. By the end, we were all caked in mud, some more than others as many chose to dive in head first into the final two mud baths. This was a community of Ninkasi loving mud nuts, for sure.
On the drive back from Eugene after showering off the thick layer of mud and hay that covered almost my entire person, I felt optimistic that I would be able to complete all of my activities dutifully. "No problem," I thought as we drove up I-5.
After returning home, I managed to change in ten minutes and my roommate commented as I ran out the door, "Wow, that was fast." I went from mud soaked sweat pants to a purple dress and heels in a matter of hours. I suppose that is an impressive feat.
During the graduation, I looked around at the faces around me, predominately Hispanic because this program is geared towards helping migrant seasonal farmworkers achieve success through education. I considered how powerful this moment was as I paused for a moment. There were over forty students graduating this round. Forty students who had children they had been fighting to provide for and over forty people who had had so many barriers they had overcome. It never fails to impress me in working in this community, how lucky I am to be witness to this kind of awesomeness. They attended classes four nights a week, often worked full-time, minimum wage jobs, cared for their children, and managed to push ahead to pass all five tests in writing, reading, math, social studies, and science. Many of them had less than a six grade education, and they all did it.
As usual, there were several points I almost lost it and started crying, but I managed to maintain my composure. One of the most moving moments was when a Valedictorian was being introduced to speak to the graduating class and her daughter, who was sitting next me to, nearly jumped out of her seat. She was absolutely beaming as she looked at her father in recognition and she had this stunning look of admiration and pride. She was probably only six and I was taken aback by how powerful of a moment it was-for her to see her mother speak to her class as she completed something so many of us take for granted. In my culture, it is expected and demanded that every student graduate with a high school diploma. In theirs, the expectation is that the family simply survives and if that means giving up an education to make ends meet, then so be it. Malow's Heirarchy of Needs is the real deal. You don't eat, you don't care about self-actualization I'm afraid.
After watching the emotional ceremony, I was starting to feel the day wear on me. "Must...go...on," I thought as I drove to my cousin's place, receiving texts and messages along the way asking where I was. I eventually arrived, had an amazing time with friends and family, admired their awesome, brand-spanking-new house once more, and moved on to epic-game-night-party.
I knew only one person at this party, the host, which was okay, because I am now quite accustomed to barging in on places and just jumping right in. "Sure, I belong here and everywhere!" should now be my motto. And so jumping in commenced. I was grateful that I was able to make it and push onward through the night, even though I was exhausted.
I met some really amazing people and had some interesting conversations, in particular about education (one of my favorite subjects; hard to believe, I know). One of the discussions I was involved in was about community, actually, the second for the day. And after we discussed childhood development, parenting (or lack thereof), technology and the implications for the future of education and our culture in general; I felt like I wish I had more of these conversations. I had never met this person before and it was clear we had different beliefs and backgrounds (which I think is a good thing-all the better for me to learn that which I don't really know). And in a short time frame, she taught me a few things that had me realizing some areas of my ineptitude. I am thankful she provided me the opportunity for me to be able to recognize it and learn from her. I feel like I could learn even more from her.
As I consider the near absurdity of everything I did yesterday and how completely diverse the communities were that I dove into head first (beer and mud slugging runners, migrant seasonal farmworkers, family and friends of a whole different variety, and more of the upper echelon/techy types), I realize that I love all of them equally. I have learned so much from all of my unique, eccentric experiences and am thankful for each and every one of them.
I think my only wish is that more people were willing to be so open. We have lost something in our society as we have plunged into this existence of "busy-ness" and a need to strive to get things done and get ahead, and our children are paying for it--and ultimately our society as a whole. I believe we have lost a sense of morality, community, and recognition of some kind of fundamental "structure" for lack of a better term. The woman I was speaking to last night made an eloquent remark about the "tear in the moral fabric" of our society and I believe it will continue to run like cheap nylons snagged on a ragged, paint chipped nail as we ignore this need to instill value, respect, and moral obligation to help those in need. We constantly have bullying and hate being spewed all around us and it is most certainly coming from somewhere.
Us.
I have watched and participated in arguments and discussion in the last few weeks about immigration, "gay" rights, and a butter lovin' nit wit who needs to watch what they say. So much of it is unnecessary, but with stubborn pride and indignant certitude of the "My way is the right way" attitude being the mantra of so many, it's hard to truly move forward and "PROGRESS" (the verb not the noun). Not to quote a certain someone, but we do need "Change" in the United States. Not "Uh-merica" (a term I have come to love dearly thanks to reddit.com).
But the United States of America.
America is Mexico, Canada, AND the United States of America. We are the United States of America, with "Liberty and Justice for ALL." And yet we continue to NOT stand by those words.
These days it's: Liberty and Justice for those a small minority deem fit to receive it; the rest are condemned or ignored.
And all of this came from an evening of "Taboo" and the recognition that I am equally guilty of judgement and believing I too am always right. I'm not, and neither are "We the People" much of the time.
6/21/13 Inspired by the NSA
Looking through Coursera.com, I had determined I wanted to take a class over the summer, but really had no idea what I was interested in learning. I had recently met with an old friend from my home town to discuss my website, which he had pointed out had a little room for improvement. Okay, that is actually an understatement. He said something a little more spot on (thus the change).
I haven't devoted much time to the site because 1) I haven't had time. Flitting about doing dragon boat practice, taking classes, and the various other fun nonsense I got myself into over the last few months did not afford me much time for web development. And 2) because I'm "bootstrappin'" it, I didn't exactly have the funds to invest in hiring a legitimate web developer. I figured, I had done a quasi-okay job before because it got the job done, so why not do it again? Only this time I wanted to learn a little HTML (and when I say little, I mean learn what I could Google). Plus, I have a lot of REALLY smart, technologically savvy friends, so I figured they would tell me when I was really messing up until I could actually afford someone to make my site not look like it was not completed by a thirty-six year old Spanish major.
My relationship with technology has always been strained. I'm adept at learning, but only when I need to learn or want to learn. Or perhaps motivated to learn is a better way of explaining it. And most of my interest historically was in gaming. I grew up loving computers, playing on my grandfathers Commodore 64 with Loadstar games from an early age; then onto Mac SEs; and so on. I never felt the need to push myself outside of my comfort zone enough to truly progress as someone who has beyond basic computer competency skills.
For instance, I *might* be able to identify some of the internal components of a computer, but have never taken one apart to figure it out. I could go volunteer at Free Geek if I really wanted to understand the inner workings; but frankly, I don't care. I want to know very little about the function, rather, I want it to just do what I want it to do. While I know it might be important for my long-term relationship with computers to better understand the inner workings, I don't feel compelled to understand my computer; I'm just superficial when it comes to my relationship with my computer I guess like a really bad boyfriend. It's there to entertain me, I just don't want to have to "deal" with anything I deem "unnecessary" or "superfluous" because I am too busy to care.
It's all about priorities, but I think that this is about to change for me.
As I looked at the list of classes, one in particular caught my eye. "Cryptography." "Hmm...." I said out loud as I clicked the link.
And then I signed up.
In the last few days I have learned about DES, AES, Alice, Bob, ciphers, and a significant amount of math. My math skills are about as proficient as my computer skills; I learn what I have to learn to get by; although I am able to teach quite a lot. This is something I re-learned last weekend as I did some GED tutoring. But now I'm learning more! And I am loving it! I figure, this will only help me later on when I have to truly begin preparing for the GRE.
In order to get this stuff, I have had to spend probably just as much time watching the videos as I have on Google and Wikipedia better understanding things like XORs, Events (probability theory), subsets, and so on. I literally have about ten pages open right now that I'm still reading on. But what's great, is that I'm not only getting it (I'm able to answer most of the quiz questions correctly), but it's also fun!
I read an article on CNN two days ago about all of the NSA drama (something I was hardly shocked by), and I found I actually had a better understanding of it. "I actually kind of get this now!" I laughed as I read about encryptions.
How to hide your data from the NSA
I have multiple motivations in doing this class. For one, I realize that if I truly want to have a successful business that is geared more towards technology, it's about time I get it together and learn more so that I'm able better to integrate my "plans" into my product. Secondly, I wanted to see how far I could push myself. Is it possible for a former Spanish and ESL teacher with zero understanding of coding and cryptography to truly learn the fundamentals of something so difficult through a free on-line course? Finally, I joked with my friends that I want a future career with the NSA so I can make more money and pay off my student loans. So NSA, if you're watching, hire me.
Actually, that's a joke. While I understand the justifications of why it was done, I actually believe in our Constitution, Rights, and Freedoms. I taught 8th grade US History after all, and after having being forced to actually learn it, I actually learned to believe in it.
Education is a dangerous thing.
6/17/13 Update on the Struggling Learner and #gettingitright
I logged into Engrade and was mortified when I saw his grades for Writing and the supplemental class. An "F" and "D" were glaring at me in bright blue as my jaw surely dropped on my horrified face. It was total disappointment and we only had about a month to go.
I had let him slip because I had been focusing on other aspects of my job, and because I case manage on average about twenty-five clients, so something had to give. I hadn't seen him in two weeks, so I knew something was up. I picked up the phone immediately.
"Just what do you think you're doing Mister?" I said with my usual snark into the phone. Maybe those weren't my exact words, but something like it. Without giving him much of a chance to explain, because I knew there was no valid argument in this case, I simply made an appointment with him the next day and emailed his instructor.
He of course "forgot" to bring his book again, but we were able to tackle his missing assignment list and determine a plan of attack. This same scenario repeated for the next three weeks and I was even more grateful for his instructor's on-going communication during this vital time. Fortunately, we had worked with this same instructor last semester and he was willing to provide more information, knowing what was at stake.
I made sure to get his mother, father, and sister on board with ensuring he was completing the last few weeks of work; but something else more important happened. He was demonstrating motivation unlike anything I had seen in him previously. He stated it was because he actually liked writing, in contrast to his complete disdain and disregard for reading (likely because he really should still be in ESL). His instructor also noticed as well as he wrote the following:
"Danielle,
I just wanted to check in with you. Although his Engrade may not reflect this, He has made huge progress this term in WR 80. He is engaged fully in class, answers questions regularly (and correctly), gives great advice to his peers on their work, and has been writing very clearly. I am really impressed with him. Unfortunately, he is not passing the class (he has a high D) even though, at this point, he really deserves to pass. I know it is unlikely that he will have a chance to come meet with me again, but I'd love it if he was able to or at least we could figure out a way for him to pass. He is missing several things I would let him turn in...."
My jaw dropped again. "Gives great advice???! What???" How could this kid, who had failed Math 20, Reading 80, AND ABE Writing in the fall, get to his third semester of college and go from loathing school to being so engaged? I was shocked, baffled, and elated all at once.
And then I read his "Final Reflection" for the class. Keep in mind, he has only lived in the United States for four years and still struggles with English.
REFLECTION
During this term, I learned so many things; not only in Mr. B's class, but in each class that I took. I gained new experiences that have helped me to be a better student during the term. It also helped me to be better in each class that I took. The new experience that I learned in the class is going to help me for the rest of my life; not just as a college student and but for the rest of my life.
One of the things that I learned is to stop procrastinating. Procrastinating during this term left me nothing good, because during the first two weeks, I didn’t do my homework because I didn’t feel like doing it. I didn’t turn it in and that affected my grades because my grade is a B instead of having an A.
In this term, I learned that procrastinating is wasting my time because the only person who is going to be affected by it is me because I paid for the class already and if I don’t well in class I have to retake until I pass. In this term, I did my homework the same day that the teachers gave it and that helped me a lot because I finished the same day and I didn’t have to worried the next day. Sometimes I forgot to do the homework and I remembered when the teacher asked for the homework. Doing my homework helped so much, because I turned all of my homework on time and I didn’t have to worry about that homework anymore and I could do other things.
I also learned that I really like writing even though I don’t like school and I hate reading. But writing is something that I like because it’s easy for me. When I start thinking and the ideas start to come out very easy and that makes help full when I have to write a paper. During the term, Danielle helped me to pass my class because she always calls me and tell me that I have to go to her office and work on my homework. She always sent an email to my teacher and asked how I’m doing in my classes. When I missed a homework, she told me that I should do it and she made me do the missing work in her office. She is a big part of my success because she wants to see me in the auto mechanic program.
The next term, I going to take reading and I need to keep going the same as I am doing right now because reading is something that I can do and I need to pass so I can be in the auto mechanic program. Even though I can read, I’m going to try to read more and that way make me better in the class. One thing that is going to help is to take just the reading class and PE or a fun class. I’m going to do all my homework and I will ask my teacher if I have any question or ask for help if I need something in the writing center. I’m going to work with Danielle so I can have a good grade and have the opportunity to get into the mechanic class. The most important thing that I have to do is stop procrastinating because it is one of the reasons that I don’t do my homework and I pass my classes. I’m going to do my homework the same day and I’m going to try to work hard so I can pass my class."
Last week when I logged into Engrade once more, I was shocked, but pleasantly so. He finished the semester with a C (78%) in Writing and B in his DE class. I couldn't believe it.
So what is to be learned here? Well, I think it's obvious that persistence pays. For those of you who have struggling students, know that every effort you make is not in vain, although so often it feels that way. Every push and every battle can lead to success. Now, I won't lie and say this semester was perfect for my client; he did receive a D in his computer class because we had chosen to focus on the academic class. He also lied to me when I asked him about completing certain assignments, and I can only do so much. He had to be the one to step up and he chose not to, in that class. In my day job, I am a "Workforce Consultant" and frankly do not have the time to devote to that kind of case management, but I did what I could with the limitations and I feel that my efforts to help him paid off. I certainly do not do this for every client because frankly, it's not in my job description to do so. I have simply made it a priority to step it up a notch when I recognize the potential. But as I stated in a previous post, I had faith in him because he has awesome parents who are outstanding role models and he demonstrated a desire to improve.
And clearly he has.
With one more semester in the fall to complete, I have no doubt he will continue to succeed. Not because I made phone calls and continually pushed him, but because he now recognizes within himself what he needs to do to achieve.
It is because of experiences like these that I am eager, hopeful, and excited to officially launch Catalyst in August. I cannot wait to have the opportunity to work with students one-on-one specifically to focus on their educational and professional goals. I believe the successes will be many and I look forward to the challenges ahead.
I logged into Engrade and was mortified when I saw his grades for Writing and the supplemental class. An "F" and "D" were glaring at me in bright blue as my jaw surely dropped on my horrified face. It was total disappointment and we only had about a month to go.
I had let him slip because I had been focusing on other aspects of my job, and because I case manage on average about twenty-five clients, so something had to give. I hadn't seen him in two weeks, so I knew something was up. I picked up the phone immediately.
"Just what do you think you're doing Mister?" I said with my usual snark into the phone. Maybe those weren't my exact words, but something like it. Without giving him much of a chance to explain, because I knew there was no valid argument in this case, I simply made an appointment with him the next day and emailed his instructor.
He of course "forgot" to bring his book again, but we were able to tackle his missing assignment list and determine a plan of attack. This same scenario repeated for the next three weeks and I was even more grateful for his instructor's on-going communication during this vital time. Fortunately, we had worked with this same instructor last semester and he was willing to provide more information, knowing what was at stake.
I made sure to get his mother, father, and sister on board with ensuring he was completing the last few weeks of work; but something else more important happened. He was demonstrating motivation unlike anything I had seen in him previously. He stated it was because he actually liked writing, in contrast to his complete disdain and disregard for reading (likely because he really should still be in ESL). His instructor also noticed as well as he wrote the following:
"Danielle,
I just wanted to check in with you. Although his Engrade may not reflect this, He has made huge progress this term in WR 80. He is engaged fully in class, answers questions regularly (and correctly), gives great advice to his peers on their work, and has been writing very clearly. I am really impressed with him. Unfortunately, he is not passing the class (he has a high D) even though, at this point, he really deserves to pass. I know it is unlikely that he will have a chance to come meet with me again, but I'd love it if he was able to or at least we could figure out a way for him to pass. He is missing several things I would let him turn in...."
My jaw dropped again. "Gives great advice???! What???" How could this kid, who had failed Math 20, Reading 80, AND ABE Writing in the fall, get to his third semester of college and go from loathing school to being so engaged? I was shocked, baffled, and elated all at once.
And then I read his "Final Reflection" for the class. Keep in mind, he has only lived in the United States for four years and still struggles with English.
REFLECTION
During this term, I learned so many things; not only in Mr. B's class, but in each class that I took. I gained new experiences that have helped me to be a better student during the term. It also helped me to be better in each class that I took. The new experience that I learned in the class is going to help me for the rest of my life; not just as a college student and but for the rest of my life.
One of the things that I learned is to stop procrastinating. Procrastinating during this term left me nothing good, because during the first two weeks, I didn’t do my homework because I didn’t feel like doing it. I didn’t turn it in and that affected my grades because my grade is a B instead of having an A.
In this term, I learned that procrastinating is wasting my time because the only person who is going to be affected by it is me because I paid for the class already and if I don’t well in class I have to retake until I pass. In this term, I did my homework the same day that the teachers gave it and that helped me a lot because I finished the same day and I didn’t have to worried the next day. Sometimes I forgot to do the homework and I remembered when the teacher asked for the homework. Doing my homework helped so much, because I turned all of my homework on time and I didn’t have to worry about that homework anymore and I could do other things.
I also learned that I really like writing even though I don’t like school and I hate reading. But writing is something that I like because it’s easy for me. When I start thinking and the ideas start to come out very easy and that makes help full when I have to write a paper. During the term, Danielle helped me to pass my class because she always calls me and tell me that I have to go to her office and work on my homework. She always sent an email to my teacher and asked how I’m doing in my classes. When I missed a homework, she told me that I should do it and she made me do the missing work in her office. She is a big part of my success because she wants to see me in the auto mechanic program.
The next term, I going to take reading and I need to keep going the same as I am doing right now because reading is something that I can do and I need to pass so I can be in the auto mechanic program. Even though I can read, I’m going to try to read more and that way make me better in the class. One thing that is going to help is to take just the reading class and PE or a fun class. I’m going to do all my homework and I will ask my teacher if I have any question or ask for help if I need something in the writing center. I’m going to work with Danielle so I can have a good grade and have the opportunity to get into the mechanic class. The most important thing that I have to do is stop procrastinating because it is one of the reasons that I don’t do my homework and I pass my classes. I’m going to do my homework the same day and I’m going to try to work hard so I can pass my class."
Last week when I logged into Engrade once more, I was shocked, but pleasantly so. He finished the semester with a C (78%) in Writing and B in his DE class. I couldn't believe it.
So what is to be learned here? Well, I think it's obvious that persistence pays. For those of you who have struggling students, know that every effort you make is not in vain, although so often it feels that way. Every push and every battle can lead to success. Now, I won't lie and say this semester was perfect for my client; he did receive a D in his computer class because we had chosen to focus on the academic class. He also lied to me when I asked him about completing certain assignments, and I can only do so much. He had to be the one to step up and he chose not to, in that class. In my day job, I am a "Workforce Consultant" and frankly do not have the time to devote to that kind of case management, but I did what I could with the limitations and I feel that my efforts to help him paid off. I certainly do not do this for every client because frankly, it's not in my job description to do so. I have simply made it a priority to step it up a notch when I recognize the potential. But as I stated in a previous post, I had faith in him because he has awesome parents who are outstanding role models and he demonstrated a desire to improve.
And clearly he has.
With one more semester in the fall to complete, I have no doubt he will continue to succeed. Not because I made phone calls and continually pushed him, but because he now recognizes within himself what he needs to do to achieve.
It is because of experiences like these that I am eager, hopeful, and excited to officially launch Catalyst in August. I cannot wait to have the opportunity to work with students one-on-one specifically to focus on their educational and professional goals. I believe the successes will be many and I look forward to the challenges ahead.
6/15/13 Another Rockstar Not Educated Within Our Public Education System
A PhD at 16? No big thing
"She was a successful certified trust and financial adviser with a full-time career. She had barely heard of home schooling and had no idea how to teach.
But super-bright Tayt was being bullied at school. Ultra-bright Tesca was so far off the charts no regular classroom would fit."
One thing I find interesting in this trend of students who HAVE to be homeschooled because public education fails them, is that in "teacher school," we are taught to provide marvelous, engaging instruction through "differentiated instruction" techniques. Yet, it is demanded of our schools that the curriculum and testing be standardized. I ask you, how does this make ANY sense?
When teaching in Beaverton and in New York, I worked with students who were incredibly adept at learning, perhaps not on the genius level of Tesca; however, they were highly motivated and I felt they were quite limited in our schools. It's for this reason my tutoring business probably faired so well in New York, because the parents who could afford our services recognized that their students were capable of so much more and willing to invest in their education by providing them with one-on-one instruction. And it WORKED. Time and again we had successes, even with as little as one hour of tutoring a week.
When we have schools that have class sizes of over FORTY students in a classroom, how can a teacher possible teach effectively OR meet the needs of each student? I think we all know the answer is: they CAN'T. Students like Tesca would get lost in the system if they didn't have amazing parents like she has, who were able to devote themselves to providing an appropriate education for their students.
There is something seriously wrong with this, in particular when our tax dollars are going to fund this incredibly flawed system.
But beyond the absurdity of class sizes, I think the second biggest issue is in the expectation of standardized curriculum. I had dinner with my two pals last night, one a haggard math instructor who felt summer couldn't come soon enough. She made a snarky remark at one point as we were discussing generational poverty. She said, "How one student learns math is COMPLETELY different from how a student sitting right next to them learns. And the student sitting next to them? Well, they too have a different way of learning. And how I learn math is different. Yet, we are expected to teach them ALL THE SAME??"
Yes we are. And it's wrong. Tesca is a testament to this.
A PhD at 16? No big thing
"She was a successful certified trust and financial adviser with a full-time career. She had barely heard of home schooling and had no idea how to teach.
But super-bright Tayt was being bullied at school. Ultra-bright Tesca was so far off the charts no regular classroom would fit."
One thing I find interesting in this trend of students who HAVE to be homeschooled because public education fails them, is that in "teacher school," we are taught to provide marvelous, engaging instruction through "differentiated instruction" techniques. Yet, it is demanded of our schools that the curriculum and testing be standardized. I ask you, how does this make ANY sense?
When teaching in Beaverton and in New York, I worked with students who were incredibly adept at learning, perhaps not on the genius level of Tesca; however, they were highly motivated and I felt they were quite limited in our schools. It's for this reason my tutoring business probably faired so well in New York, because the parents who could afford our services recognized that their students were capable of so much more and willing to invest in their education by providing them with one-on-one instruction. And it WORKED. Time and again we had successes, even with as little as one hour of tutoring a week.
When we have schools that have class sizes of over FORTY students in a classroom, how can a teacher possible teach effectively OR meet the needs of each student? I think we all know the answer is: they CAN'T. Students like Tesca would get lost in the system if they didn't have amazing parents like she has, who were able to devote themselves to providing an appropriate education for their students.
There is something seriously wrong with this, in particular when our tax dollars are going to fund this incredibly flawed system.
But beyond the absurdity of class sizes, I think the second biggest issue is in the expectation of standardized curriculum. I had dinner with my two pals last night, one a haggard math instructor who felt summer couldn't come soon enough. She made a snarky remark at one point as we were discussing generational poverty. She said, "How one student learns math is COMPLETELY different from how a student sitting right next to them learns. And the student sitting next to them? Well, they too have a different way of learning. And how I learn math is different. Yet, we are expected to teach them ALL THE SAME??"
Yes we are. And it's wrong. Tesca is a testament to this.
6/11/13 "Data," Privatization to Milk the Cash Cow, and This Thing Known as "Reality"
New Data Shows School ‘Reformers’ Are Getting it Wrong
"That’s because the latest Department of Education study isn’t being released in a vacuum; it caps off an overwhelming wave of evidence showing that our education crisis has far less to do with public schools or bad teachers than it does with the taboo subject of crushing poverty."
'Income Achievement Gap' Almost Double Black-White Performance Gap Report Shows
"Abundant research has shown compellingly the high correlation between the income level of a student's family and test scores. But Reardon's report for the first time looks at the achievement gap between rich and poor children, how that gap compares to the achievement gap between black and white children, and how the gap has evolved over time.
Another notable finding was that the income achievement gap doesn't narrow, or widen, during the entire time children are in school. To Reardon, this suggests that "a big part of the processes that are responsible for this are things that happen in early childhood before kids get into kindergarten."
The widening academic achievement gap between the rich and the poor: New evidence and possible explanations
New Data Shows School ‘Reformers’ Are Getting it Wrong
"That’s because the latest Department of Education study isn’t being released in a vacuum; it caps off an overwhelming wave of evidence showing that our education crisis has far less to do with public schools or bad teachers than it does with the taboo subject of crushing poverty."
'Income Achievement Gap' Almost Double Black-White Performance Gap Report Shows
"Abundant research has shown compellingly the high correlation between the income level of a student's family and test scores. But Reardon's report for the first time looks at the achievement gap between rich and poor children, how that gap compares to the achievement gap between black and white children, and how the gap has evolved over time.
Another notable finding was that the income achievement gap doesn't narrow, or widen, during the entire time children are in school. To Reardon, this suggests that "a big part of the processes that are responsible for this are things that happen in early childhood before kids get into kindergarten."
The widening academic achievement gap between the rich and the poor: New evidence and possible explanations
5/30/13 Because sometimes when the going gets tough, you have to pause and get your groove on
Daft Punk-"Get Lucky"
5/27/13 What is the point?
One-third of Millennials regret going to college
"The survey was conducted among Millennials aged 22 to 32. More than half financed their education through student loans, with 54% saying their student load debt is their biggest financial concern and 42% calling the debt “overwhelming.”
A report on the study by Forbes magazine notes “The problem sometimes is that not all college educations are worth their cost, since they can’t guarantee a high-paying job to help pay off that student debt.”
"...Students who borrow the maximum amount of subsidized Stafford loans over five years would pay $10,109 in interest payments under H.R. 1911, $4,174 if rates were kept at 3.4 percent, or $8,808 if rates are allowed to double to 6.8 percent in July.
Student borrowing surpassed $100 billion in 2010, and student loan debt now exceeds credit card debt in the United States."
Yikes. I clearly should have gotten into the lending biz. Okay..I'm no math expert, but let's if I can do the math...$100 billion X 6.8%....
One-third of Millennials regret going to college
"The survey was conducted among Millennials aged 22 to 32. More than half financed their education through student loans, with 54% saying their student load debt is their biggest financial concern and 42% calling the debt “overwhelming.”
A report on the study by Forbes magazine notes “The problem sometimes is that not all college educations are worth their cost, since they can’t guarantee a high-paying job to help pay off that student debt.”
"...Students who borrow the maximum amount of subsidized Stafford loans over five years would pay $10,109 in interest payments under H.R. 1911, $4,174 if rates were kept at 3.4 percent, or $8,808 if rates are allowed to double to 6.8 percent in July.
Student borrowing surpassed $100 billion in 2010, and student loan debt now exceeds credit card debt in the United States."
Yikes. I clearly should have gotten into the lending biz. Okay..I'm no math expert, but let's if I can do the math...$100 billion X 6.8%....
5/24/13 Problem Solving By Shifting Students and Not Addressing the True "Problem:" Socio-Economic Factors Leading to Educational Barriers
Failing "Voucher" Schools
"Now seven schools in Jefferson and Orleans parishes have results so low -- less than 25 percent of voucher students proficient for three years running -- that they have been barred from accepting new voucher students in the fall, as per state policy."
"White said the 2013 scores for voucher students were low because of the large influx of students from failing schools."
You can shift students to a new school, throw a gorgeous new curriculum their way, and provide outstanding instructional support and services, but it will NEVER be enough.
THIS is how it's done, sir. http://friendspdx.org/
http://friendspdx.org/it-works
Failing "Voucher" Schools
"Now seven schools in Jefferson and Orleans parishes have results so low -- less than 25 percent of voucher students proficient for three years running -- that they have been barred from accepting new voucher students in the fall, as per state policy."
"White said the 2013 scores for voucher students were low because of the large influx of students from failing schools."
You can shift students to a new school, throw a gorgeous new curriculum their way, and provide outstanding instructional support and services, but it will NEVER be enough.
THIS is how it's done, sir. http://friendspdx.org/
http://friendspdx.org/it-works
5/22/13 Making it big as a high school drop-out
"I knew what I wanted to be working on. I wasn't really getting it out of school at the time. My parents saw that and they helped me find opportunities..."
~David Karp
"I knew what I wanted to be working on. I wasn't really getting it out of school at the time. My parents saw that and they helped me find opportunities..."
~David Karp
5/20/13 Coursera's Continued Innovations
Coursera moves beyond universities into K-12 with 12 new institutions and 28 free courses for teachers
Coursera Plans New Continuing Education MOOC Options for Teachers
Coursera moves beyond universities into K-12 with 12 new institutions and 28 free courses for teachers
Coursera Plans New Continuing Education MOOC Options for Teachers
5/19/13 Survey Results: "What is the purpose of public education?"
Results are in!
Of 100 responders who identified themselves as parents, teachers/school administrators/support staff, employers, community members, most agree that students are just not prepared...
Are students ready for college when they graduate high school?
Are students ready for the workforce when they graduate high school?
Results are in!
Of 100 responders who identified themselves as parents, teachers/school administrators/support staff, employers, community members, most agree that students are just not prepared...
Are students ready for college when they graduate high school?
Are students ready for the workforce when they graduate high school?
5/18/13 "When No One Else Does..."
5/17/13 The Circus
One of the great joys of my day job is the tremendous amount of networking I get to do on a weekly basis. This lends itself to meeting some truly amazing people, learning about more opportunities in the community and in life in general, and hearing insights from people that either change or reinforce my perspectives.
Today I was not disappointed in the encounters I had and the conversations that sprung forth. One conversation that stood out in particular was that of a story about a teacher with a vision and the mind of creative genius. The individual I spoke to explained that this inspiring teacher worked with her class to create and perform a circus. And during the planning phases, each student was an active participant in developing the "show." What was was seen during this process was that the students were afforded the opportunity to tap into their personal strengths and acquire more abilities with respects to their "Multiple Intelligences." Even the "troubled" students were able to excel, and perform through their kinesthetic learning.
I was reminded of my own experiences as a teacher and those moments of zen; when you truly arrive as a teacher (which is too rare of an occurrence due to the current state of affairs); when you see students take ownership of their own learning.
Those are the moments that STICK. Students don't recall with love, adoration, and nostalgia the moments they spend in their academic career cramming for arbitrary state tests. They remember the little "circuses" their teachers graced them with; that were created with thoughtful time, planning, dedication, creativity, and a love of teaching.
What are YOUR favorite memories of school?
Exploratory classes at Millicoma Middle School in the 6th grade: geology and origami. Where I first learned of "fault lines" on the Oregon Coast and the concept of plate tectonics. We visited the cliffs not far from where I grew up that were home to thousands of fossils that continue to fascinate me today. This one, three-day event, likely influenced my delusion, I mean interest, in pursuing a career in Marine Biology. It was likely later reinforced with a visit to the Oregon Institute of Marine Biology while in my Advanced Science class, when we watched a lecture on plate tectonics. In the origami class, I learned for the first time of Sadako Sasaki as we each hand crafted our own cranes, perhaps not realizing in our young minds the significance and meaning behind that simple action.
In elementary school, I remember my first drawings in second grade with THE best teacher EVER Mrs. Graves. She had big 1980's glasses and always wore her gray hair in braids. In her class we drew saltine crackers, step-by-step, as we ate them. I think I still have the drawings somewhere which is why it stuck with me. I pretty much rocked it and clearly it was one of the greatest achievements of my life.
I also remember the day the Challenger exploded; when they pulled our entire grade into a classroom with a TV on a cart to watch, without understanding, that a teacher had just died on a mission to space. I was obsessively engrossed in my drawings of Woody Woodpecker and felt very slighted that I had to drop it for ANY reason. But there was something in our teachers' faces that made us realize that this was something serious and we sat and watched the footage of the explosion over and over again...
And I recall with absolute love when my first grade class had to go around the school and sing, the "Fried Ham" song. I sang that song, much to the chagrin of my poor mother, for at LEAST two years after. My favorite verse, without a doubt, was monster style, "And a little bit worse!" (Yes, I could probably still sing that song if you asked me to).
In high school, there was Mr. Grief's U.S. History class, that always had me thinking in ways I had never imagined. For instance, one required assignment was to select a format in which to present what we had been learning about the 1960's. My group selected an acting activity which became the "Dating Game." I dressed up in a hideous black dress, frizzed my stunning permed 1990's hair into a rat-nest-fest on my head and donned some atrocious accessories. The bachelors were none other than Martin Luther King Jr. and John F. Kennedy.
In Mr. Deming's class we had to write a creative story about socialism, communism, and capitalism. I wrote a story of Mr. Scrooge being visited Karl Marx instead of the ghost of Christmas Past. I still have the story somewhere because I greatly enjoyed writing it.
Finally, I remember planting trees. Growing up with a mother who worked for the Bureau of Land Management and in Weyerhaeuser country, there were many opportunities to be in "nature." Every year, we were handed our little pine trees with plastic sacks and moistened roots on a trek to the woods, where we planted our little trees. I remember one year I was devastated when the tree I got to bring home died in a pot on the back patio of our apartment. I was probably about six. The tree turned a rusty red and the needles began to fall off. I was mad that it didn't grow into a ginormous tree.
I can tell you I don't remember a single question on a single test I took. I don't remember preparing for them or studying for them. I don't remember a single score I received or where I placed among my peers. Because that didn't matter.
So here are the teachers who orchestrate circuses and the moments that matter.
One of the great joys of my day job is the tremendous amount of networking I get to do on a weekly basis. This lends itself to meeting some truly amazing people, learning about more opportunities in the community and in life in general, and hearing insights from people that either change or reinforce my perspectives.
Today I was not disappointed in the encounters I had and the conversations that sprung forth. One conversation that stood out in particular was that of a story about a teacher with a vision and the mind of creative genius. The individual I spoke to explained that this inspiring teacher worked with her class to create and perform a circus. And during the planning phases, each student was an active participant in developing the "show." What was was seen during this process was that the students were afforded the opportunity to tap into their personal strengths and acquire more abilities with respects to their "Multiple Intelligences." Even the "troubled" students were able to excel, and perform through their kinesthetic learning.
I was reminded of my own experiences as a teacher and those moments of zen; when you truly arrive as a teacher (which is too rare of an occurrence due to the current state of affairs); when you see students take ownership of their own learning.
Those are the moments that STICK. Students don't recall with love, adoration, and nostalgia the moments they spend in their academic career cramming for arbitrary state tests. They remember the little "circuses" their teachers graced them with; that were created with thoughtful time, planning, dedication, creativity, and a love of teaching.
What are YOUR favorite memories of school?
Exploratory classes at Millicoma Middle School in the 6th grade: geology and origami. Where I first learned of "fault lines" on the Oregon Coast and the concept of plate tectonics. We visited the cliffs not far from where I grew up that were home to thousands of fossils that continue to fascinate me today. This one, three-day event, likely influenced my delusion, I mean interest, in pursuing a career in Marine Biology. It was likely later reinforced with a visit to the Oregon Institute of Marine Biology while in my Advanced Science class, when we watched a lecture on plate tectonics. In the origami class, I learned for the first time of Sadako Sasaki as we each hand crafted our own cranes, perhaps not realizing in our young minds the significance and meaning behind that simple action.
In elementary school, I remember my first drawings in second grade with THE best teacher EVER Mrs. Graves. She had big 1980's glasses and always wore her gray hair in braids. In her class we drew saltine crackers, step-by-step, as we ate them. I think I still have the drawings somewhere which is why it stuck with me. I pretty much rocked it and clearly it was one of the greatest achievements of my life.
I also remember the day the Challenger exploded; when they pulled our entire grade into a classroom with a TV on a cart to watch, without understanding, that a teacher had just died on a mission to space. I was obsessively engrossed in my drawings of Woody Woodpecker and felt very slighted that I had to drop it for ANY reason. But there was something in our teachers' faces that made us realize that this was something serious and we sat and watched the footage of the explosion over and over again...
And I recall with absolute love when my first grade class had to go around the school and sing, the "Fried Ham" song. I sang that song, much to the chagrin of my poor mother, for at LEAST two years after. My favorite verse, without a doubt, was monster style, "And a little bit worse!" (Yes, I could probably still sing that song if you asked me to).
In high school, there was Mr. Grief's U.S. History class, that always had me thinking in ways I had never imagined. For instance, one required assignment was to select a format in which to present what we had been learning about the 1960's. My group selected an acting activity which became the "Dating Game." I dressed up in a hideous black dress, frizzed my stunning permed 1990's hair into a rat-nest-fest on my head and donned some atrocious accessories. The bachelors were none other than Martin Luther King Jr. and John F. Kennedy.
In Mr. Deming's class we had to write a creative story about socialism, communism, and capitalism. I wrote a story of Mr. Scrooge being visited Karl Marx instead of the ghost of Christmas Past. I still have the story somewhere because I greatly enjoyed writing it.
Finally, I remember planting trees. Growing up with a mother who worked for the Bureau of Land Management and in Weyerhaeuser country, there were many opportunities to be in "nature." Every year, we were handed our little pine trees with plastic sacks and moistened roots on a trek to the woods, where we planted our little trees. I remember one year I was devastated when the tree I got to bring home died in a pot on the back patio of our apartment. I was probably about six. The tree turned a rusty red and the needles began to fall off. I was mad that it didn't grow into a ginormous tree.
I can tell you I don't remember a single question on a single test I took. I don't remember preparing for them or studying for them. I don't remember a single score I received or where I placed among my peers. Because that didn't matter.
So here are the teachers who orchestrate circuses and the moments that matter.
5/16/13 Winners and Losers
Hillsboro Schools Budget Committee agrees to shift funds to save more teacher jobs
"Class sizes may rise slightly, but not as much as previously proposed. The average student to teacher ratio will be 30 to 1 instead of 31 to 1."
First off, hats off to Board member Carolyn Ortman for being the brains of this operation. I imagine many teachers will be thanking you profusely for not only helping them keep their jobs, but also keeping their class sizes manageable. Way. To. Go.
I will say, however, I am a bit saddened about the state of affairs with our school libraries (and the overall concern for libraries in general). The reality is with print media on the verge of extinction, these losses will continue. I see this as an amazing opportunity for technological improvements and revolutions in our schools, because I believe we should also be searching for $ and ways to be integrating Librarians with mad tech teaching skills and put emphasis on vamping up THEIR classrooms-the library.
I may be a bit biased in my passionate view that we need to keep libraries around FOREVER. It's because I spent a significant amount of time in my school libraries growing up. I was a voracious reader and just LOVED being there.
I remember very vividly, even very early on in elementary school, sifting through the books on the shelves...Beverly Cleary, Berestain Bears...a book on evolution...Charlie Brown...the amazing Choose your Own Adventure books that were housed on a black revolving rack in the corner that I admittedly cheated on by flipping through to the ends.
In middle school I moved onto the likes of Danielle Steele (yes, I do hate to admit that one), Steven King, VC Andrews (thanks, I think, to my Auntie Tammy), Victoria Holt (because I saw my mother reading them and picked those up as well; learning by example).
I loved our librarians and because of this became a library aid in middle school. I recall my great love of organizing books on the shelves, yes, IN order! I couldn't get enough of looking through the various books as I was putting them away and was obsessed with the sequencing of them. I remember diligently and lovingly placing plastic protectors around the books, always trying to perfect my practice and using the clear thick tape to neatly keep them in place; ensuring they would last through hundreds of grubby middle school hands who turned through them for years to come. I spent a significant amount of time on the computers, playing games, doing random graphic art, and just playing around. I'm old enough that I can admit this was pre-internet days. I can only imagine how mind blowing it would have been if we had the internet back then. Finally, I remember pouring through encyclopedias (remember those?) when I had down time, learning about Susan B. Anthony and various other fun facts because of a daily trivia question our front office staff had on the electronic board in the entrance. I am proud to say, I won many of those thanks to working in the library.
I also remember the amazing relationships I had with the staff who were incredibly supportive. I am so thankful I had them as role models during those pivotal years because who knows what I would have become without them. I also spent an inordinate amount of time talking on end to students as they came in. I think it built a certain amount of confidence in me at a young age because I was providing "excellent customer service" to our patrons.
In high school, my love of the school library did not waiver. I remember spending a significant amount of time reading, doing research papers on mythology, drawing, gossiping, and thinking. And thinking of these marvelous times, I wonder now why I don't spend any time at the library. Maybe I should change that.
So this is my ode to the librarians who are not valued enough to be kept around. Know that at least some of us will remember you with absolute adoration and continue to be thankful for having had you in their lives. For educating them in ways no one else can. For changing their lives for the better. For instilling values in them, a sense of responsibility, and providing opportunities for growth. You are truly amazing at what you do.
"I spent three days a week for 10 years educating myself in the public library, and it's better than college. People should educate themselves - you can get a complete education for no money. At the end of 10 years, I had read every book in the library and I'd written a thousand stories."
~Ray Bradbury
"If you have a garden and a library, you have everything you need."~ Marcus Tullius Cicero
"My Alma mater was books, a good library... I could spend the rest of my life reading, just satisfying my curiosity."
~Malcolm X
"I have always imagined that Paradise will be a kind of library."
~Jorge Luis Borges
"I must say I find television very educational. The minute somebody turns it on, I go to the library and read a good book."
~Groucho Marx
5/9/13 The Power of Persistence
Portland Public Schools adds more high school teachers to budget proposal after parental outcry
"The parents' concerns -- backed up by three board members --pressured Smith to allocate 11 additional positions to high schools last week, but she halted finalizing staffing after community members pushed for even more teachers. On Monday, Smith came back to the board with 47 more full-time positions, using money carved out of other areas in the budget."
And I stand corrected from my statement yesterday. Change might not be happening on a grand scale, but it is happening...I just wish more of this was taking place. Community members, parents, teachers, and students kinda outnumber those in position of power. I mean really, there could be a full on mutiny if enough people believed in and demanded "change."
"Never doubt that a small, group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." – Margaret Mead
Portland Public Schools adds more high school teachers to budget proposal after parental outcry
"The parents' concerns -- backed up by three board members --pressured Smith to allocate 11 additional positions to high schools last week, but she halted finalizing staffing after community members pushed for even more teachers. On Monday, Smith came back to the board with 47 more full-time positions, using money carved out of other areas in the budget."
And I stand corrected from my statement yesterday. Change might not be happening on a grand scale, but it is happening...I just wish more of this was taking place. Community members, parents, teachers, and students kinda outnumber those in position of power. I mean really, there could be a full on mutiny if enough people believed in and demanded "change."
"Never doubt that a small, group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." – Margaret Mead
5/8/13 Rethinking the Evolution of Education
One of the multitude of things I am involved in right now is Toastmasters. When my friend learned that I was attending meetings once a week, she asked, "And how do you fit THAT in?" Perhaps I have been over-committing myself a bit; but I am enjoying myself immensely and feel that I have gained so much over the last few weeks. My justification is: it's worth it. And to be quite frank, my public speaking skills have historically sucked, so this is definitely justifiable.
Yesterday, one of my fellow Toastmasters presented his speech entitled "Changing the Education System" and I happened to be his speech evaluator (how serendipitous!). I felt myself on the edge of my seat, trying to refrain from applauding on several key points. "YES!" I wanted to yell, but was able to control myself by focusing on jotting down notes regarding his speech instead. I also had to refrain from going into an hour long diatribe about my own views on the subject and focused instead on trying to provide him with sound feedback.
His interest in the subject stems from the levy that is being discussed in Beaverton; a measure to "save" the district in some capacity. Some of the points I particularly liked were the fact that there is a general lack of ROI (Return on Investment) within education. And really, education IS a business, but the money, in my opinion IS mismanaged. I could provide countless examples of where I have seen money wasted, but rather than discussing the "past," I want to instead consider the future.
The thing that I have noticed as I have been Blogging is that I vacillate between writing about a system that is destined to become extinct and writing about the potential of things based on things that are working; or discourse that invites us to think about things differently; or just focusing on concepts that are innovative and have potential to be integrated into current practices.
What I am realizing this morning as I drink coffee from my awesome Catalyst mug is that I am quite guilty of beating a dead horse. The poor thing needs to be buried at this point and it's a travesty that I continue to complain about it.
"Bob was such a foolish horse. All he did was roam around the pasture and eat grass ALL day. He was lazy and didn't meet the benchmarks *I* created for him. TRULY disappointing and a waste of my money and precious time."
Instead, perhaps the conversation should be more like...
"So I have been in the market for a new horse. I know the things I didn't like about Bob, and my previous horse Fred. I have learned from those mistakes and have been focusing on finding a horse that suits my needs based on previous experiences. I found that I still have much to learn about what's available to me, so I will continue researching what's out there to determine what is the best of the best and make my decision wisely."
I think what I would like to see happen more in the community is a movement away from the complaining and begin a discussion about what is to come. The problem is there is this looming reality of this natural disaster waiting to befall some districts and they are desperately trying to throw one pound sand bags against a river that is already over flowing. They aren't winning and it's tragic.
Maybe the answer lies in "Task Forces." (I'm on a Task Force kick after some of my reading from my "Organizational Transformation" course-see I AM learning!). The problem is two-fold: we have a current crisis where classrooms are comprised of up to 50+ students in some districts. Seriously, there is not enough Xanax in the world to help teachers cope with that madness.
I attended a meeting a few months ago in Beaverton where a gentleman from the State of Oregon educated parents and the community on how funds are distributed. First of all, some of the measures are absurd and based on completely outdated information (he said something to the effect that some funds were based on 2000 data from the census because there was no information in the most recent census regarding certain demographics-um, that's just dumb). During this meeting, it was also noted that there were going to be developments made in the coming months regarding PERS. This has since come to pass; but the reality remains: my friends in Beaverton are overwhelmed and the problem has not been fixed THIS year. And our students are the ones being impacted by this the most. As the "consumer" in the education system, they are not getting what we as taxpayers are paying for which is a quality education.
There HAS to be another way and I think the answer just hasn't been found yet. (Perhaps because the powers that be haven't truly been FORCED to address those issues).
Change often comes about when enough people take a stand and make those in charge listen. I don't think I have seen that...yet.
The second thing that needs to happen is we need to consider how exactly we're going to build the foundations for a new system with the technology we have and will continue to see evolve. There is so much already going on out there and I have not seen ANY cohesion being adopted anywhere with respects to integration of "Best Practices." It's a smattering of outstanding charter schools, on-line educational revolutions, and isolated islands of ideas swirling in a vast ocean of possibility. No one is taking the lead, as far as I can tell, in determining a way to educate students with all of this technology we have in a way that provides some measure of learning and outcomes (I am NOT talking about NCLB by the way-that can be thrown out in the trash, not recycling thank you very much).
One little fantasy I have is that we have a "task force" of sorts that is "tasked" with coming up with that solution. Imagine if you had a room full of people like Sir Ken Robinson, Salman Khan, Diane Ravitch, Henry Giroux, Graham Brown-Martin, maybe sprinkle in a few business people, and several others that could devote some time to solving this ridiculously complex issue. All it would take is sound leadership and a few weeks and BOOM, I believe the problem would be solved.
And if not solved, at least it would be step in the right direction and poor Bob could Rest In Peace.
It may require a few years of breeding different horses to get the desired outcome, i.e. a new and improved stallion with the brains of an Arabian and perhaps technological advancements that enhance its skills and abilities; but anything is possible.
One of the multitude of things I am involved in right now is Toastmasters. When my friend learned that I was attending meetings once a week, she asked, "And how do you fit THAT in?" Perhaps I have been over-committing myself a bit; but I am enjoying myself immensely and feel that I have gained so much over the last few weeks. My justification is: it's worth it. And to be quite frank, my public speaking skills have historically sucked, so this is definitely justifiable.
Yesterday, one of my fellow Toastmasters presented his speech entitled "Changing the Education System" and I happened to be his speech evaluator (how serendipitous!). I felt myself on the edge of my seat, trying to refrain from applauding on several key points. "YES!" I wanted to yell, but was able to control myself by focusing on jotting down notes regarding his speech instead. I also had to refrain from going into an hour long diatribe about my own views on the subject and focused instead on trying to provide him with sound feedback.
His interest in the subject stems from the levy that is being discussed in Beaverton; a measure to "save" the district in some capacity. Some of the points I particularly liked were the fact that there is a general lack of ROI (Return on Investment) within education. And really, education IS a business, but the money, in my opinion IS mismanaged. I could provide countless examples of where I have seen money wasted, but rather than discussing the "past," I want to instead consider the future.
The thing that I have noticed as I have been Blogging is that I vacillate between writing about a system that is destined to become extinct and writing about the potential of things based on things that are working; or discourse that invites us to think about things differently; or just focusing on concepts that are innovative and have potential to be integrated into current practices.
What I am realizing this morning as I drink coffee from my awesome Catalyst mug is that I am quite guilty of beating a dead horse. The poor thing needs to be buried at this point and it's a travesty that I continue to complain about it.
"Bob was such a foolish horse. All he did was roam around the pasture and eat grass ALL day. He was lazy and didn't meet the benchmarks *I* created for him. TRULY disappointing and a waste of my money and precious time."
Instead, perhaps the conversation should be more like...
"So I have been in the market for a new horse. I know the things I didn't like about Bob, and my previous horse Fred. I have learned from those mistakes and have been focusing on finding a horse that suits my needs based on previous experiences. I found that I still have much to learn about what's available to me, so I will continue researching what's out there to determine what is the best of the best and make my decision wisely."
I think what I would like to see happen more in the community is a movement away from the complaining and begin a discussion about what is to come. The problem is there is this looming reality of this natural disaster waiting to befall some districts and they are desperately trying to throw one pound sand bags against a river that is already over flowing. They aren't winning and it's tragic.
Maybe the answer lies in "Task Forces." (I'm on a Task Force kick after some of my reading from my "Organizational Transformation" course-see I AM learning!). The problem is two-fold: we have a current crisis where classrooms are comprised of up to 50+ students in some districts. Seriously, there is not enough Xanax in the world to help teachers cope with that madness.
I attended a meeting a few months ago in Beaverton where a gentleman from the State of Oregon educated parents and the community on how funds are distributed. First of all, some of the measures are absurd and based on completely outdated information (he said something to the effect that some funds were based on 2000 data from the census because there was no information in the most recent census regarding certain demographics-um, that's just dumb). During this meeting, it was also noted that there were going to be developments made in the coming months regarding PERS. This has since come to pass; but the reality remains: my friends in Beaverton are overwhelmed and the problem has not been fixed THIS year. And our students are the ones being impacted by this the most. As the "consumer" in the education system, they are not getting what we as taxpayers are paying for which is a quality education.
There HAS to be another way and I think the answer just hasn't been found yet. (Perhaps because the powers that be haven't truly been FORCED to address those issues).
Change often comes about when enough people take a stand and make those in charge listen. I don't think I have seen that...yet.
The second thing that needs to happen is we need to consider how exactly we're going to build the foundations for a new system with the technology we have and will continue to see evolve. There is so much already going on out there and I have not seen ANY cohesion being adopted anywhere with respects to integration of "Best Practices." It's a smattering of outstanding charter schools, on-line educational revolutions, and isolated islands of ideas swirling in a vast ocean of possibility. No one is taking the lead, as far as I can tell, in determining a way to educate students with all of this technology we have in a way that provides some measure of learning and outcomes (I am NOT talking about NCLB by the way-that can be thrown out in the trash, not recycling thank you very much).
One little fantasy I have is that we have a "task force" of sorts that is "tasked" with coming up with that solution. Imagine if you had a room full of people like Sir Ken Robinson, Salman Khan, Diane Ravitch, Henry Giroux, Graham Brown-Martin, maybe sprinkle in a few business people, and several others that could devote some time to solving this ridiculously complex issue. All it would take is sound leadership and a few weeks and BOOM, I believe the problem would be solved.
And if not solved, at least it would be step in the right direction and poor Bob could Rest In Peace.
It may require a few years of breeding different horses to get the desired outcome, i.e. a new and improved stallion with the brains of an Arabian and perhaps technological advancements that enhance its skills and abilities; but anything is possible.
5/8/13 The Default Setting
5/6/13 "Not much has changed in 100 years..."
"It comes down to: What is the purpose of public education?"
"Is it as, Noam Chomsky recently pointed out in a speech he gave in London recently, about enlightenment? Following a personal line of inquiry; what you're interested in? Discovery? Or is it indoctrination? Is it in a way that Marx or Gramsci suggested? That education is just another superstructure?"
"It comes down to: What is the purpose of public education?"
"Is it as, Noam Chomsky recently pointed out in a speech he gave in London recently, about enlightenment? Following a personal line of inquiry; what you're interested in? Discovery? Or is it indoctrination? Is it in a way that Marx or Gramsci suggested? That education is just another superstructure?"
4/29/13 LIVE, Local, and Lame
(or just sad?)
Beaverton Begs for Money
"Students and teachers are paying the price. Students in elementary school face classes of 35 or more. In high school, classes routinely exceed 45 students. Under these conditions, teachers struggle to give personal attention, engage the whole room during discussions, challenge advanced students, assist the lost ones or give meaningful feedback on homework."
More Layoffs
"About 50 full-time teaching jobs are on the list to be cut. Of those 38 would be reduced across the district, resulting in larger class sizes. Another 12 teaching jobs in "specialized" areas will also be sliced."
Free Education for All? Actually...Nope.
"Serving only 10 percent of 4-year-olds in state-funded prekindergarten doesn't cut it, she said."
On a side-note: if you are a teacher in need of a job where you are not only appreciated, but you actually CAN make a difference doing what you love to do and excel at, send me your resume.
(or just sad?)
Beaverton Begs for Money
"Students and teachers are paying the price. Students in elementary school face classes of 35 or more. In high school, classes routinely exceed 45 students. Under these conditions, teachers struggle to give personal attention, engage the whole room during discussions, challenge advanced students, assist the lost ones or give meaningful feedback on homework."
More Layoffs
"About 50 full-time teaching jobs are on the list to be cut. Of those 38 would be reduced across the district, resulting in larger class sizes. Another 12 teaching jobs in "specialized" areas will also be sliced."
Free Education for All? Actually...Nope.
"Serving only 10 percent of 4-year-olds in state-funded prekindergarten doesn't cut it, she said."
On a side-note: if you are a teacher in need of a job where you are not only appreciated, but you actually CAN make a difference doing what you love to do and excel at, send me your resume.
4/24/13 Summation of Life and Overcoming Fears
I wish I had 26 more hours in a day.
Dragon Boat Paddling rules and is far less painful than I had anticipated.
Signed up for my first half marathon in July. Something I have avoided for years. But starting with a flat course seems "possible."
Todavía me encanta la fonética y fonología porque tienen sentido (y forma).
I have met some really amazing people the last few weeks and have had some pretty awesome experiences because of it. Have also reconnected with friends of yore. Yay.
I need to clean up my email and my desktop. Yikes.
I say "so" a lot. Thanks Spanish. Pues...tengo que trabajar en esto.
I have learned a lot about leadership and am looking forward to learning more.
And I think I am ready to jump from the proverbial cliff of startingabusinessfeardom...
I wish I had 26 more hours in a day.
Dragon Boat Paddling rules and is far less painful than I had anticipated.
Signed up for my first half marathon in July. Something I have avoided for years. But starting with a flat course seems "possible."
Todavía me encanta la fonética y fonología porque tienen sentido (y forma).
I have met some really amazing people the last few weeks and have had some pretty awesome experiences because of it. Have also reconnected with friends of yore. Yay.
I need to clean up my email and my desktop. Yikes.
I say "so" a lot. Thanks Spanish. Pues...tengo que trabajar en esto.
I have learned a lot about leadership and am looking forward to learning more.
And I think I am ready to jump from the proverbial cliff of startingabusinessfeardom...
4/14/13 TIL Numbers 1-10 in Cantonese and Mandarin
Cantonese
Mandarin
Cantonese
Mandarin
4/1/13 Day One of Human-Computer Interaction
Notes
Lecture 1.1: Human Computer Interaction (4:18) Lecture 1.2: The Power of Prototyping (13:49)
Prototyping is a strategy for efficiently dealing with things that are hard to predict.
Are nearly always and ought to be incomplete.
And these hard to predict things are both things you wonder if it will be an issue but don’t know what the answer is going to be: “the known unknowns” And the things that you don’t know that never even thought the think about: the “unknown unknowns”
You get feedback quickly so you do not head down the wrong path.
What do you hope to achieve? What is your goal?
Set goals early and evolve and revise accordingly.
Design, Implementation, Evaluation.
You start with a broad concept and adapt and focus so that it becomes more narrowed…
“The Form Factor” (Palm Pilot began as a block of wood). Looked at functions and necessities, and nothing more.
Consider the perfect process. What is the goal?
Should not be required to be complete. Should be easy to change. Gets to retire.
FEEL
IMPLEMENTATION
ROLE
Maximize the amount of learning you’re able to get out of the prototype and limit the time you spend it’s going to take you to create it.
The experience of an airplane without an airplane.
By trying out different configurations; it could be configured around activities.
Think about the experience.
Annealing, in metallurgy and materials science, is a heat treatment that alters a material to increase its ductility and to make it more workable. It involves heating material to above its critical temperature, maintaining a suitable temperature, and then cooling. Annealing can induce ductility, soften material, relieve internal stresses, refine the structure by making it homogeneous, and improve cold working properties. (Wikipedia)
API application programming interface
http://en.wikipedia.org/wiki/Application_programming_interface
Script?
Questions: Ask lots of them.
The Future of Education=
The capacity to collect data efficiently, effectively, and correctly.
Connectedness and relation to prior knowledge; scaffolding instruction could be particularly useful.
Those with intrinsic motivation will excel and those who do not have it will have to be taught its value.
Lecture 1.3: Evaluating Designs (12:15)
Usability Studies (scale of informal to formal)
Individuals can have different settings, goals, tasks, motivations.
6:40 Heuristic evaluation=Drive (CASE AND POINT)
http://en.wikipedia.org/wiki/Monte_Carlo_method
http://en.wikipedia.org/wiki/ShapeWriter
http://www.google.com/search?client=safari&rls=en&q=pete+pirolli&ie=UTF-8&oe=UTF-8
Notes
Lecture 1.1: Human Computer Interaction (4:18) Lecture 1.2: The Power of Prototyping (13:49)
Prototyping is a strategy for efficiently dealing with things that are hard to predict.
Are nearly always and ought to be incomplete.
And these hard to predict things are both things you wonder if it will be an issue but don’t know what the answer is going to be: “the known unknowns” And the things that you don’t know that never even thought the think about: the “unknown unknowns”
You get feedback quickly so you do not head down the wrong path.
What do you hope to achieve? What is your goal?
Set goals early and evolve and revise accordingly.
Design, Implementation, Evaluation.
You start with a broad concept and adapt and focus so that it becomes more narrowed…
“The Form Factor” (Palm Pilot began as a block of wood). Looked at functions and necessities, and nothing more.
Consider the perfect process. What is the goal?
Should not be required to be complete. Should be easy to change. Gets to retire.
FEEL
IMPLEMENTATION
ROLE
Maximize the amount of learning you’re able to get out of the prototype and limit the time you spend it’s going to take you to create it.
The experience of an airplane without an airplane.
By trying out different configurations; it could be configured around activities.
Think about the experience.
Annealing, in metallurgy and materials science, is a heat treatment that alters a material to increase its ductility and to make it more workable. It involves heating material to above its critical temperature, maintaining a suitable temperature, and then cooling. Annealing can induce ductility, soften material, relieve internal stresses, refine the structure by making it homogeneous, and improve cold working properties. (Wikipedia)
API application programming interface
http://en.wikipedia.org/wiki/Application_programming_interface
Script?
Questions: Ask lots of them.
The Future of Education=
The capacity to collect data efficiently, effectively, and correctly.
Connectedness and relation to prior knowledge; scaffolding instruction could be particularly useful.
Those with intrinsic motivation will excel and those who do not have it will have to be taught its value.
Lecture 1.3: Evaluating Designs (12:15)
Usability Studies (scale of informal to formal)
Individuals can have different settings, goals, tasks, motivations.
6:40 Heuristic evaluation=Drive (CASE AND POINT)
http://en.wikipedia.org/wiki/Monte_Carlo_method
http://en.wikipedia.org/wiki/ShapeWriter
http://www.google.com/search?client=safari&rls=en&q=pete+pirolli&ie=UTF-8&oe=UTF-8
3/30/13 GEEKing Out
Last Monday, I took a day to get organized in preparation for spring term and this included the purchasing of my books for what will be my final semester...for a while anyway.
I decided to give up on business classes because I wasn't getting as much as I had hoped to from them. I've run a business and already know a lot (I wouldn't say everything because I'm certainly not an expert, but I'm very adept at figuring things out when I need to). I'm also very connected with groups and individuals who are highly knowledgeable and I can seek advice when I need to from their expertise as has been customary in my previous venture with a start-up tutoring business.
I was able to complete a business plan for Catalyst (which I already had; it is just now more refined) with the help of my team in the fall. Last semester was not as successful and I was very disappointed in the outcome; i.e. I quit. There were a number of reasons for my lack of enthusiasm for this class, but I can attribute about 95% percent of my discontent with the instructor. NOT impressed. Literally the worst professor I have ever had in my life. But over it and so ready to move on.
I thumbed through my first book for my "History of Spanish" class and was trying desperately not to beam as I sat in Seattle's Best voraciously reading about "El Esquema Comparative de la Familia Indoeuropea" and "La Influencia Visigoda y Árabe." I was MEANT to be in this class and I think I will enjoy it far more than marketing.
I finished my BA in Spanish in 2002 and didn't know this class even existed until my friend took it the following year. "YOU should be in this class," she had told me at the time. By the time I graduated, I had already studied Latin and was a linguistics nut. I eagerly awaited news on what she was studying when we would get together or talk on the phone. "Now we're looking at the influences of Arabic from the Moorish occupation," she said. Drool!
I later took Arabic when I was working at St. Vincent's hospital because I wanted to be able to communicate somewhat with the Arabic speaking mothers in the maternity ward where I scheduled postpartum follow-up visits; but also because I wanted to better understand some of the foundations of Spanish. I later taught some phonological concepts and vocabulary influences I learned when I was a Spanish teacher.
I was worried when I signed up for the class because it has been over ten years since I have studied Spanish on an academic level. I would say my Spanish has improved ten-fold since then, but I wasn't certain about my knowledge of the terminology and grammar. As I read the first two chapters I became increasingly excited: this class is a culmination of EVERYTHING I have studied and loved about Spanish. Marketing, I will mourn thee not.
This morning as I prepare for an epic day of events (a 40th birthday party for one of my most amazing friends; a Dragon Boat celebration; canvassing for someone I greatly respect and would probably never do for anyone else because I detest politics), I made it a point to start digging through some of the five books I purchased for a 500 level course that analyzes organizational structure. I was concerned it might be a little bland and wasn't sure if this was the kind of class I really needed right now. I signed up for it thinking it would help me see the "bigger picture" and help me finalize the foundations of Catalyst.
I read the first page of one of the books "Cultural Change in Organization: A Guide to Leadership and Bottom-Line Results" and I believe that I will not be disappointed. I do indeed like to get things done. Which means I better get started on my day...
Last Monday, I took a day to get organized in preparation for spring term and this included the purchasing of my books for what will be my final semester...for a while anyway.
I decided to give up on business classes because I wasn't getting as much as I had hoped to from them. I've run a business and already know a lot (I wouldn't say everything because I'm certainly not an expert, but I'm very adept at figuring things out when I need to). I'm also very connected with groups and individuals who are highly knowledgeable and I can seek advice when I need to from their expertise as has been customary in my previous venture with a start-up tutoring business.
I was able to complete a business plan for Catalyst (which I already had; it is just now more refined) with the help of my team in the fall. Last semester was not as successful and I was very disappointed in the outcome; i.e. I quit. There were a number of reasons for my lack of enthusiasm for this class, but I can attribute about 95% percent of my discontent with the instructor. NOT impressed. Literally the worst professor I have ever had in my life. But over it and so ready to move on.
I thumbed through my first book for my "History of Spanish" class and was trying desperately not to beam as I sat in Seattle's Best voraciously reading about "El Esquema Comparative de la Familia Indoeuropea" and "La Influencia Visigoda y Árabe." I was MEANT to be in this class and I think I will enjoy it far more than marketing.
I finished my BA in Spanish in 2002 and didn't know this class even existed until my friend took it the following year. "YOU should be in this class," she had told me at the time. By the time I graduated, I had already studied Latin and was a linguistics nut. I eagerly awaited news on what she was studying when we would get together or talk on the phone. "Now we're looking at the influences of Arabic from the Moorish occupation," she said. Drool!
I later took Arabic when I was working at St. Vincent's hospital because I wanted to be able to communicate somewhat with the Arabic speaking mothers in the maternity ward where I scheduled postpartum follow-up visits; but also because I wanted to better understand some of the foundations of Spanish. I later taught some phonological concepts and vocabulary influences I learned when I was a Spanish teacher.
I was worried when I signed up for the class because it has been over ten years since I have studied Spanish on an academic level. I would say my Spanish has improved ten-fold since then, but I wasn't certain about my knowledge of the terminology and grammar. As I read the first two chapters I became increasingly excited: this class is a culmination of EVERYTHING I have studied and loved about Spanish. Marketing, I will mourn thee not.
This morning as I prepare for an epic day of events (a 40th birthday party for one of my most amazing friends; a Dragon Boat celebration; canvassing for someone I greatly respect and would probably never do for anyone else because I detest politics), I made it a point to start digging through some of the five books I purchased for a 500 level course that analyzes organizational structure. I was concerned it might be a little bland and wasn't sure if this was the kind of class I really needed right now. I signed up for it thinking it would help me see the "bigger picture" and help me finalize the foundations of Catalyst.
I read the first page of one of the books "Cultural Change in Organization: A Guide to Leadership and Bottom-Line Results" and I believe that I will not be disappointed. I do indeed like to get things done. Which means I better get started on my day...
3/20/13 And Finally, An Update
Passed Writing.
Solid 75% in Math.
Today I spent an hour helping him with his final project for Reading; grade TBD. But he failed all of these classes last semester. While he isn't receiving straight A's, he's moving on to the next classes which will then allow him to enroll in the mechanic program.
A testament to individualized instruction and academic support.
Passed Writing.
Solid 75% in Math.
Today I spent an hour helping him with his final project for Reading; grade TBD. But he failed all of these classes last semester. While he isn't receiving straight A's, he's moving on to the next classes which will then allow him to enroll in the mechanic program.
A testament to individualized instruction and academic support.
3/20/13 TIL Bloom's 2 Sigma Problem
"Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal "Educational Researcher". Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods[1]—that is, "the average tutored student was above 98% of the students in the control class".[2] Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class.[3] Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self-concept".[4]
http://en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem
"Bloom's 2 sigma problem refers to an educational phenomenon observed by educational psychologist Benjamin Bloom and initially reported in 1984 in the journal "Educational Researcher". Bloom found that the average student tutored one-to-one using mastery learning techniques performed two standard deviations better than students who learn via conventional instructional methods[1]—that is, "the average tutored student was above 98% of the students in the control class".[2] Additionally, the variation of the students' achievement changed: "about 90% of the tutored students ... attained the level of summative achievement reached by only the highest 20%" of the control class.[3] Bloom's graduate students J. Anania and A. J. Burke conducted studies of this effect at different grade levels and in different schools, observing students with "great differences in cognitive achievement, attitudes, and academic self-concept".[4]
http://en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem
3/20/13 The Best Content, From the Best Universities for Free
"So let's go back even further, to Plutarch, who said that, "The mind is not a vessel that needs filling, but wood that needs igniting." And maybe we should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity, their imagination and their problem-solving skills by actually talking with them.
So to summarize, if we could offer a top quality education to everyone around the world for free, what would that do? Three things. First it would establish education as a fundamental human right, where anyone around the world with the ability and the motivation could get the skills that they need to make a better life for themselves, their families and their communities.
Second, it would enable lifelong learning. It's a shame that for so many people, learning stops when we finish high school or when we finish college. By having this amazing content be available, we would be able to learn something new every time we wanted, whether it's just to expand our minds or it's to change our lives.
And finally, this would enable a wave of innovation, because amazing talent can be found anywhere. Maybe the next Albert Einstein or the next Steve Jobs is living somewhere in a remote village in Africa. And if we could offer that person an education, they would be able to come up with the next big idea and make the world a better place for all of us." ~Daphne Koller
And here's the genius from a remote village in Africa...
"So let's go back even further, to Plutarch, who said that, "The mind is not a vessel that needs filling, but wood that needs igniting." And maybe we should spend less time at universities filling our students' minds with content by lecturing at them, and more time igniting their creativity, their imagination and their problem-solving skills by actually talking with them.
So to summarize, if we could offer a top quality education to everyone around the world for free, what would that do? Three things. First it would establish education as a fundamental human right, where anyone around the world with the ability and the motivation could get the skills that they need to make a better life for themselves, their families and their communities.
Second, it would enable lifelong learning. It's a shame that for so many people, learning stops when we finish high school or when we finish college. By having this amazing content be available, we would be able to learn something new every time we wanted, whether it's just to expand our minds or it's to change our lives.
And finally, this would enable a wave of innovation, because amazing talent can be found anywhere. Maybe the next Albert Einstein or the next Steve Jobs is living somewhere in a remote village in Africa. And if we could offer that person an education, they would be able to come up with the next big idea and make the world a better place for all of us." ~Daphne Koller
And here's the genius from a remote village in Africa...
3/19/13 The Lost Cause?
Update
The last few weeks with my 19 year old-future Timbers soccer superstar have been interesting. To begin with, he came through and surprised me by showing up nearly every appointment for homework help. Did he bring all of the necessary materials (uh, like his math textbook?) that I asked him to bring to these sessions? No. Did it drive me crazy. Yes. But he did show up. And with this remarkable innovation known as the Internet, I was able to help him study without them.
And it paid off.
He had his Math 20 final yesterday and we prepared for it Friday as he sat in my office for five hours completing a study packet. Getting the packet was an ordeal because he insisted it was a mythical document until I logged into his PCC account and pulled it up. "Oh," he shrugged. "Yeah," I said smugly. We began this routine several weeks ago of me asking him about an assignment, him knowing nothing about it, and me finding out through D2L and conversing with his instructors what was required of him.
The previous week he had come in and completed 8 of his missing assignments and I learned yesterday that his instructor generously gave him 100% on all of them. When I logged into his account yesterday, I was stunned to see "79%" for overall grade at the top. Also noted was the fact he was still missing 6 assignments that he swore he would complete over the weekend. When I called him yesterday he stated simply, "I didn't do it." Well, you can't win every battle.
On Friday, negotiations began regarding his potential final grade as he has asked for a few months to help him get hooked up with a Nike employee store pass. I finally agreed and said, "Fine, you get a 95% on this final and I will make it happen."
"Noooooo!" he whined. "85%."
Having had extensive experiences bartering in Mexico, I knew not to cave on the first offer and countered with "92.5% and that is my final offer." He considered it and tried to bring me down, but I wouldn't take the bait. I had watched him bring up his second mid-term from a 58% to a 82% after one of our tutoring sessions, so I know what he is capable of and wanted to push him.
I'm optimistic he did well because he seemed to understand the materials as we went through multiplying and dividing fractions, decimals, and various other operations I have forgotten about and relearned very quickly with the help of Google. Banking on the fact he was an artist, I helped him understand measurements as I had learned them from a master teacher in New York. I asked for a graffiti version of this image:
And while it wasn't the best work he could have produced, he at least drew it and was able to recount to me how many pints were in a gallon by the end of it.
I'm less optimistic about his Reading class because his instructor, who has been incredibly fantastic at communicating with me, said he would have to do exceptionally well on his final assignments to pass the class. Unfortunately, this kid is one of about 30 clients I currently work with and because of other work related events, I just couldn't devote that kind of time to helping him. I did teach him about prezi.com and he managed to pull of a good presentation of "Hunger Games" according to his instructor. So there is hope!
We have two days until his final project is due...I am hoping the surprises will continue...And the math final is 30% of his grade.
And imagine what this kid would be capable of if his parents also knew how to help him. They are incredibly supportive, they just don't have the knowledge of how to help him. But maybe what we have accomplished over the last few weeks will be enough.
Still crossing fingers...
PS Both of his parents have about a second grade education; although his mom has passed four of five GED tests with the help of our program and PCC's HEP program. It's amazing what motivation can do for perseverance, especially with the right supports and guidance. I heart my job.
Update
The last few weeks with my 19 year old-future Timbers soccer superstar have been interesting. To begin with, he came through and surprised me by showing up nearly every appointment for homework help. Did he bring all of the necessary materials (uh, like his math textbook?) that I asked him to bring to these sessions? No. Did it drive me crazy. Yes. But he did show up. And with this remarkable innovation known as the Internet, I was able to help him study without them.
And it paid off.
He had his Math 20 final yesterday and we prepared for it Friday as he sat in my office for five hours completing a study packet. Getting the packet was an ordeal because he insisted it was a mythical document until I logged into his PCC account and pulled it up. "Oh," he shrugged. "Yeah," I said smugly. We began this routine several weeks ago of me asking him about an assignment, him knowing nothing about it, and me finding out through D2L and conversing with his instructors what was required of him.
The previous week he had come in and completed 8 of his missing assignments and I learned yesterday that his instructor generously gave him 100% on all of them. When I logged into his account yesterday, I was stunned to see "79%" for overall grade at the top. Also noted was the fact he was still missing 6 assignments that he swore he would complete over the weekend. When I called him yesterday he stated simply, "I didn't do it." Well, you can't win every battle.
On Friday, negotiations began regarding his potential final grade as he has asked for a few months to help him get hooked up with a Nike employee store pass. I finally agreed and said, "Fine, you get a 95% on this final and I will make it happen."
"Noooooo!" he whined. "85%."
Having had extensive experiences bartering in Mexico, I knew not to cave on the first offer and countered with "92.5% and that is my final offer." He considered it and tried to bring me down, but I wouldn't take the bait. I had watched him bring up his second mid-term from a 58% to a 82% after one of our tutoring sessions, so I know what he is capable of and wanted to push him.
I'm optimistic he did well because he seemed to understand the materials as we went through multiplying and dividing fractions, decimals, and various other operations I have forgotten about and relearned very quickly with the help of Google. Banking on the fact he was an artist, I helped him understand measurements as I had learned them from a master teacher in New York. I asked for a graffiti version of this image:
And while it wasn't the best work he could have produced, he at least drew it and was able to recount to me how many pints were in a gallon by the end of it.
I'm less optimistic about his Reading class because his instructor, who has been incredibly fantastic at communicating with me, said he would have to do exceptionally well on his final assignments to pass the class. Unfortunately, this kid is one of about 30 clients I currently work with and because of other work related events, I just couldn't devote that kind of time to helping him. I did teach him about prezi.com and he managed to pull of a good presentation of "Hunger Games" according to his instructor. So there is hope!
We have two days until his final project is due...I am hoping the surprises will continue...And the math final is 30% of his grade.
And imagine what this kid would be capable of if his parents also knew how to help him. They are incredibly supportive, they just don't have the knowledge of how to help him. But maybe what we have accomplished over the last few weeks will be enough.
Still crossing fingers...
PS Both of his parents have about a second grade education; although his mom has passed four of five GED tests with the help of our program and PCC's HEP program. It's amazing what motivation can do for perseverance, especially with the right supports and guidance. I heart my job.
3/19/13 "Imitate and Regurgitate"
"What we need is to foster creation and innovation."
"Is it necessary to have every child master the same exact material, at the same level of difficulty? Does every career require high levels of mastery of Algebra two?"
No.
"What we need is to foster creation and innovation."
"Is it necessary to have every child master the same exact material, at the same level of difficulty? Does every career require high levels of mastery of Algebra two?"
No.
3/13/13 The Right To...
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
PORTLAND STUDENTS WALKOUT AGAINST HIGH STAKES STANDARDIZED TESTING
At 11:10 am Thursday March 14th high school students across Portland Public Schools will be walking out of their respective high schools to rally against high stakes standardized testing. We will meet at Grant High School for an 11:20 am press conference. We’ll then caravan to Salem to speak with our senators and representatives, advocating for House Bill 2664 which addresses standardized testing. Join us in walking out and taking a stand against high stakes standardized testing.
The PPS Student Union and the Portland Student Union have been leading an “opt-out’ campaign in which we are encouraging students across the district to opt-out of their standardized OAKS state tests. Students are taking a stand against standardized tests as we see them as an inaccurate depiction of a student’s knowledge and an absurd way to evaluate students, teachers, and schools. Beyond that, test scores have a high correlation with race and class, and study after study shows that these tests have racial biases built into them. With that said, students are taking a stand and will be leaving school to advocate for education reform in Salem.
This walkout will be happening in solidarity with the Colorado Student Power Continuum’s walkout also on Thursday. Colorado students will also be walking out of their TCAP standardized test and will be caravaning to their state capital. We hope to send a strong message to Governor Kitzhaber, the Oregon State Legislature, the Oregon Department of Education, and Portland Public Schools about our issues with a standardized education system, as well as be part of the national conversation surrounding standardized testing.
http://unitedoptout.com/
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."
PORTLAND STUDENTS WALKOUT AGAINST HIGH STAKES STANDARDIZED TESTING
At 11:10 am Thursday March 14th high school students across Portland Public Schools will be walking out of their respective high schools to rally against high stakes standardized testing. We will meet at Grant High School for an 11:20 am press conference. We’ll then caravan to Salem to speak with our senators and representatives, advocating for House Bill 2664 which addresses standardized testing. Join us in walking out and taking a stand against high stakes standardized testing.
The PPS Student Union and the Portland Student Union have been leading an “opt-out’ campaign in which we are encouraging students across the district to opt-out of their standardized OAKS state tests. Students are taking a stand against standardized tests as we see them as an inaccurate depiction of a student’s knowledge and an absurd way to evaluate students, teachers, and schools. Beyond that, test scores have a high correlation with race and class, and study after study shows that these tests have racial biases built into them. With that said, students are taking a stand and will be leaving school to advocate for education reform in Salem.
This walkout will be happening in solidarity with the Colorado Student Power Continuum’s walkout also on Thursday. Colorado students will also be walking out of their TCAP standardized test and will be caravaning to their state capital. We hope to send a strong message to Governor Kitzhaber, the Oregon State Legislature, the Oregon Department of Education, and Portland Public Schools about our issues with a standardized education system, as well as be part of the national conversation surrounding standardized testing.
http://unitedoptout.com/
3/7/13 Oh Internet...
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"Don't stop believing. Unless your dream is stupid. Then you should get a better dream." Hilarious.
3/3/13 Getting It Right
So I went salsa dancing with a group of friends last night and I must say that I am not a physical kinesthetic learner. Dancing has just been something I have never been proficient at; but to make myself feel better, I tell myself that I could be worse (I mean there are the Elaines of the world and I do have some rhythm. Not a lot, but some). http://www.zefrank.com/invite/swfs/index2.html
I think the real reason I can't dance is because I haven't actually devoted myself to it. In the 90's, I was an avid "mosher," but that was just easy. I mean, it's not like moshing requires any effort. Are there (or were there) classes on moshing? I highly doubt it.
Anyway, I did learn a lot last night because I think it was the most I have ever danced (if you can call it that) and I had quite a few different dance partners. What I learned is that 1) there are a lot of patient men in this world 2) how well you do most definitely depends on your dance partner (or in my case, teachers).
This had me thinking this morning about the argument of "good" versus "bad" teachers. I have recently had a situation that made me question my philosophy on this subject matter because I struggled in a class I felt I shouldn't have, specifically because of the teaching (or perhaps it's better to say the lack thereof). I spoke to other classmates wondering if it was just me. Maybe I was just being harsh and judgmental? There was no "modeling" going on during in-class assignments and this is in a subject matter I have little to no knowledge of. That and it's all just lecture from Powerpoints I could just download and read on my own. What's the point of even showing up then? Well you see, that's the problem; I have never attended a class with such low attendance. Within the first hour of class sometimes 60% of the students leave. By the end of class there might be five to ten of us die-hards left. It's a bit sad really. And the teacher was nice; but nice doesn't cut it when you're there to learn something and you're paying money for it.
The four or so students I spoke to completely agreed with me. But one had a great point: why not say something? Maybe he should learn from his mistakes? Maybe he wants to learn. True.
But what I considered after my failed attempt at salsa last night is that even with bad teachers, you still learn something. And you learn something different from every single one of them. And you have to learn how to work with them. Kind of like dealing with people in general, right? There are people in this world you just aren't always going to get along with, or share the same beliefs with, or possibly respect because they may not share the same ethics, or you may not even understand them for that matter. But isn't it a skill to learn how to "deal" with people? I'm not saying we should accept "bad" teaching practices, but the question remains, who is truly qualified to make the judgement of who is "good" and who is "bad?" Perhaps it would be better to focus on the student and the outcomes rather than the deliverer of the content? And here's another idea, instead of attacking said "bad" teaching practices, why not help them develop their skills? Maybe they don't know how horrible they are because they're just following the standards of how they were taught. I believe this is the case with the instructor I was speaking of.
What I learned as a student last night was:
1) I do better with taller partners. I'm 5'9 and with my sassy heels on, I'm a good 5'11. I don't work well with men who are 5' to 5'6, especially when spinning. It could have been more disastrous than it was, but I did learn to negotiate some of my turns while ducking and trying to step back.
2) Everyone has a completely different style and "flare." I would become accustomed to dancing bachata with one gentleman and the next guy would have a whole different take on what that looked like. It made me learn to understand what styles I actually did like and appreciate the ones who really had a knack for getting me into their "groove" so to speak and make me feel "successful."
3) I had to learn to be a good communicator. We would usually switch partners at the end of every song (and/or mine would just bail because their patience had run out and they were tired of me making them look bad); but because of the little time we really had with each partner, it made me learn to communicate more effectively about my needs as a moronic student.
Finally, the outcome? Well, I'm certainly not going to go to any dance competitions any time soon, but I did feel a little more comfortable after dancing more than I ever had in my life. It has been at least two years since my last abysmal attempt...but I felt a little more successful because I was definitely pulled out of my comfort zone last night. And I did learn a lot; especially after watching the others who actually knew what they were doing.
If I wanted to be a marvelous salsa dancer, I believe I probably could with time and lots of effort; but the point is, I don't WANT to be. I want to be able to "fake" it and not spend every weekend hangin' at the dance clubs trying to perfect my "shake."
It's not my thing. I'd rather go hiking or spend an evening with a friend discussing quantum physics and systems analysis or play Dominion.
And along those lines, consider students in our educations system. Maybe they hate math, because it's not their thing. They don't see the point (and let's be honest for a second, how often do YOU use geometry as an adult? Uh, probably never), they find it boring and tedious because they'd rather be outside playing soccer or football. Or maybe they detest reading because they would rather work on things that allow them to use their hands as was the case of my brother. He's a genius at putting things together but can't read a book to save his life.
Is it not a tragedy on some level that we force students to conform to not only participating in classes they may not be adept at or interested in, but then demand they excel at them? Why not instead provide avenues for them to explore and perfect what they are good at and interested in? Imagine the possibilities of that world...(PS isn't that college and adulthood?). I'm not saying the standard subjects should be completely eliminated, because obviously we should emphasize reading, writing and math; however, we have eliminated opportunities for exploration in so many other areas and that is something that should be revisited. Maybe?
Hmm.
So I went salsa dancing with a group of friends last night and I must say that I am not a physical kinesthetic learner. Dancing has just been something I have never been proficient at; but to make myself feel better, I tell myself that I could be worse (I mean there are the Elaines of the world and I do have some rhythm. Not a lot, but some). http://www.zefrank.com/invite/swfs/index2.html
I think the real reason I can't dance is because I haven't actually devoted myself to it. In the 90's, I was an avid "mosher," but that was just easy. I mean, it's not like moshing requires any effort. Are there (or were there) classes on moshing? I highly doubt it.
Anyway, I did learn a lot last night because I think it was the most I have ever danced (if you can call it that) and I had quite a few different dance partners. What I learned is that 1) there are a lot of patient men in this world 2) how well you do most definitely depends on your dance partner (or in my case, teachers).
This had me thinking this morning about the argument of "good" versus "bad" teachers. I have recently had a situation that made me question my philosophy on this subject matter because I struggled in a class I felt I shouldn't have, specifically because of the teaching (or perhaps it's better to say the lack thereof). I spoke to other classmates wondering if it was just me. Maybe I was just being harsh and judgmental? There was no "modeling" going on during in-class assignments and this is in a subject matter I have little to no knowledge of. That and it's all just lecture from Powerpoints I could just download and read on my own. What's the point of even showing up then? Well you see, that's the problem; I have never attended a class with such low attendance. Within the first hour of class sometimes 60% of the students leave. By the end of class there might be five to ten of us die-hards left. It's a bit sad really. And the teacher was nice; but nice doesn't cut it when you're there to learn something and you're paying money for it.
The four or so students I spoke to completely agreed with me. But one had a great point: why not say something? Maybe he should learn from his mistakes? Maybe he wants to learn. True.
But what I considered after my failed attempt at salsa last night is that even with bad teachers, you still learn something. And you learn something different from every single one of them. And you have to learn how to work with them. Kind of like dealing with people in general, right? There are people in this world you just aren't always going to get along with, or share the same beliefs with, or possibly respect because they may not share the same ethics, or you may not even understand them for that matter. But isn't it a skill to learn how to "deal" with people? I'm not saying we should accept "bad" teaching practices, but the question remains, who is truly qualified to make the judgement of who is "good" and who is "bad?" Perhaps it would be better to focus on the student and the outcomes rather than the deliverer of the content? And here's another idea, instead of attacking said "bad" teaching practices, why not help them develop their skills? Maybe they don't know how horrible they are because they're just following the standards of how they were taught. I believe this is the case with the instructor I was speaking of.
What I learned as a student last night was:
1) I do better with taller partners. I'm 5'9 and with my sassy heels on, I'm a good 5'11. I don't work well with men who are 5' to 5'6, especially when spinning. It could have been more disastrous than it was, but I did learn to negotiate some of my turns while ducking and trying to step back.
2) Everyone has a completely different style and "flare." I would become accustomed to dancing bachata with one gentleman and the next guy would have a whole different take on what that looked like. It made me learn to understand what styles I actually did like and appreciate the ones who really had a knack for getting me into their "groove" so to speak and make me feel "successful."
3) I had to learn to be a good communicator. We would usually switch partners at the end of every song (and/or mine would just bail because their patience had run out and they were tired of me making them look bad); but because of the little time we really had with each partner, it made me learn to communicate more effectively about my needs as a moronic student.
Finally, the outcome? Well, I'm certainly not going to go to any dance competitions any time soon, but I did feel a little more comfortable after dancing more than I ever had in my life. It has been at least two years since my last abysmal attempt...but I felt a little more successful because I was definitely pulled out of my comfort zone last night. And I did learn a lot; especially after watching the others who actually knew what they were doing.
If I wanted to be a marvelous salsa dancer, I believe I probably could with time and lots of effort; but the point is, I don't WANT to be. I want to be able to "fake" it and not spend every weekend hangin' at the dance clubs trying to perfect my "shake."
It's not my thing. I'd rather go hiking or spend an evening with a friend discussing quantum physics and systems analysis or play Dominion.
And along those lines, consider students in our educations system. Maybe they hate math, because it's not their thing. They don't see the point (and let's be honest for a second, how often do YOU use geometry as an adult? Uh, probably never), they find it boring and tedious because they'd rather be outside playing soccer or football. Or maybe they detest reading because they would rather work on things that allow them to use their hands as was the case of my brother. He's a genius at putting things together but can't read a book to save his life.
Is it not a tragedy on some level that we force students to conform to not only participating in classes they may not be adept at or interested in, but then demand they excel at them? Why not instead provide avenues for them to explore and perfect what they are good at and interested in? Imagine the possibilities of that world...(PS isn't that college and adulthood?). I'm not saying the standard subjects should be completely eliminated, because obviously we should emphasize reading, writing and math; however, we have eliminated opportunities for exploration in so many other areas and that is something that should be revisited. Maybe?
Hmm.
2/28/13 What the Wicked Smaaat Kids Are Doing These Days To Get Ahead
I attended another science fair last week as a judge at a prominent private school. I had had the great fortune of working on a team with one of their science instructors last year at the NWSE. She had spoken highly of her school and I have continued to hear marvelous things about their science program since then. The students in this school are required to participate in the science fairs beginning in the sixth grade, which provides them with ample opportunities to practice and perfect their research process and presentation. I was very much looking forward to seeing what the students were producing.
I had signed up as a finalist judge for a second time this year, but wasn't certain I would be needed; it wasn't until lunch that I was approached to confirm. I agreed to participate and assumed I’d find the experience difficult, but illuminating after having judged one of the least "scientific" categories (this according to one of the parents who was there judging on my team).
One of the stark contrasts between this fair and the other I had recently attended was that there was complete uniformity in all of the presentations. I looked out across the gym and noted the poster boards were all the same exact size and all were on white boards. Being a visual artistic type, my first thought was, “Huh, how limiting and boring.” At the same time I knew that upon further exploration that I would find that while the presentations themselves may by be lacking in a certain flare or individuality, the content would certainly be distinguishable between each project. And upon judging the finalists, I found I was quite correct in this assumption.
The topics ranged in concepts that soared from slightly over my head to research that was clearly established on a completely different plane of thinking and understanding than where I exist. Perhaps even in a different reality or dimension. I pondered the topics I would have to interview students on and tried not to cringe (openly) at my absolute ignorance. “If only I had time to whip out my computer and Google this stuff,” I thought solemnly as I walked from one poster on Galois Fields to one on Performance of PEM Fuel Cells. I looked at the data and shrugged thinking, “I’ll just let them speak to the research…”
In order to feel less intimidated, I started with a poster board I knew something about: phonetics and phonology. I felt somewhat successful and quasi-intelligent after my discussion with the student on a program he had written for human speech recognition. “All right,” I thought to myself, “I totally get this; I am not a complete idiot!” Then I walked up to a poster on cancer research in relation to Iron Oxide Nanoparticle Hyperthermia. “Nope,” I thought as I looked at the eager student, “I am indeed an idiot.”
The students were brilliant, and that’s a absolute understatement. I was blown away not only by their knowledge of the subject matter, but was also once more floored by their passion, interest, in motivation in their topics. I wished I could have asked more thought provoking questions relevant to their specific research, but I was at a complete loss. By the time each interview finished, I had a much clearer sense of what the purpose of their work was and, for the most part, understood the concepts; however, my brain did hurt.
Another difference I saw more of was gleaned through the conversations I had with the students regarding their outside studies and interests. One pointed out that he learned much of what he was working on through various free on-line courses including through Stanford’s Education Program for Gifted Youth (EPGY).
Education Program for Gifted Youth
He shared with me that he had been focusing on Computer Science and was looking towards attending MIT when he graduates next year. I have no doubt he’ll get in.
So what sets apart these brilliant minds, whose parents pay over $26,000 a year in tuition for an education that emphasizes inquiry based-learning (critical thinking skills), “global experiences,” and collaboration from students in public education? I would say on some level their motivation (which can largely be attributed to parental involvement regardless of whether or not they are in public or private school), but more importantly, access to additional resources. These students are so much more connected and linked to individuals with higher levels of education or higher paying professions, which affords them opportunities to access facilities and information many students in public education may not have. For instance, I heard OHSU thrown around a few times in reference to where some of the research was being conducted. While some of the students at the previous fair had similar such connections, it was evident that it was a far more prevalent occurrence in this school.
That’s not to say it’s not possible for public high school students to have that kind of access, but that largely depends on where students live and who their parents are. While it was truly inspiring to see their outstanding work, I also felt a little disenchanted knowing that there is so much more potential out there in other schools; the students just may not have the same caliber of cadres to select from in helping them along the way or in seeking guidance. Nor do they have the same facilities, the same access to research due to limited funds, and many other components associated with the Benjamins.
What I learned (or rather was a reiterated point) is that one step in bridging the “achievement gap” is teaching those buried deep within it to reach out to individuals in the community and learn to advocate for themselves by recognizing what resources they need to be successful and HOW to access those resources. There is so much “free” information nowadays that if a student is truly motivated, they could easily educate themselves on content that is absurdly academic. Just go to coursera.com!
On a side note, last night I was invited to a "Scientific Night" by one of our partner agencies. It was a project developed between this agency, a local school district, and Intel specifically geared towards migrant education students in order to engage them more in science. I have to say, it was hands down one of the most inspiring educational events I have attended to date because not only were the students engaged in the activities, but so were the parents. Parents with whom I have worked. Parents with less than a sixth grade education level, many of which are illiterate. All I can say is, "Wow." And, "Well done." It's these kinds of programs that need to continue to be cultivated if we are to help our disadvantaged students overcome the multiple barriers they have to education. Memorable events like these "stick" and while perhaps many of the students who participated won't necessarily end up being engineers or scientists, they were exposed to concepts they might normally not have the chance to experience.
And once more, going off tangent, I am now to the point in this business venture that I’m considering taking on some clients pro-bono for the explicit purpose of developing my operations for the career planning and college preparation component. I plan on being in full-operations in the fall, at which point I will integrate the academic support piece. But for now, because of major time constraints, I would like to work with two or three students to perfect the “Catalyst Program.” I am looking to work specifically with juniors or seniors who are struggling in determining their career path. If you are interested in learning more, feel free to email me at [email protected].
I attended another science fair last week as a judge at a prominent private school. I had had the great fortune of working on a team with one of their science instructors last year at the NWSE. She had spoken highly of her school and I have continued to hear marvelous things about their science program since then. The students in this school are required to participate in the science fairs beginning in the sixth grade, which provides them with ample opportunities to practice and perfect their research process and presentation. I was very much looking forward to seeing what the students were producing.
I had signed up as a finalist judge for a second time this year, but wasn't certain I would be needed; it wasn't until lunch that I was approached to confirm. I agreed to participate and assumed I’d find the experience difficult, but illuminating after having judged one of the least "scientific" categories (this according to one of the parents who was there judging on my team).
One of the stark contrasts between this fair and the other I had recently attended was that there was complete uniformity in all of the presentations. I looked out across the gym and noted the poster boards were all the same exact size and all were on white boards. Being a visual artistic type, my first thought was, “Huh, how limiting and boring.” At the same time I knew that upon further exploration that I would find that while the presentations themselves may by be lacking in a certain flare or individuality, the content would certainly be distinguishable between each project. And upon judging the finalists, I found I was quite correct in this assumption.
The topics ranged in concepts that soared from slightly over my head to research that was clearly established on a completely different plane of thinking and understanding than where I exist. Perhaps even in a different reality or dimension. I pondered the topics I would have to interview students on and tried not to cringe (openly) at my absolute ignorance. “If only I had time to whip out my computer and Google this stuff,” I thought solemnly as I walked from one poster on Galois Fields to one on Performance of PEM Fuel Cells. I looked at the data and shrugged thinking, “I’ll just let them speak to the research…”
In order to feel less intimidated, I started with a poster board I knew something about: phonetics and phonology. I felt somewhat successful and quasi-intelligent after my discussion with the student on a program he had written for human speech recognition. “All right,” I thought to myself, “I totally get this; I am not a complete idiot!” Then I walked up to a poster on cancer research in relation to Iron Oxide Nanoparticle Hyperthermia. “Nope,” I thought as I looked at the eager student, “I am indeed an idiot.”
The students were brilliant, and that’s a absolute understatement. I was blown away not only by their knowledge of the subject matter, but was also once more floored by their passion, interest, in motivation in their topics. I wished I could have asked more thought provoking questions relevant to their specific research, but I was at a complete loss. By the time each interview finished, I had a much clearer sense of what the purpose of their work was and, for the most part, understood the concepts; however, my brain did hurt.
Another difference I saw more of was gleaned through the conversations I had with the students regarding their outside studies and interests. One pointed out that he learned much of what he was working on through various free on-line courses including through Stanford’s Education Program for Gifted Youth (EPGY).
Education Program for Gifted Youth
He shared with me that he had been focusing on Computer Science and was looking towards attending MIT when he graduates next year. I have no doubt he’ll get in.
So what sets apart these brilliant minds, whose parents pay over $26,000 a year in tuition for an education that emphasizes inquiry based-learning (critical thinking skills), “global experiences,” and collaboration from students in public education? I would say on some level their motivation (which can largely be attributed to parental involvement regardless of whether or not they are in public or private school), but more importantly, access to additional resources. These students are so much more connected and linked to individuals with higher levels of education or higher paying professions, which affords them opportunities to access facilities and information many students in public education may not have. For instance, I heard OHSU thrown around a few times in reference to where some of the research was being conducted. While some of the students at the previous fair had similar such connections, it was evident that it was a far more prevalent occurrence in this school.
That’s not to say it’s not possible for public high school students to have that kind of access, but that largely depends on where students live and who their parents are. While it was truly inspiring to see their outstanding work, I also felt a little disenchanted knowing that there is so much more potential out there in other schools; the students just may not have the same caliber of cadres to select from in helping them along the way or in seeking guidance. Nor do they have the same facilities, the same access to research due to limited funds, and many other components associated with the Benjamins.
What I learned (or rather was a reiterated point) is that one step in bridging the “achievement gap” is teaching those buried deep within it to reach out to individuals in the community and learn to advocate for themselves by recognizing what resources they need to be successful and HOW to access those resources. There is so much “free” information nowadays that if a student is truly motivated, they could easily educate themselves on content that is absurdly academic. Just go to coursera.com!
On a side note, last night I was invited to a "Scientific Night" by one of our partner agencies. It was a project developed between this agency, a local school district, and Intel specifically geared towards migrant education students in order to engage them more in science. I have to say, it was hands down one of the most inspiring educational events I have attended to date because not only were the students engaged in the activities, but so were the parents. Parents with whom I have worked. Parents with less than a sixth grade education level, many of which are illiterate. All I can say is, "Wow." And, "Well done." It's these kinds of programs that need to continue to be cultivated if we are to help our disadvantaged students overcome the multiple barriers they have to education. Memorable events like these "stick" and while perhaps many of the students who participated won't necessarily end up being engineers or scientists, they were exposed to concepts they might normally not have the chance to experience.
And once more, going off tangent, I am now to the point in this business venture that I’m considering taking on some clients pro-bono for the explicit purpose of developing my operations for the career planning and college preparation component. I plan on being in full-operations in the fall, at which point I will integrate the academic support piece. But for now, because of major time constraints, I would like to work with two or three students to perfect the “Catalyst Program.” I am looking to work specifically with juniors or seniors who are struggling in determining their career path. If you are interested in learning more, feel free to email me at [email protected].
2/26/13 What I Probably Should Have Done With My Life
Having had an aptitude for languages and being able to memorize things on sight, being a fantastic typist, and having slight OCD, I probably should have been a coder. Oh well.
But maybe your student could be...because it's not just about being a coder...it's a discipline and skill that can be used ANYWHERE.
http://www.code.org/learn/find-school
Having had an aptitude for languages and being able to memorize things on sight, being a fantastic typist, and having slight OCD, I probably should have been a coder. Oh well.
But maybe your student could be...because it's not just about being a coder...it's a discipline and skill that can be used ANYWHERE.
http://www.code.org/learn/find-school
2/19/13 The Struggling Learner
I am not a parent. I get asked that question a lot, in particular, by my clients who cannot comprehend why I would choose not to have children. It's unfathomable! There are a few who are on a mission to make sure I do indeed procreate as they make sure to ask me daily when it's going to happen. But the truth of the matter is that is highly unlikely at this time.
Part of it was choice, and part of it wasn't. I won't get into the "whys" of it, only I state it because to make a point. I don't know everything there is to know about raising a child, however, I do have a pretty good idea. While I don't have children of my own, I have done a significant amount of parenting over the years.
It began with my younger siblings. My brother likes to joke that our mother is Vulcan because she had children every seven years. Well, it's not quite true, it's more like every 6.5 years, but close enough I suppose. My brother is now 28 and my sister is 22. I was almost 14 and a freshman in high school when my sister was born, and I learned a lot very quickly about the realities of babies. Being the built in babysitting was an effective form of birth control.
My brother struggled from an early age in school. I remember as early as kindergarten watching him have melt downs and screaming tantrums because he didn't want to do his homework. I sat with him when I was in high school, trying to help him get his math homework done. It was more often than not a fruitless effort because he just couldn't focus. It wasn't until later he was diagnosed with ADD. By that time, I had moved out and moved to Portland, but knew he was still having serious difficulties and was even held back a year at one point.
By the time I was a junior at Portland State, it was apparent he probably would not be graduating from high school. My parents were at a loss and after some lengthy discussions, we decided that he should live with me. I decided for the first time as a student to not work three jobs to pay for my education and took out my first student loans so that I could focus on finishing my BA and helping him graduate high school.
It was an arduous task as he struggled just to get out of bed in the morning. I attended IEP meetings, made the decision to get him off Adderall when it was making him sick and didn't appear to have any effect. I tried countless ways to help him become organized by coming up with incentives and giving him organizers. Nothing worked.
We sat almost nightly and it was a ritual of me asking, "Ok, so what is your homework?" or "Where is your homework sheet?" "I forgot it," was often the response, or "I don't remember." It was aggravating. I did my best to communicate with his teachers and it eventually paid off because he did, in fact, graduate from high school.
I have a client now who reminds me of my brother that I'm struggling with. He's a typical nineteen-year old kid who loves soccer and cars and hates math; however, he has even more barriers because he moved to the United States when he was fourteen and is still struggling with English. He is very motivated, something I didn't have the luxury of seeing with my brother; however, he detests school. He nearly dropped out last semester as he struggled in his pre-req courses for a mechanic degree. Likely because he was feeling like a failure. Frankly, he should be in ESL classes, but he would never finish if he were because he tested into level 5. There are 8 levels at PCC, which means it would take him a year and a half (at the minimum), just to start his pre-reqs. And he does not have that kind of commitment. This is a kid that has probably never read a book (actually, I know he hasn't because he has told me this) and was able to struggle through high school, graduating only because of the effort of his mom and teachers to help him get his homework in. At the end of the school year last year, his mother even asked me to write a thank you letter to his teachers for helping him make it to the end. Because he was close to not making it. She was near tears with gratitude and explained they really supported him and made a difference; something she will always be grateful for.
Working with his advisors in December, (I helped him get set up in a first year college support program and they have been integral in his staying in school) and his parents, we have been trying to help him succeed, but I'm starting to see him struggle again. I have been in contact with his instructors who have been kind enough to update me with his missing assignments and attendance. He is at least showing up, but he is turning in 50% of his assignments. Up until last week, he was averaging a C in his classes, but now he's at a breaking point and I'm not sure if he's going to make it. There's only so much I can do in terms of pushing and it's going to be up to him to persevere.
I received an email from his reading instructor Sunday and learned that he was missing some major assignments, so I called him. He asked me to send him the email and I insisted on seeing him this week since he blew me off Thursday. I knew that was a bad sign as he had been coming in weekly to show me his test scores and talk about where he was at in his assignments. The best I can do is get him in and sit him down and watch him actually complete the work, otherwise, my hands are tied.
He may or may not make it through this semester; only time will tell and I feel the next two weeks are going to be very important. But the one thing I can say is, he at least has a chance. I don't think he would have continued after last semester if it wasn't for our program and for the support he has been receiving through Puentes and his advisors. His mom has been an incredible support as well, but this is a kid that would have been set up to fail if it weren't for mentors.
I have watched over the years as a teacher and working in various programs, students who have so much potential not make it because they just didn't have enough support; or the right kind of support. This is particularly true of the minority students I have worked with and those coming from poverty or a lack of parental education. Hispanics have constituted the highest number of dropouts nationally for some time and that isn't going to change unless more is done in terms of implementing mentorship programs and other supports. That's one of the reasons I am so grateful for this job because I have seen how this process really works. It's not always rainbows and ponies as some do fail, but they are certainly more successful than they would be without it.
I'm optimistic that this client will make it through the semester, but I'm also realistic. If he gives up, it's over. So I have to find a way to make sure that doesn't happen in the next two weeks. Wish me luck.
I am not a parent. I get asked that question a lot, in particular, by my clients who cannot comprehend why I would choose not to have children. It's unfathomable! There are a few who are on a mission to make sure I do indeed procreate as they make sure to ask me daily when it's going to happen. But the truth of the matter is that is highly unlikely at this time.
Part of it was choice, and part of it wasn't. I won't get into the "whys" of it, only I state it because to make a point. I don't know everything there is to know about raising a child, however, I do have a pretty good idea. While I don't have children of my own, I have done a significant amount of parenting over the years.
It began with my younger siblings. My brother likes to joke that our mother is Vulcan because she had children every seven years. Well, it's not quite true, it's more like every 6.5 years, but close enough I suppose. My brother is now 28 and my sister is 22. I was almost 14 and a freshman in high school when my sister was born, and I learned a lot very quickly about the realities of babies. Being the built in babysitting was an effective form of birth control.
My brother struggled from an early age in school. I remember as early as kindergarten watching him have melt downs and screaming tantrums because he didn't want to do his homework. I sat with him when I was in high school, trying to help him get his math homework done. It was more often than not a fruitless effort because he just couldn't focus. It wasn't until later he was diagnosed with ADD. By that time, I had moved out and moved to Portland, but knew he was still having serious difficulties and was even held back a year at one point.
By the time I was a junior at Portland State, it was apparent he probably would not be graduating from high school. My parents were at a loss and after some lengthy discussions, we decided that he should live with me. I decided for the first time as a student to not work three jobs to pay for my education and took out my first student loans so that I could focus on finishing my BA and helping him graduate high school.
It was an arduous task as he struggled just to get out of bed in the morning. I attended IEP meetings, made the decision to get him off Adderall when it was making him sick and didn't appear to have any effect. I tried countless ways to help him become organized by coming up with incentives and giving him organizers. Nothing worked.
We sat almost nightly and it was a ritual of me asking, "Ok, so what is your homework?" or "Where is your homework sheet?" "I forgot it," was often the response, or "I don't remember." It was aggravating. I did my best to communicate with his teachers and it eventually paid off because he did, in fact, graduate from high school.
I have a client now who reminds me of my brother that I'm struggling with. He's a typical nineteen-year old kid who loves soccer and cars and hates math; however, he has even more barriers because he moved to the United States when he was fourteen and is still struggling with English. He is very motivated, something I didn't have the luxury of seeing with my brother; however, he detests school. He nearly dropped out last semester as he struggled in his pre-req courses for a mechanic degree. Likely because he was feeling like a failure. Frankly, he should be in ESL classes, but he would never finish if he were because he tested into level 5. There are 8 levels at PCC, which means it would take him a year and a half (at the minimum), just to start his pre-reqs. And he does not have that kind of commitment. This is a kid that has probably never read a book (actually, I know he hasn't because he has told me this) and was able to struggle through high school, graduating only because of the effort of his mom and teachers to help him get his homework in. At the end of the school year last year, his mother even asked me to write a thank you letter to his teachers for helping him make it to the end. Because he was close to not making it. She was near tears with gratitude and explained they really supported him and made a difference; something she will always be grateful for.
Working with his advisors in December, (I helped him get set up in a first year college support program and they have been integral in his staying in school) and his parents, we have been trying to help him succeed, but I'm starting to see him struggle again. I have been in contact with his instructors who have been kind enough to update me with his missing assignments and attendance. He is at least showing up, but he is turning in 50% of his assignments. Up until last week, he was averaging a C in his classes, but now he's at a breaking point and I'm not sure if he's going to make it. There's only so much I can do in terms of pushing and it's going to be up to him to persevere.
I received an email from his reading instructor Sunday and learned that he was missing some major assignments, so I called him. He asked me to send him the email and I insisted on seeing him this week since he blew me off Thursday. I knew that was a bad sign as he had been coming in weekly to show me his test scores and talk about where he was at in his assignments. The best I can do is get him in and sit him down and watch him actually complete the work, otherwise, my hands are tied.
He may or may not make it through this semester; only time will tell and I feel the next two weeks are going to be very important. But the one thing I can say is, he at least has a chance. I don't think he would have continued after last semester if it wasn't for our program and for the support he has been receiving through Puentes and his advisors. His mom has been an incredible support as well, but this is a kid that would have been set up to fail if it weren't for mentors.
I have watched over the years as a teacher and working in various programs, students who have so much potential not make it because they just didn't have enough support; or the right kind of support. This is particularly true of the minority students I have worked with and those coming from poverty or a lack of parental education. Hispanics have constituted the highest number of dropouts nationally for some time and that isn't going to change unless more is done in terms of implementing mentorship programs and other supports. That's one of the reasons I am so grateful for this job because I have seen how this process really works. It's not always rainbows and ponies as some do fail, but they are certainly more successful than they would be without it.
I'm optimistic that this client will make it through the semester, but I'm also realistic. If he gives up, it's over. So I have to find a way to make sure that doesn't happen in the next two weeks. Wish me luck.
2/18/13 Excerpt from "Making Things Work" by Yaneer Bar-Yam
Author of "Dynamics of Complex Systems"**
Page 163
Chapter 12
Education I: Complexity of Learning
Education and the education system
What is the objective of the education system? In the U.S., the purpose of the government is protection of individual rights. However, the public education system is often viewed as serving the state by educating proper citizens. For our purposes, we will encompass both types of goals: preparation of children for their roles in an effective society and serving children by developing their capabilities and opportunities for fulfillment. These goals can be viewed as reasonably consistent; after all, fulfillment of an individual is tied to many aspects of the appreciation and reward that society gives the individual, including but not limited to income. It is possible, of course to imagine systems in which individual fulfillment is counter to serving society well. We will argue that at least in a system that we will suggest, they are largely compatible.
...
Page 164
It is reasonable to suggest that the education of children will also have to change dramatically in order to serve individuals and society. The transition from the agricultural to the industrial age was accompanied by the transition from the one room schoolhouse to the schools we know of today. Such a transition has not yet taken place in response to recent changes in society. Indeed, the education system today is an industrial era construct, modeled after a production line, manufacturing graduates.
Production lines are designed to produce many copies of the same product. Still we know that society of the industrial era had many diverse needs. Many different kinds of workers and professions were needed. There was not only a need for workers that could work in industrial jobs, but also a need for businessmen, managers, engineers, doctors, lawyers, scientists, etc. If the educational production line were to produce only one product, it would not have served the society. We will suggest that the way the existing education system has provided for all these possibilities is by providing varied educations, often of unequal quality. While for an industrial production line uneven quality is not a good idea, the same is not true about the education system. The education system has provided highly random experiences with great variation due to the different conditions in schools and individual differences in teachers and students. This variation implies that children receive an education that is not necessarily a good one, but one that allows for variation in the outcomes, such that eventually children may be effective at different kinds of jobs. Today people have become very concerned about the quality of education. Unfortunately, the current efforts to improve this quality are directed at increasing the uniformity and by doing so to increase the quality. This, however, is directly opposed to the needs of a diverse society. If the industrial era required a diverse workforce, the needs of today are even more diverse.
...
Page 166
As we develop our discussion of the education system, we will be concerned with the differences between individual students. Ultimately we should recognize that for a complex society, individual differences are valuable far beyond their importance in the industrial age. This suggests that education must also promote individual capabilities and enable specialization. Fortunately, this is a positive development as far as individual students are concerned because of the increased care of the well being of each individual and for individual fulfillment through the development of unique skills and abilities. For the discussion in this chapter of complexity in the classroom, we should recognize that individual differences also imply that the complexity experienced varies between individual students. This means that we can expect that in a single classroom some will experience an environment that is overly complex, while others will find the same environment too simple.
Walk into a school in Lake Oswego and then walk into a school in Depot Bay. And then walk into a school in North East Portland. Then take a flight to New York City and check out a "top" school in Manhattan (like maybe Stuyvesant). Then for real kicks, go into a school that has crumbling walls with zero technology in the Bronx. And for good measure, visit one of the poorest performing schools in Brooklyn that has a high population of minority students coming from poverty (it might not be one of the ones I visited during the audit process because it has likely been closed). Then tell me there is no difference in the education that is being provided. Tell me that there is no difference in the culture, in how the teachers teach, and how the students internalize the knowledge they are receiving based on influences of other outside factors. And how can states, districts, and schools be required and accountable for tests that do NOT account for these differences? To base their funding on the scores of these tests and condemn the ones that are failing?
Yes, even President Obama acknowledged this absurdity (barely) in the State of the Union address way back in 2012.
Obama on Education
"Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn."
That is why our current model doesn't work; especially with emphasis on "standardization." You cannot standardize education when there are absolutely no consistencies in ANYTHING associated with the system: curriculum, students, teachers, parents (and their involvement or lack thereof), other materials, access to technology, additional resources, and community contribution. IT ISN'T GOING TO WORK. Indeed it is time for a new revolution. The industrial revolution is dead and gone...
So what IS next?
1. Begin by identifying the need of public education. It is NOT to create citizens. That's a component but you cannot measure that as an outcome. And who would want to anyway? I mean, really...let's be real. What does that even mean? "Little Johnny will be successful when he graduates from high school to become a bonafide US adult citizen." And that would include what exactly? You have to focus on the specifics of what is encompassed within that "notion" of citizenship. Getting a job. Being a contributing member of society by paying taxes and fulfilling civic duties (something that many people aren't even aware of or concerned about-HUGE problem if you ask me; something that should and could be addressed more than it is in our education system).
2. Recognize there are two outcomes when (or if) students graduate. A. They join the workforce. B. They go onto higher education. Sure there MIGHT be some other possible outcomes (like starting a family or becoming an expat in another country if someone like Palin were to get elected***). But generally speaking, these are your outcomes.
3. Analyze how many students are truly going on to complete higher education programs and consider that perhaps the emphasis on employment should start far sooner than it is. Because IT ISN'T. AT ALL. So we're testing students on "Common Standards" in order for them to go on to get jobs utilizing this incredibly useful information and skill sets gained by cramming information that they could easily access from any of a number of devices they have in their possession? Ha.
4. Teaching cultural competency to be prepared for an ever diversifying country and global market. Derp.
5. Come up with better measures of "student success." Everyone at this point pretty much thinks this game is dumb. The jig is up. Give it up already. NCLB/ESEA is a joke. Sometimes you just have to admit defeat. Or the alternative could be to find something better and pretend like it's revolutionary! It's the latest and greatest thing! Then you don't even have to acknowledge you were wrong. Just make sure it's really flashy and add big words and LOTS of acronyms to confuse people and you are good to go. (See, my business classes ARE paying off).
6. Don't forget to focus on Workforce Development. I mean, maybe the DOE and the DOL should have coffee one day at Starbucks and have a little conversation about all of these AWESOME programs that are getting cut and look at what could perhaps be done to bring the two worlds together. It might require a few triple shot lattes (I recommend the "Dirty Chai.") But I betchya'll could come up with something.
7. Be cognizant and respectful of the fact that students have a variety of means of learning. And they have different interests. Not every student is going to be successful in acquiring math, reading, and writing because maybe they're musical geniuses and their passion lays in composition. Or maybe they're athletic geniuses and physical kinesthetic learners. Should they really be held to the same exact standards as a student who is destined to major in computer science, who aces every single standardized test placed in front of them? It's not just about multiple intelligences and differentiated instruction. It's so much more than that and there HAS to be a way to account for all of it while being able to assess students' abilities. I have this incomplete vision of what that could look like, but it would follow Germany's model of education (with a much needed emphasis on vocational or trade careers), sort of, in the sense that students would be able to pursue career paths at a much earlier age, but in a way that avoids tracking while promoting learning in other areas outside of a focused pathway. Anyway, I'll let you know the title of that book when it comes out (by Dr. Briggs). :P
Back to homework.
**Thank you to my dear friend for sharing this with me after he attended the New England Complex Systems Institute (NECSI) held at MIT this January. Good stuff.
***Sorry if you're a Palin fan. But really, I'm not.
Author of "Dynamics of Complex Systems"**
Page 163
Chapter 12
Education I: Complexity of Learning
Education and the education system
What is the objective of the education system? In the U.S., the purpose of the government is protection of individual rights. However, the public education system is often viewed as serving the state by educating proper citizens. For our purposes, we will encompass both types of goals: preparation of children for their roles in an effective society and serving children by developing their capabilities and opportunities for fulfillment. These goals can be viewed as reasonably consistent; after all, fulfillment of an individual is tied to many aspects of the appreciation and reward that society gives the individual, including but not limited to income. It is possible, of course to imagine systems in which individual fulfillment is counter to serving society well. We will argue that at least in a system that we will suggest, they are largely compatible.
...
Page 164
It is reasonable to suggest that the education of children will also have to change dramatically in order to serve individuals and society. The transition from the agricultural to the industrial age was accompanied by the transition from the one room schoolhouse to the schools we know of today. Such a transition has not yet taken place in response to recent changes in society. Indeed, the education system today is an industrial era construct, modeled after a production line, manufacturing graduates.
Production lines are designed to produce many copies of the same product. Still we know that society of the industrial era had many diverse needs. Many different kinds of workers and professions were needed. There was not only a need for workers that could work in industrial jobs, but also a need for businessmen, managers, engineers, doctors, lawyers, scientists, etc. If the educational production line were to produce only one product, it would not have served the society. We will suggest that the way the existing education system has provided for all these possibilities is by providing varied educations, often of unequal quality. While for an industrial production line uneven quality is not a good idea, the same is not true about the education system. The education system has provided highly random experiences with great variation due to the different conditions in schools and individual differences in teachers and students. This variation implies that children receive an education that is not necessarily a good one, but one that allows for variation in the outcomes, such that eventually children may be effective at different kinds of jobs. Today people have become very concerned about the quality of education. Unfortunately, the current efforts to improve this quality are directed at increasing the uniformity and by doing so to increase the quality. This, however, is directly opposed to the needs of a diverse society. If the industrial era required a diverse workforce, the needs of today are even more diverse.
...
Page 166
As we develop our discussion of the education system, we will be concerned with the differences between individual students. Ultimately we should recognize that for a complex society, individual differences are valuable far beyond their importance in the industrial age. This suggests that education must also promote individual capabilities and enable specialization. Fortunately, this is a positive development as far as individual students are concerned because of the increased care of the well being of each individual and for individual fulfillment through the development of unique skills and abilities. For the discussion in this chapter of complexity in the classroom, we should recognize that individual differences also imply that the complexity experienced varies between individual students. This means that we can expect that in a single classroom some will experience an environment that is overly complex, while others will find the same environment too simple.
Walk into a school in Lake Oswego and then walk into a school in Depot Bay. And then walk into a school in North East Portland. Then take a flight to New York City and check out a "top" school in Manhattan (like maybe Stuyvesant). Then for real kicks, go into a school that has crumbling walls with zero technology in the Bronx. And for good measure, visit one of the poorest performing schools in Brooklyn that has a high population of minority students coming from poverty (it might not be one of the ones I visited during the audit process because it has likely been closed). Then tell me there is no difference in the education that is being provided. Tell me that there is no difference in the culture, in how the teachers teach, and how the students internalize the knowledge they are receiving based on influences of other outside factors. And how can states, districts, and schools be required and accountable for tests that do NOT account for these differences? To base their funding on the scores of these tests and condemn the ones that are failing?
Yes, even President Obama acknowledged this absurdity (barely) in the State of the Union address way back in 2012.
Obama on Education
"Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn."
That is why our current model doesn't work; especially with emphasis on "standardization." You cannot standardize education when there are absolutely no consistencies in ANYTHING associated with the system: curriculum, students, teachers, parents (and their involvement or lack thereof), other materials, access to technology, additional resources, and community contribution. IT ISN'T GOING TO WORK. Indeed it is time for a new revolution. The industrial revolution is dead and gone...
So what IS next?
1. Begin by identifying the need of public education. It is NOT to create citizens. That's a component but you cannot measure that as an outcome. And who would want to anyway? I mean, really...let's be real. What does that even mean? "Little Johnny will be successful when he graduates from high school to become a bonafide US adult citizen." And that would include what exactly? You have to focus on the specifics of what is encompassed within that "notion" of citizenship. Getting a job. Being a contributing member of society by paying taxes and fulfilling civic duties (something that many people aren't even aware of or concerned about-HUGE problem if you ask me; something that should and could be addressed more than it is in our education system).
2. Recognize there are two outcomes when (or if) students graduate. A. They join the workforce. B. They go onto higher education. Sure there MIGHT be some other possible outcomes (like starting a family or becoming an expat in another country if someone like Palin were to get elected***). But generally speaking, these are your outcomes.
3. Analyze how many students are truly going on to complete higher education programs and consider that perhaps the emphasis on employment should start far sooner than it is. Because IT ISN'T. AT ALL. So we're testing students on "Common Standards" in order for them to go on to get jobs utilizing this incredibly useful information and skill sets gained by cramming information that they could easily access from any of a number of devices they have in their possession? Ha.
4. Teaching cultural competency to be prepared for an ever diversifying country and global market. Derp.
5. Come up with better measures of "student success." Everyone at this point pretty much thinks this game is dumb. The jig is up. Give it up already. NCLB/ESEA is a joke. Sometimes you just have to admit defeat. Or the alternative could be to find something better and pretend like it's revolutionary! It's the latest and greatest thing! Then you don't even have to acknowledge you were wrong. Just make sure it's really flashy and add big words and LOTS of acronyms to confuse people and you are good to go. (See, my business classes ARE paying off).
6. Don't forget to focus on Workforce Development. I mean, maybe the DOE and the DOL should have coffee one day at Starbucks and have a little conversation about all of these AWESOME programs that are getting cut and look at what could perhaps be done to bring the two worlds together. It might require a few triple shot lattes (I recommend the "Dirty Chai.") But I betchya'll could come up with something.
7. Be cognizant and respectful of the fact that students have a variety of means of learning. And they have different interests. Not every student is going to be successful in acquiring math, reading, and writing because maybe they're musical geniuses and their passion lays in composition. Or maybe they're athletic geniuses and physical kinesthetic learners. Should they really be held to the same exact standards as a student who is destined to major in computer science, who aces every single standardized test placed in front of them? It's not just about multiple intelligences and differentiated instruction. It's so much more than that and there HAS to be a way to account for all of it while being able to assess students' abilities. I have this incomplete vision of what that could look like, but it would follow Germany's model of education (with a much needed emphasis on vocational or trade careers), sort of, in the sense that students would be able to pursue career paths at a much earlier age, but in a way that avoids tracking while promoting learning in other areas outside of a focused pathway. Anyway, I'll let you know the title of that book when it comes out (by Dr. Briggs). :P
Back to homework.
**Thank you to my dear friend for sharing this with me after he attended the New England Complex Systems Institute (NECSI) held at MIT this January. Good stuff.
***Sorry if you're a Palin fan. But really, I'm not.
2/18/13 Intel Science Fairs
Allow me to preface this blog post by stating what is likely not news to anyone: I am not a science expert. I know this is hardly mind blowing information, however, I want to be completely honest (mostly with myself). In high school way back in the 1990's, I actually was quite interested in science. I was particularly fond of one of my science classes that helped me become interested in Marine Biology; and after a visit to the Oregon Institute of Marine Biology for a lecture on Plate Tectonics, I was convinced, for at least a month, that I most definitely wanted to become a marine biologist. I don't recall why I decided to change my professional pursuits to nursing, but I believe it was about the time we were starting career planning along with career assessments. Nursing just seemed more logical, financially stable, and I was interested in helping people. And I knew, with absolute certainty, that I was not going to be pursuing an art degree because that would just be ludicrous and idiotic. Who is successful in doing THAT?
But little did I know nursing wouldn't last either. Even after carefully crafting my plans: attending SWOCC to complete my pre-reqs before transferring to Ashland to complete my four-year degree. Yeah, THAT didn't happen. At least I didn't completely waste four years of credits and money spent on tuition because I did eventually work in health care; the course work I had completed definitely helped me as an interpreter and advocate within the system.
When I was completing my BA in Spanish (and not nursing) nearly ten years later, I had the opportunity to work in an after school program in a Portland middle school working with students on a school newspaper. While it was a bit of a flop due to lack of student interest and attendance, it was still a fun experience and I enjoyed working with the students who did attend. During that time, I was also fortunate to work with someone who was very much involved in the Northwest Science Expo. At one point she posed the question to our group as to whether or not we would be interested in volunteering. I jumped on it, figuring, why not? That's kind of my MO really.
My first experience was at Portland State for the NWSE and I was blown away by the caliber of students who attended. I had brought my camera and they mistakingly believed I was there as a professional. Silly kids. Regardless, it opened the door for some amazing conversations as they explained their projects to me with little intimidation and fear because I wasn't a judge. And I told them up front I didn't know a thing about science.
"No really, I'm a Spanish major," I pointed out. You could literally see the relief wash over them and they relaxed immediately.
I met some other remarkable people and went on to attend the awards ceremony later that evening. It was so moving to see the students receiving their awards and scholarships and learn that they would be attending ISEF. I ran into one student later that I had spoken to during the day and her mother was in tears. I took a photo of her with her family and her mother asked me to email a copy. "You don't understand..." she said tearfully, "This is the first time I have seen my daughter in four years. This means so much to me and I am so proud of her."
I returned the next year and had an equally amazing time. I'm not even sure what I enjoyed so much about the experience. Maybe it was the clear passion the students had for their projects. The pride in the ones who knew they nailed it and the intensity in which they spoke of what they hoped would continue to be research at the university level.
I took a departure for some time as I went back to school to complete my masters degree and then moved to New York. I still received emails over the years and thought, "I'd like to do that again some day."
Well some day came last year when I signed up for the local district fair and the NWSE, but this time as a judge. I won't lie, the first time was intimidating because I was on a team of judges who were, like, legitimate science people. Masters is biology, doctorates in biochemistry, those sorts of people. "And you are...?" one of the judges asked me. "Um, a former teacher?" I offered. I did go on to explain that I used to run a tutoring business in New York and was hoping to do something similar here. I went on to have some fantastic conversations with some incredibly interesting and intelligent people and learned a great deal.
So this year I decided to have another go at it. Only this time, I recruited some other people (that are probably better suited at the subject matter than I am). One went with me on Friday and seemed just as moved by the experience as I have been. Also, I met some more amazing individuals and students and was very touched by some of their very personal stories. One young lady's father had passed away from cancer in December and she had debated attending the fair. I was pleased that she had decided to because her project was incredible, as was she, and she ended up being one of the students selected for "Best of Fair." I was so impressed with her passion for her project and during our conversation she said she was already accepted to Stanford. She is one that will go far in the future; not because she is incredibly bright, but because she knows exactly what she is doing and because she is so engrossed in her work. She was personally vested in her research and it showed and that's not something many students have at her age. It was incredibly powerful to see.
I am looking forward to next week's fair and am interested to see what the differences will be in the projects and how they will evolve by the time they reach the state fair. I'm very grateful to have had these opportunities and look forward to connecting with more outstanding individuals.
Allow me to preface this blog post by stating what is likely not news to anyone: I am not a science expert. I know this is hardly mind blowing information, however, I want to be completely honest (mostly with myself). In high school way back in the 1990's, I actually was quite interested in science. I was particularly fond of one of my science classes that helped me become interested in Marine Biology; and after a visit to the Oregon Institute of Marine Biology for a lecture on Plate Tectonics, I was convinced, for at least a month, that I most definitely wanted to become a marine biologist. I don't recall why I decided to change my professional pursuits to nursing, but I believe it was about the time we were starting career planning along with career assessments. Nursing just seemed more logical, financially stable, and I was interested in helping people. And I knew, with absolute certainty, that I was not going to be pursuing an art degree because that would just be ludicrous and idiotic. Who is successful in doing THAT?
But little did I know nursing wouldn't last either. Even after carefully crafting my plans: attending SWOCC to complete my pre-reqs before transferring to Ashland to complete my four-year degree. Yeah, THAT didn't happen. At least I didn't completely waste four years of credits and money spent on tuition because I did eventually work in health care; the course work I had completed definitely helped me as an interpreter and advocate within the system.
When I was completing my BA in Spanish (and not nursing) nearly ten years later, I had the opportunity to work in an after school program in a Portland middle school working with students on a school newspaper. While it was a bit of a flop due to lack of student interest and attendance, it was still a fun experience and I enjoyed working with the students who did attend. During that time, I was also fortunate to work with someone who was very much involved in the Northwest Science Expo. At one point she posed the question to our group as to whether or not we would be interested in volunteering. I jumped on it, figuring, why not? That's kind of my MO really.
My first experience was at Portland State for the NWSE and I was blown away by the caliber of students who attended. I had brought my camera and they mistakingly believed I was there as a professional. Silly kids. Regardless, it opened the door for some amazing conversations as they explained their projects to me with little intimidation and fear because I wasn't a judge. And I told them up front I didn't know a thing about science.
"No really, I'm a Spanish major," I pointed out. You could literally see the relief wash over them and they relaxed immediately.
I met some other remarkable people and went on to attend the awards ceremony later that evening. It was so moving to see the students receiving their awards and scholarships and learn that they would be attending ISEF. I ran into one student later that I had spoken to during the day and her mother was in tears. I took a photo of her with her family and her mother asked me to email a copy. "You don't understand..." she said tearfully, "This is the first time I have seen my daughter in four years. This means so much to me and I am so proud of her."
I returned the next year and had an equally amazing time. I'm not even sure what I enjoyed so much about the experience. Maybe it was the clear passion the students had for their projects. The pride in the ones who knew they nailed it and the intensity in which they spoke of what they hoped would continue to be research at the university level.
I took a departure for some time as I went back to school to complete my masters degree and then moved to New York. I still received emails over the years and thought, "I'd like to do that again some day."
Well some day came last year when I signed up for the local district fair and the NWSE, but this time as a judge. I won't lie, the first time was intimidating because I was on a team of judges who were, like, legitimate science people. Masters is biology, doctorates in biochemistry, those sorts of people. "And you are...?" one of the judges asked me. "Um, a former teacher?" I offered. I did go on to explain that I used to run a tutoring business in New York and was hoping to do something similar here. I went on to have some fantastic conversations with some incredibly interesting and intelligent people and learned a great deal.
So this year I decided to have another go at it. Only this time, I recruited some other people (that are probably better suited at the subject matter than I am). One went with me on Friday and seemed just as moved by the experience as I have been. Also, I met some more amazing individuals and students and was very touched by some of their very personal stories. One young lady's father had passed away from cancer in December and she had debated attending the fair. I was pleased that she had decided to because her project was incredible, as was she, and she ended up being one of the students selected for "Best of Fair." I was so impressed with her passion for her project and during our conversation she said she was already accepted to Stanford. She is one that will go far in the future; not because she is incredibly bright, but because she knows exactly what she is doing and because she is so engrossed in her work. She was personally vested in her research and it showed and that's not something many students have at her age. It was incredibly powerful to see.
I am looking forward to next week's fair and am interested to see what the differences will be in the projects and how they will evolve by the time they reach the state fair. I'm very grateful to have had these opportunities and look forward to connecting with more outstanding individuals.
2/15/13 Do What You Love Doing
The last few weeks have been a battle of playing catch up and I am still not where I need to be with several projects and tasks; but I'll get there. Once more, getting sick interfered with my ability to start off the semester organized, prepared, or even energized and instead I am having to plow through assignments for school and work on a daily basis. I have been able to check off several items from my epic "to do" list and I remain optimistic that it will all come together in the end. Until then, there's coffee.
But some of my most important tasks were not for self-fulfillment, rather, were projects I have been working on for some time with my clients-for even years. My day job is unusual and most people I speak to about it have no concept of what it is our agency does. Ask my family what I do and they would probably stare at you blankly and say something to the effect that I work with Hispanics. "She speaks Spanish," is about all they could offer.
Frankly, I had never even heard of the agency before I applied, but am grateful that Mr. G. had faith in me even with my lack of experience in workforce development because the last two years have been incredibly powerful in further developing my philosophies on education. Additionally, I have seen first-hand, what is possible and how successful individuals can be, even if they come from poverty, are lacking in education, and have a multitude of other barriers.
Anything is possible when you believe it is, especially when you seek someone to guide you in the process of achieving it. It really does come down to belief in yourself. I have seen my clients who come from absolute poverty get their GED, US Citizenship, get certificates and licenses in the various professions they are interested, and work on their English speaking skills. Picture rural Mexico where a woman from a family with twelve children who speak an indigenous Mayan language, have no running water, and start working as early as the age of five, later find success through determination and absolute perseverance because they wanted and demanded better of themselves by recognizing the value and importance of education. And another, who's father told her she would never need an education because she would be a wife and mother; who's only job was as a janitor in the first two years she lived in the United States, go on to get her GED, a license to work with children, and two of her three children are first generation college students.
Not all of our clients are successful, but the ones who are constantly astound me. I feel so incredibly fortunate to have been involved in helping them further their education, learn English, consider actual careers when they come from farm work or have had no access to education; something I used to take for granted.
So what do I do? When I am feeling particularly snarky (which is about all the time), I explain it to people like this: I get Latinos jobs. Sometimes they might give me a funny look, or smile, but then I continue with my not-so-well-crafted elevator speech.
"I work for an agency that receives federal funding to assist migrant seasonal farm workers (or their family members) in seeking better employment through education and training." Still nothing? Yeah...it's complicated.
The question that I invariably get asked is, "Are they legal?" I refrain from commenting on the question and simply answer it, "Yes, they are required to be because we are a federal agency and they must be eligible to work in the United States." That is all.
And why do I love my job exactly? Because for the first time I am able to truly empower people and fight for them in a way I could never do as a teacher. As a teacher, I was constantly overwhelmed and felt that most of my efforts were completely fruitless. But now, now I get to actually see everything through and watch these amazing individuals overcome their insecurities, the beliefs that were instilled in them by their parents or their culture, and watch them literally conquer their goals.
When I arrived in my office on Monday, I wasn't feeling like it was going to be a particularly profound day. I sat at my desk, drank my coffee and then things started to happen. First, a client I have worked diligently with for two years arrived with her Oregon State Registry Certificate. She recently got a job as a teacher and is well on her way to receiving a nationally recognized certification-she's SO close!
Another client called to let me know that she was hired in a nursing facility after she successfully passed her first CNA program (which was paid for by a scholarship she earned last semester). She is preparing for her CNA 2 (for which she received a second full-ride scholarship) and she attends school part-time while pursuing her long-term goal of becoming a sonographer. She is one of several clients I set up with our amazing volunteer tutor and was able to successfully pass out of SIX courses at Portland Community College after re-taking the placement exam (that would be two full-time semesters of course work she won't be taking).
I received a call from one of our partners letting me know that someone I had assisted in test-prep for their Commercial Drivers License had successfully passed all of their exams. He had struggled because of his English and went from a 70% to a 97% after I spent thirty minutes with him in helping him understand how to study for the test and utilize on-line resources such as wordreference.com.
Another client who is incredibly timid, received her first job offer and let me know she was starting that day. It was her first interview ever as the only two jobs she held previously were babysitting and six months of working in the fields. l watched her just last week rock the interview and she left it telling me, "I was so confident. I knew I could do the work and I really liked her." This typically quiet and reserved mother of three was bubbling with excitement and she couldn't wait to start working.
Another non-client, who is the brother of a client, is 29, does not have a high school diploma and has a list of misdemeanors a mile long got a job after I referred him to one of our awesome partner employment agencies. "I can't believe it!" he said as he walked out the door. He is also tutoring for his GED because as he told me, "I am ready to turn my life around."
And this all happened before noon.
THIS is why I love my job.
The last few weeks have been a battle of playing catch up and I am still not where I need to be with several projects and tasks; but I'll get there. Once more, getting sick interfered with my ability to start off the semester organized, prepared, or even energized and instead I am having to plow through assignments for school and work on a daily basis. I have been able to check off several items from my epic "to do" list and I remain optimistic that it will all come together in the end. Until then, there's coffee.
But some of my most important tasks were not for self-fulfillment, rather, were projects I have been working on for some time with my clients-for even years. My day job is unusual and most people I speak to about it have no concept of what it is our agency does. Ask my family what I do and they would probably stare at you blankly and say something to the effect that I work with Hispanics. "She speaks Spanish," is about all they could offer.
Frankly, I had never even heard of the agency before I applied, but am grateful that Mr. G. had faith in me even with my lack of experience in workforce development because the last two years have been incredibly powerful in further developing my philosophies on education. Additionally, I have seen first-hand, what is possible and how successful individuals can be, even if they come from poverty, are lacking in education, and have a multitude of other barriers.
Anything is possible when you believe it is, especially when you seek someone to guide you in the process of achieving it. It really does come down to belief in yourself. I have seen my clients who come from absolute poverty get their GED, US Citizenship, get certificates and licenses in the various professions they are interested, and work on their English speaking skills. Picture rural Mexico where a woman from a family with twelve children who speak an indigenous Mayan language, have no running water, and start working as early as the age of five, later find success through determination and absolute perseverance because they wanted and demanded better of themselves by recognizing the value and importance of education. And another, who's father told her she would never need an education because she would be a wife and mother; who's only job was as a janitor in the first two years she lived in the United States, go on to get her GED, a license to work with children, and two of her three children are first generation college students.
Not all of our clients are successful, but the ones who are constantly astound me. I feel so incredibly fortunate to have been involved in helping them further their education, learn English, consider actual careers when they come from farm work or have had no access to education; something I used to take for granted.
So what do I do? When I am feeling particularly snarky (which is about all the time), I explain it to people like this: I get Latinos jobs. Sometimes they might give me a funny look, or smile, but then I continue with my not-so-well-crafted elevator speech.
"I work for an agency that receives federal funding to assist migrant seasonal farm workers (or their family members) in seeking better employment through education and training." Still nothing? Yeah...it's complicated.
The question that I invariably get asked is, "Are they legal?" I refrain from commenting on the question and simply answer it, "Yes, they are required to be because we are a federal agency and they must be eligible to work in the United States." That is all.
And why do I love my job exactly? Because for the first time I am able to truly empower people and fight for them in a way I could never do as a teacher. As a teacher, I was constantly overwhelmed and felt that most of my efforts were completely fruitless. But now, now I get to actually see everything through and watch these amazing individuals overcome their insecurities, the beliefs that were instilled in them by their parents or their culture, and watch them literally conquer their goals.
When I arrived in my office on Monday, I wasn't feeling like it was going to be a particularly profound day. I sat at my desk, drank my coffee and then things started to happen. First, a client I have worked diligently with for two years arrived with her Oregon State Registry Certificate. She recently got a job as a teacher and is well on her way to receiving a nationally recognized certification-she's SO close!
Another client called to let me know that she was hired in a nursing facility after she successfully passed her first CNA program (which was paid for by a scholarship she earned last semester). She is preparing for her CNA 2 (for which she received a second full-ride scholarship) and she attends school part-time while pursuing her long-term goal of becoming a sonographer. She is one of several clients I set up with our amazing volunteer tutor and was able to successfully pass out of SIX courses at Portland Community College after re-taking the placement exam (that would be two full-time semesters of course work she won't be taking).
I received a call from one of our partners letting me know that someone I had assisted in test-prep for their Commercial Drivers License had successfully passed all of their exams. He had struggled because of his English and went from a 70% to a 97% after I spent thirty minutes with him in helping him understand how to study for the test and utilize on-line resources such as wordreference.com.
Another client who is incredibly timid, received her first job offer and let me know she was starting that day. It was her first interview ever as the only two jobs she held previously were babysitting and six months of working in the fields. l watched her just last week rock the interview and she left it telling me, "I was so confident. I knew I could do the work and I really liked her." This typically quiet and reserved mother of three was bubbling with excitement and she couldn't wait to start working.
Another non-client, who is the brother of a client, is 29, does not have a high school diploma and has a list of misdemeanors a mile long got a job after I referred him to one of our awesome partner employment agencies. "I can't believe it!" he said as he walked out the door. He is also tutoring for his GED because as he told me, "I am ready to turn my life around."
And this all happened before noon.
THIS is why I love my job.
2/11/13 Part Deux: I Wish This Was Front and Center
https://www.edsurge.com/n/2013-02-07-chicago-parents-protest-standardized-testing
http://www.katu.com/news/local/High-school-students-protest-standardized-tests-190090671.html
http://q13fox.com/news/stories/area-teachers-protest-standardized-test/
http://www.washingtontimes.com/news/2013/feb/4/teachers-anti-test-protest-taking/
https://www.edsurge.com/n/2013-02-07-chicago-parents-protest-standardized-testing
http://www.katu.com/news/local/High-school-students-protest-standardized-tests-190090671.html
http://q13fox.com/news/stories/area-teachers-protest-standardized-test/
http://www.washingtontimes.com/news/2013/feb/4/teachers-anti-test-protest-taking/
2/11/13 BAM: A Call to Action
Oregon must take steps to support public education and teachers: Guest opinion
"The time is now to seek solutions that are generational, meaningful and lasting. I am a teacher, and this is what I ask of you."
Oregon must take steps to support public education and teachers: Guest opinion
"The time is now to seek solutions that are generational, meaningful and lasting. I am a teacher, and this is what I ask of you."
2/2/13 The Underlying Skills That Cannot be Assessed
Learning From Failure
A friend of mine shared this recently and it reminded me of a trend I often saw while teaching in a "top school" in Manhattan. My students were highly motivated because the expectation at home was that they could only excel and invariably land themselves in an Ivy League University after collecting an inordinate amount of A's. A's that should be acquired through any means possible, which included cheating. Not that parents promoted this behavior, but because there was so much emphasis on the grade (and NOT learning), our students felt compelled to do whatever was needed to "achieve" and would often "freak out" around test time because they were so stressed about their grade.
Cheating and anxiety were both prevalent in this school (which was quite a contradiction to what I witnessed in other schools that had less "elite" populations of students). While I truly appreciated the parents' commitment to their students' education, there was also something sadistic about their compulsive need for their students to get top scores.
This compulsion became visible around test time, as I would hear my students whine almost in unison around the time of the specialized high school exams, "Ms. B! You CAN'T give us any homework! We have to study non-stop for the SHSAT!!!!! " They were genuinely anxious because they knew if they didn't place into Bronx Science or Stuy, they would be deemed a failure among their peers and with their parents. And these were my thirteen year old eighth graders.
I will never forget the day they received their scores; we were on a ski trip to Windham and the phone calls were coming in all day from parents. There were cheers and hugs on the bus ride back as well as condolences and explanations. "It's ok, I really didn't want to go to Stuy anyway," I heard one student comment solemnly. It was horrible to watch my still impressionable 8th graders devastated by such "failure."
This obsession with receiving top grades was also reiterated as I managed a private tutoring business and watched as our students' grades improved tremendously with a few additional hours of support in prepping for examinations or in completing their homework. But this was at a cost to parents: $80 a hour, which was low according the New York City standards. While I appreciated watching our students excel and reveled in the fantastic skills of our tutors, there was something wrong with the "system." Individualized instruction is important and in my opinion necessary on some level, but what we're continuing to teach our students is that it's the grade that matters and it really is not.
This is one of a few fatal flaws of standardized testing. By promoting the importance of arbitrary grades and assessments, you're diminishing the value in the actual learning process. Culturally speaking, we really don't emphasize and value learning in our education system because we are forced to abide by this notion that "grades" matter.
It's funny, because I am now thirty-six years old and have been in the education world for most of my life; mostly, as a student. And in the 12+ years of college I have attended, has a single "A" mattered in my professional career? No. Does my boss give a damn about my 3.89 GPA from GFU? No. Have I ever been required to recall any content that was deemed relevant according to "Common Measures?" No. So what matters? The skills I gained in learning how to complete projects on time, the ability I acquired to work in groups and communicate effectively, my ability to understand how to retrieve vital information and utilize technology in a multitude of ways, as well as the other non-testable skills such as respect, responsibility, etcetera.
While I understand there needs to be a system of measuring student performance and some form of "accountability," this movement has developed into something beyond absurd. It's not about "No Child Left Behind," it's about knowing how to play the game, about whether or not you won the lottery in terms of your socio-economic status, and how actively involved your parents are in your education. If you're missing out in any one of those factors in your hand, you are indeed destined to to be left behind. And then your school and teachers will pay the consequences for it.
Learning From Failure
A friend of mine shared this recently and it reminded me of a trend I often saw while teaching in a "top school" in Manhattan. My students were highly motivated because the expectation at home was that they could only excel and invariably land themselves in an Ivy League University after collecting an inordinate amount of A's. A's that should be acquired through any means possible, which included cheating. Not that parents promoted this behavior, but because there was so much emphasis on the grade (and NOT learning), our students felt compelled to do whatever was needed to "achieve" and would often "freak out" around test time because they were so stressed about their grade.
Cheating and anxiety were both prevalent in this school (which was quite a contradiction to what I witnessed in other schools that had less "elite" populations of students). While I truly appreciated the parents' commitment to their students' education, there was also something sadistic about their compulsive need for their students to get top scores.
This compulsion became visible around test time, as I would hear my students whine almost in unison around the time of the specialized high school exams, "Ms. B! You CAN'T give us any homework! We have to study non-stop for the SHSAT!!!!! " They were genuinely anxious because they knew if they didn't place into Bronx Science or Stuy, they would be deemed a failure among their peers and with their parents. And these were my thirteen year old eighth graders.
I will never forget the day they received their scores; we were on a ski trip to Windham and the phone calls were coming in all day from parents. There were cheers and hugs on the bus ride back as well as condolences and explanations. "It's ok, I really didn't want to go to Stuy anyway," I heard one student comment solemnly. It was horrible to watch my still impressionable 8th graders devastated by such "failure."
This obsession with receiving top grades was also reiterated as I managed a private tutoring business and watched as our students' grades improved tremendously with a few additional hours of support in prepping for examinations or in completing their homework. But this was at a cost to parents: $80 a hour, which was low according the New York City standards. While I appreciated watching our students excel and reveled in the fantastic skills of our tutors, there was something wrong with the "system." Individualized instruction is important and in my opinion necessary on some level, but what we're continuing to teach our students is that it's the grade that matters and it really is not.
This is one of a few fatal flaws of standardized testing. By promoting the importance of arbitrary grades and assessments, you're diminishing the value in the actual learning process. Culturally speaking, we really don't emphasize and value learning in our education system because we are forced to abide by this notion that "grades" matter.
It's funny, because I am now thirty-six years old and have been in the education world for most of my life; mostly, as a student. And in the 12+ years of college I have attended, has a single "A" mattered in my professional career? No. Does my boss give a damn about my 3.89 GPA from GFU? No. Have I ever been required to recall any content that was deemed relevant according to "Common Measures?" No. So what matters? The skills I gained in learning how to complete projects on time, the ability I acquired to work in groups and communicate effectively, my ability to understand how to retrieve vital information and utilize technology in a multitude of ways, as well as the other non-testable skills such as respect, responsibility, etcetera.
While I understand there needs to be a system of measuring student performance and some form of "accountability," this movement has developed into something beyond absurd. It's not about "No Child Left Behind," it's about knowing how to play the game, about whether or not you won the lottery in terms of your socio-economic status, and how actively involved your parents are in your education. If you're missing out in any one of those factors in your hand, you are indeed destined to to be left behind. And then your school and teachers will pay the consequences for it.
1/30/13 Dear Mr. Gates, With All Due Respect...
That's kind of a dumb answer.
When posed the question, "What makes a good teacher?" Mr. Gates, pointed out that "the way you engage a class is a critical difference." "The best teacher is very interactive..."
Yes, a passionate teacher that teaches interactively and engages their students (or more specifically provides "student centered instruction" is, of course, a better teacher than one who does not. I don't think anyone would argue that point. We're all familiar with these stereotypical teachers best represented as the monotonous droning lecturer (teacher centereed instructors) such as the teachers of Peanuts or from the above referenced, revered classic. Two words for Mr. Ben Stein: "Nailed it!"
He does have a point though: teachers often are not given sufficient feedback with respects to areas they can improve upon (in particular first year teachers who are often left flailing about like a fish scooped recently from the water, unable to breathe). I believe this could be done more effectively through peer observations in lieu of formal administrative observations which can be intimidating. Additionally, more effort should be put into professional development according to the needs of the teachers and perhaps according to the needs of the school based on demographics or overarching issues. This has been done well in some of the schools I have worked in, while others failed miserably in their attempts to help us continue to be "life-long learners" while implementing "Best Practices" as school policy.
But to say that it's about good classroom management? Well sir, I would like to invite you to spend a little time in a middle school classroom that is largely populated by students from poverty; with students who have parents that are not only completely disenfranchised from their children's education but also completely disinterested in their well-being perhaps due to issues with drugs, domestic violence, gang issues or other issues that arise from poverty. Try teaching in an unreasonably large classroom of thirty nine unruly eighth graders, who have absolutely no respect for authority let alone their teacher. This is not about "best teaching practices," this is about addressing the greatest issues within our public education system: the "Achievement Gap," absurd class sizes, poverty, lack of funding to address the needs of students coming from poverty, and lack of support for teachers in such environments (to name just a few). I won't even get into testing or "performance" measures and how it influences funding.
Sure, in the best of all educational worlds, every teacher would teach with the same passion and inspire the same amount of interest in students while managing all behavior issues with absolute ease and effectiveness. But I believe what truly makes a teacher great are some other factors.
Characteristics of Good Teachers
And yes, we can do a lot better, by starting with the empowerment of those who dedicate their lives to the sport of education.
That's kind of a dumb answer.
When posed the question, "What makes a good teacher?" Mr. Gates, pointed out that "the way you engage a class is a critical difference." "The best teacher is very interactive..."
Yes, a passionate teacher that teaches interactively and engages their students (or more specifically provides "student centered instruction" is, of course, a better teacher than one who does not. I don't think anyone would argue that point. We're all familiar with these stereotypical teachers best represented as the monotonous droning lecturer (teacher centereed instructors) such as the teachers of Peanuts or from the above referenced, revered classic. Two words for Mr. Ben Stein: "Nailed it!"
He does have a point though: teachers often are not given sufficient feedback with respects to areas they can improve upon (in particular first year teachers who are often left flailing about like a fish scooped recently from the water, unable to breathe). I believe this could be done more effectively through peer observations in lieu of formal administrative observations which can be intimidating. Additionally, more effort should be put into professional development according to the needs of the teachers and perhaps according to the needs of the school based on demographics or overarching issues. This has been done well in some of the schools I have worked in, while others failed miserably in their attempts to help us continue to be "life-long learners" while implementing "Best Practices" as school policy.
But to say that it's about good classroom management? Well sir, I would like to invite you to spend a little time in a middle school classroom that is largely populated by students from poverty; with students who have parents that are not only completely disenfranchised from their children's education but also completely disinterested in their well-being perhaps due to issues with drugs, domestic violence, gang issues or other issues that arise from poverty. Try teaching in an unreasonably large classroom of thirty nine unruly eighth graders, who have absolutely no respect for authority let alone their teacher. This is not about "best teaching practices," this is about addressing the greatest issues within our public education system: the "Achievement Gap," absurd class sizes, poverty, lack of funding to address the needs of students coming from poverty, and lack of support for teachers in such environments (to name just a few). I won't even get into testing or "performance" measures and how it influences funding.
Sure, in the best of all educational worlds, every teacher would teach with the same passion and inspire the same amount of interest in students while managing all behavior issues with absolute ease and effectiveness. But I believe what truly makes a teacher great are some other factors.
Characteristics of Good Teachers
And yes, we can do a lot better, by starting with the empowerment of those who dedicate their lives to the sport of education.
1/2/13 Facts
College and Career Readiness: A Quick Stats Fact Sheet
"Ninety-three percent of middle school students report that their goal is to attend college. However, only 44% enroll in college, and only 26% graduate with a college diploma within six years of enrolling (Conley, 2012a; Conley, 2012b)."
"Data shows that only 25% of high school graduates who took the ACT test were ready for college-level work (ACT, 2012)."
"There is growing consensus that students entering the workforce must demonstrate similarly high proficiency in academic knowledge and skills as those entering college (ACT, 2006; Alliance for Excellent Education, 2009; Educational Policy Improvement Center, 2009). Secondary (71%) and postsecondary (78%) teachers alike believe that the knowledge and skill sets necessary for college readiness and career readiness overlap significantly (ACT, 2009)."
"Nearly half of all high school seniors believe they lack the full spectrum of skills and abilities needed to secure non-entry-level jobs. One fourth of seniors surveyed reported they did not feel at all prepared for college-level work (San Francisco Youth Empowerment Fund, 2011)."
"Research predicts that within the next 10 years, 63% of all jobs in the United States will require some postsecondary education and that 90% of new jobs in growing industries with high wages will require some postsecondary education (Carnevale, Smith, & Strohl, 2010)."
College and Career Readiness: A Quick Stats Fact Sheet
"Ninety-three percent of middle school students report that their goal is to attend college. However, only 44% enroll in college, and only 26% graduate with a college diploma within six years of enrolling (Conley, 2012a; Conley, 2012b)."
"Data shows that only 25% of high school graduates who took the ACT test were ready for college-level work (ACT, 2012)."
"There is growing consensus that students entering the workforce must demonstrate similarly high proficiency in academic knowledge and skills as those entering college (ACT, 2006; Alliance for Excellent Education, 2009; Educational Policy Improvement Center, 2009). Secondary (71%) and postsecondary (78%) teachers alike believe that the knowledge and skill sets necessary for college readiness and career readiness overlap significantly (ACT, 2009)."
"Nearly half of all high school seniors believe they lack the full spectrum of skills and abilities needed to secure non-entry-level jobs. One fourth of seniors surveyed reported they did not feel at all prepared for college-level work (San Francisco Youth Empowerment Fund, 2011)."
"Research predicts that within the next 10 years, 63% of all jobs in the United States will require some postsecondary education and that 90% of new jobs in growing industries with high wages will require some postsecondary education (Carnevale, Smith, & Strohl, 2010)."
1/1/13 Transformative Partnerships
12/31/12 From the Mouths of...Prodigies
"The students should teach their teachers. Learning between grown-ups and kids should be reciprocal."
"We are going to be the next generation, the ones who will bring this world forward."
"The students should teach their teachers. Learning between grown-ups and kids should be reciprocal."
"We are going to be the next generation, the ones who will bring this world forward."
12/30/12 Intelligence
While sitting at Café Renzo on University Street, soaking up bolognese sauce with one of the two delectable rolls I stuffed my face with, I spilled a little sauce on page 25 of "Drive." I was having a difficult time reading, eating, writing down ideas, and navigating my Blackberry as I began doing what I have become accustomed to doing whenever reading: going off on tangents and researching information based on what I read. This habit makes it particularly difficult to finish books.
It began with intrinsic motivation. I settled with reading a blurb on Wikipedia (ironic, if you've read this book). Next I moved onto "heuristic." The word stuck with me for some reason because my immediate thought was "heure." I'm a quasi-etymology nerd and I was trying to determine if there was any correlation with the term and the French word for "hour." I found that there was none as it was derived from the Greek word "heuriskein-to discover." I "discovered" through trial-and-error (and with the aid of www.m-w.com) that I was, in fact, wrong to assume any connection.
So I moved on.
I'm not enitrely sure at what particular point the question struck me, but I felt compelled to write it down to review later: What is intelligence? I think I was considering it when thinking about intrinsic motivation and what factors contribute to one's motivation level. And really, I was thinking more along the lines of "Multiple Intelligences" than just boring old "intelligence."
According to dictionary.com, "intelligence" is:
noun
1. capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.
2. manifestation of a high mental capacity: He writes with intelligence and wit.
3. the faculty of understanding.
4. knowledge of an event, circumstance, etc., received or imparted; news; information.
5. the gathering or distribution of information, especially secret information.
Well, that isn't very helpful, is it?
As I had been reading, I thought about the studies Pink had highlighted with respects to intrinsic motivation and considered my own motivation. Many who know me would say that I'm driven (to a fault), but really, only the areas of my choosing. Ask me to study calculus and I'll laugh in your face. Ask me to study Chinese, Ancient Art History, or the History of Spanish and I'll be on-line immediately or at Powell's or signing up for classes.
And these are the sorts of things I am most passionate about learning. I rarely use the information I learned from studying Arabic, Greek mythology, or painting, but there are elements of these other "disciplines" that I have incorporated in other areas of my life. Because I had studied Arabic, I was able to speak to the connections in Spanish in terms of prononciation and the derivation of some of the vocabulary when I was teaching it. After years of studying art and painting, I was able to incorporate many lessons on artists into different reading lesson plans and get my more creative students engaged in reading through the use of visual aids that connected directly to the reading (English as a Second Language). And later, I had the opportunity to teach art; something I had never planned on doing that turned out to be one of the greatest experiences of my life.
But the point of all of this nonsense is in the question of: how people are inclined to learn and what or when they choose to learn. Yes, there are those, like me, who get off on acqiring knowledge and information, but where does that come from? That love of learning? That reverence for education and recognition of all that knowledge can provide beyond the mundane and base requirements.
And learning is NOT about reading, writing, math, science, and social studies. It's so much more than that, yet we're chained to this slab of concrete that does not allow us to move beyond this notion that testing provides the answer to the question of whether or not one is "intelligent." That ISN'T intelligence. That's a testing of "skills," NOT intellect.
"Unless individuals take a very active role in what it is that they're studying, unless they learn to ask question, to do things hands on, to essentially recreate things in their own mind, and transform them as is needed, the ideas just disappear. The student may have a good grade on the exam; we may think that he or she is learning, but a year or two later there is nothing left."
"In School, asessment shouldn't be something that's done TO you, it should be something where you are the most active agent."
"We need to radically rethink our view of intelligence."
When and how are we ever going to get this right?
Seriously people? Do I even need to respond? "Grand union agenda?"
Oh, what the heck, why not! What's the point of having a blog, if not to pontificate on end about things that annoy you!
While I do not know the specifics of what the Chicago teachers are facing, I do know based upon my own experiences (teaching here in Oregon and in New York), and the experiences of many of my teacher friends, teachers really do have it rough. And really, who is going to argue against the point that our education system is beyond abysmal at this point? And maybe, just maybe, teachers need a bit of a break; or should at a minimum, be allowed to yell and scream a little about the injustices they are facing.
Exhibit A: My first classroom
Upon completing my Master of Arts in Teaching, I had this crazy notion in my head that I might fair better in a "good" school district and decided to aim for Beaverton School District. You see, it took me many, many years to determine I actually wanted to become a teacher because I knew how awful it could potentially be. I was 26 years-old and tired of the bureaucracy and the racism I was seeing on a daily basis in health care, and decided that while teaching certainly wouldn't be lacking in it's share of bureaucratic nonsense (that's putting it mildly), at least I would be working with kids.
Thinking I was "clever" and "smart," I made it a point to make myself as "marketable" as possible, and in a way, it did pay off as difficult as it was. Being one who likes to make everything she does as difficult as possible, I became the first student at George Fox to complete the MAT program while simultaneously completing an additional endorsement (they actually developed a new program after me: the MAT Plus program). Anyway, needless to say, two practicums of Spanish and English as a Second Language, double the lesson plans, double your FUN! left me quite ready for my vacation in Guadalajara immediately following graduation.
After returning from Me-hee-co, I began the application process. I learned to detest Edzapp.com and worried that I would get stuck in a really bad teaching gig. The "what-ifs" were constantly dancing around my head like a water cucaracha in kitchen full of frijoles and tortillas. I ended up with only one interview and immediately took the position when it was offered to me for fear of not getting into "the" district of my choice.
I was your typical first year teacher, i.e. STUPID, and said yes to everything.
To summarize my first year of teaching, two words: It SUCKED. When I recall my first year teaching, the only word that comes to mind is "stress." While I'm sure I was able to somehow impart some glorious knowledge that first year (yay for definite and indefinite articles and the verb "¡me gusta!), most of my time was spent scrambling and frantically writing lesson plans for SIX DIFFERENT CLASSES. In teacher land, we call a class a "Prep." My first year teaching I started the year with FIVE: US History-something I knew nothing about BECAUSE I WASN'T CERTIFIED TO TEACH IT (What's that you say about Common Standards and being "Highly Qualified?"**), two different levels of English as a Second Language, and two different levels of Spanish.
Mid-year, the administration approached me and explained they needed to create another ESL class, so as a favor, were eliminating my two US History classes and instead gave me two more preps; thus I ended up with six different classes.
In addition to this insanity, I was also stuck in the only "upstairs" room in the entire school that used to be a detention room (somehow appropriate, considering how I felt about it). The room directly underneath me was the band room and imagine, if you will, what it is like to teach above a middle school band room. I swear if I EVER have to listen to "Hot Cross Buns" again...twitch twitch...
Additionally, my room was directly across the hall from the cafeteria, and how fantastic it was to hear screaming 6th, 7th, and 8th graders every day as they lined up outside of my door for, oh yes, staggered lunch periods. Did I mention there was no window and it was 150 degrees in there? To be fair, I DID have an exhaust fan that sounded like a jet engine when I ran it. "Ms. B, it's soooooo hot in here," my students would whine as summer approached. I had to decide if suffocating us all to death was worth not having to lose my voice because I had to scream over the fan. Did I also mention that I had class sizes of up to 39. Have you ever been trapped in a tiny cramped room with no windows to jump out of with 39 7th graders? I don't recommend it.
At one point at the beginning of the year, a lovely veteran teacher pointed out that I was kind of in a not so great set-up and that perhaps I would benefit from having a discussion with our union rep. Thinking that she might be on to something, I did.
What came of that meeting? Nothing. Because there was nothing in our contract about a maximum number of preps. I was stuck and I somehow went on to make it through the year. Figuring I had had the worst possible year of teaching ever, I decided I could most definitely hack it in New York, packed up my 1996 Tercel and drove across the United States to impart more epic knowledge.
I quit by March by the way, but not because of the classrooms, but I'll save that whole story for another day.
Exhibit C: My 3rd classrom.
Again, didn't have ONE, had FIVE and spent some periods literally searching for an empty room with my little 6th grade ESL students in tow. I actually started the year teaching in two different schools, but that didn't work out for some weird reason.
My point is this: for those of you non-teacher types out there, you do NOT know how bad it is. There's a reason I no longer call myself a teacher: I got out and I plan on never going back.
So show some respect and let them complain a bit. Believe me, they deserve it. And if you do not agree, I DARE YOU to go try teaching for a minimum of a week and see how long you make it before crackin'.
These brave souls do not get into teaching for the money or the prestige, they do it because they want to make a difference in the lives of our students. They don't have an "agenda," unless you consider it an agenda to strive to do a "good job" and ask for the resources to be able to do so. These people are not only there to share their knowledge, they are their to teach our future members of society skills on how to be a decent human being.
I propose that it's time our society stops attacking teachers and schools and instead focus attacking the real issue: the system itself.
This might be a bad analogy, but I'm going to go with it. Say you have an old house that's on the verge of falling apart. It was built circa 1889 by your grandparent's grandparents and the foundation is literally crumbling. The windows are busted out, the color of paint is unrecognizable, and the termites had a few fiestas over the years leaving remnants of what might have once been wood behind.
Are you going to spend time and money to "repair it?" And then while doing so, throw stones at the workers? "Hey jerk, you missed a spot!" "Work faster, but I'm paying you less money because I have less in my budget than I thought!" Maybe throw a few pick-axes to sweeten the deal?
No. You're going to tear that archaic, worthless, eye sore apart and demolish it. Maybe take some pictures of the process so you can make sure to remember just how bad it was.
And then you're going to rebuild it. And it's going to be amazing. Marble counters, beautiful wood floors, and maybe even a sweet hot tub if you budget your money properly.
"If you don't like something, change it. If you can't change it, change your attitude." Maya Angelou
And if you aren't capable of being a part of the change? Well, then do you really have a right to complain?
**Special thanks to the developers of Wikipedia; you contributed 90% of my curricula to my 8th grade classes of 2007. Thank you for making it exist.
TER&R- Technological Education Revolution and Renaissance
9/15/12
Another headline caught my attention as I came back from my morning run the other day. The paper sat in its plastic bag on our steps, the front page facing up. I don't always read the paper, because frankly, I don't have time. And I’ll be honest, I still haven't read this one. I don't know that I have to because I already know what it is going to say; but just in case, I have it sitting in my computer bag for when I have a spare moment. Sometimes I like to be reassured that my jaded philosophies on education are warranted.
My reactions vary when I come upon articles like this, or in conversations with friends and educators. As a former teacher and member of this community, I am mortified when I hear (almost daily) how increasingly AWFUL our education system is becoming. On the other hand, the aspiring wanna-be capitalist and entrepreneur side of me sees this as an opportunity. Not in a selfish, financially driven sense, rather, I'm very intrigued with the direction things are going in the coming years and I greatly want to be a part of that change.
I was camping a few weeks ago with my friends near Eugene, and my friend Dana's friends joined us with their 3-year old daughter. I've met Natasha a few times and she's a remarkable, adorable little kid. But she's also incredibly bright. I have watched her sling out her Ipod on many occasions and navigate it without any difficulties and this is something she has been doing since she was two.
Clearly "Tipping Point"appeals to 3 year olds who are bikers. I came upon Natasha "reading" my book after I got up for a drink. She was reading "Tipping Point" for a few minutes before she saw me taking her picture. I'm certain she was devising a business plan before I so rudely interrupted her.
While sitting at Café Renzo on University Street, soaking up bolognese sauce with one of the two delectable rolls I stuffed my face with, I spilled a little sauce on page 25 of "Drive." I was having a difficult time reading, eating, writing down ideas, and navigating my Blackberry as I began doing what I have become accustomed to doing whenever reading: going off on tangents and researching information based on what I read. This habit makes it particularly difficult to finish books.
It began with intrinsic motivation. I settled with reading a blurb on Wikipedia (ironic, if you've read this book). Next I moved onto "heuristic." The word stuck with me for some reason because my immediate thought was "heure." I'm a quasi-etymology nerd and I was trying to determine if there was any correlation with the term and the French word for "hour." I found that there was none as it was derived from the Greek word "heuriskein-to discover." I "discovered" through trial-and-error (and with the aid of www.m-w.com) that I was, in fact, wrong to assume any connection.
So I moved on.
I'm not enitrely sure at what particular point the question struck me, but I felt compelled to write it down to review later: What is intelligence? I think I was considering it when thinking about intrinsic motivation and what factors contribute to one's motivation level. And really, I was thinking more along the lines of "Multiple Intelligences" than just boring old "intelligence."
According to dictionary.com, "intelligence" is:
noun
1. capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude in grasping truths, relationships, facts, meanings, etc.
2. manifestation of a high mental capacity: He writes with intelligence and wit.
3. the faculty of understanding.
4. knowledge of an event, circumstance, etc., received or imparted; news; information.
5. the gathering or distribution of information, especially secret information.
Well, that isn't very helpful, is it?
As I had been reading, I thought about the studies Pink had highlighted with respects to intrinsic motivation and considered my own motivation. Many who know me would say that I'm driven (to a fault), but really, only the areas of my choosing. Ask me to study calculus and I'll laugh in your face. Ask me to study Chinese, Ancient Art History, or the History of Spanish and I'll be on-line immediately or at Powell's or signing up for classes.
And these are the sorts of things I am most passionate about learning. I rarely use the information I learned from studying Arabic, Greek mythology, or painting, but there are elements of these other "disciplines" that I have incorporated in other areas of my life. Because I had studied Arabic, I was able to speak to the connections in Spanish in terms of prononciation and the derivation of some of the vocabulary when I was teaching it. After years of studying art and painting, I was able to incorporate many lessons on artists into different reading lesson plans and get my more creative students engaged in reading through the use of visual aids that connected directly to the reading (English as a Second Language). And later, I had the opportunity to teach art; something I had never planned on doing that turned out to be one of the greatest experiences of my life.
But the point of all of this nonsense is in the question of: how people are inclined to learn and what or when they choose to learn. Yes, there are those, like me, who get off on acqiring knowledge and information, but where does that come from? That love of learning? That reverence for education and recognition of all that knowledge can provide beyond the mundane and base requirements.
And learning is NOT about reading, writing, math, science, and social studies. It's so much more than that, yet we're chained to this slab of concrete that does not allow us to move beyond this notion that testing provides the answer to the question of whether or not one is "intelligent." That ISN'T intelligence. That's a testing of "skills," NOT intellect.
"Unless individuals take a very active role in what it is that they're studying, unless they learn to ask question, to do things hands on, to essentially recreate things in their own mind, and transform them as is needed, the ideas just disappear. The student may have a good grade on the exam; we may think that he or she is learning, but a year or two later there is nothing left."
"In School, asessment shouldn't be something that's done TO you, it should be something where you are the most active agent."
"We need to radically rethink our view of intelligence."
When and how are we ever going to get this right?
12/26/12 The Road to Palo Alto
As I take a much needed vacation from work, career planning, college advising, test prepping, and so on, I find myself eager to actually get to work on other things. Having lounged around for four days while enjoying the holidays with my family, I have become a bit restless. North Bend is charming and all, but I can only take so much "charm." That, and I'm not one to sit still for much time, especially when I have many tasks to accomplish.
So today I head south to check out a certain university; I'm still not certain where I will land in the next few years as I begin my doctoral studies, but I also don't know that I care. I feel like 2013 is going to bring a lot of changes; some postive and greatly anticipated (changes I have been fighting for), and others that may be more of a suprise. If I have learned nothing in life, it's that you certainly cannot plan for everything; therefore I've let go of my compulsion to try. Sometimes you have to just go with the current and see where it takes you.
On this week's agenda while on "vacay?" Art, some long walks, and lots of reading. I have three books that have been sitting in my computer bag that I hope to tackle in the next few days while driving lazily south to my birthplace: Ravitch, Pink, and Giroux. Hardly light reading. But I hope to get as much of it done before school starts up again in two weeks. I also need to re-start analysis of the survey that now has 125 responses. Thanks to all that participated and I will most definitely let you in on the results!
Happy holidays and happy new year!
As I take a much needed vacation from work, career planning, college advising, test prepping, and so on, I find myself eager to actually get to work on other things. Having lounged around for four days while enjoying the holidays with my family, I have become a bit restless. North Bend is charming and all, but I can only take so much "charm." That, and I'm not one to sit still for much time, especially when I have many tasks to accomplish.
So today I head south to check out a certain university; I'm still not certain where I will land in the next few years as I begin my doctoral studies, but I also don't know that I care. I feel like 2013 is going to bring a lot of changes; some postive and greatly anticipated (changes I have been fighting for), and others that may be more of a suprise. If I have learned nothing in life, it's that you certainly cannot plan for everything; therefore I've let go of my compulsion to try. Sometimes you have to just go with the current and see where it takes you.
On this week's agenda while on "vacay?" Art, some long walks, and lots of reading. I have three books that have been sitting in my computer bag that I hope to tackle in the next few days while driving lazily south to my birthplace: Ravitch, Pink, and Giroux. Hardly light reading. But I hope to get as much of it done before school starts up again in two weeks. I also need to re-start analysis of the survey that now has 125 responses. Thanks to all that participated and I will most definitely let you in on the results!
Happy holidays and happy new year!
12/16/12 College Readiness
December 4, 2012
By Nancy Mancini
http://ed.stanford.edu/news/study-offers-guidance-building-implementing-college-readiness-indicator-system
Gardner Center researchers detail a new system for assessing college readiness that goes beyond reliance on academic indicators.
Education leaders across the country are faced with a growing phenomenon: too many students are not college-ready when they leave high school.
A new paper, reporting on research under way by the John W. Gardner Center for Youth and Their Communities at the Stanford University School of Education, details the implementation of a College Readiness Indicator System framework, or CRIS, designed to significantly increase the number of students who graduate high school ready to succeed in college.
The paper appears in the fall edition of the journal Voices in Urban Education, which is a special issue on CRIS. “Many school districts use Early Warning Systems based on academic measures such as course credits and GPA to identify students at risk of dropping out or not being college-eligible,” said the paper’s co-author, Gardner Center researcher Oded Gurantz. “With CRIS, we are adding measurements of the skills, competencies, and attitudes needed to stay the course and attain a postsecondary degree.” The other co-author, Graciela Borsato, is also a researcher at the Gardner Center.
The new findings come midway in a national, three-year study taking place in five urban school districts, and they identify key factors that influence the speed and depth at which districts can build their CRIS.
The CRIS initiative was launched in August 2010 with a $3 million grant from the Bill & Melinda Gates Foundation. The Gardner Center is leading the initiative in partnership with the Annenberg Institute for School Reform at Brown University. More recently, the Stanford and Brown researchers have begun to work closely on the project with the Consortium on Chicago School Research, which has also been funded by the Gates Foundation to develop and test CRIS-related tools based on their work in Chicago Public Schools.
The need for CRIS arose out of a growing awareness that a high school diploma does not ensure college readiness. CRIS aims to address that problem. It enables school administrators to concentrate on more than just students’ academic preparedness when assessing college readiness, by also including indicators of “college knowledge,” the knowledge that enables students to access and navigate college, and “academic tenacity,” the underlying beliefs and attitudes that drive student achievement.
CRIS is not a “one-size-fits-all” approach to college readiness but, rather, an approach based on a menu of indicators from which districts can select those best attuned to their local context. All indicators in the CRIS menu are variables that have a consistent and predictable relationship with college readiness; can be influenced through actions under the purview of K-12 teachers and administrators; and can be measured at the individual (student), setting (classroom), and system (district) levels.
For example, the paper cited how one district chose a CRIS indicator that involved tracking students’ completion of the Free Application for Federal Student Aid, or FAFSA, which offers a quick read of students’ college knowledge at particular schools. Another district began using an indicator of “academic press” — the extent to which teachers press students for effort, perseverance and rigor — to help them gauge tenacity.
In addition to the menu of indicators, CRIS includes a Cycle of Inquiry tool to help districts think through the conditions that need to be in place for effective use of their indicators. Districts accustomed to collecting data that assess student performance at the end of the school year find that the CRIS Cycle of Inquiry encourages them to engage earlier with students before they go off track. The first two years of this study produced valuable lessons related to successful implementation including the need for acceptance and “buy-in” from a wide range of school stakeholders, and the staff and technical resource capacity to undertake the program from development to evaluation.
“Districts will develop a stronger CRIS if the indicators align with their strategic plans and internal capacity,” the co-authors Gurantz and Borsato wrote, emphasizing that CRIS is about more than gathering information. “Ultimately, collecting more data will not lead to better outcomes for youth unless a system is in place that helps turn those data into meaningful action,” they added.
In the third year of the study, the researchers are looking to help each of the participating districts to fine-tune a CRIS that boosts students’ postsecondary success.
December 4, 2012
By Nancy Mancini
http://ed.stanford.edu/news/study-offers-guidance-building-implementing-college-readiness-indicator-system
Gardner Center researchers detail a new system for assessing college readiness that goes beyond reliance on academic indicators.
Education leaders across the country are faced with a growing phenomenon: too many students are not college-ready when they leave high school.
A new paper, reporting on research under way by the John W. Gardner Center for Youth and Their Communities at the Stanford University School of Education, details the implementation of a College Readiness Indicator System framework, or CRIS, designed to significantly increase the number of students who graduate high school ready to succeed in college.
The paper appears in the fall edition of the journal Voices in Urban Education, which is a special issue on CRIS. “Many school districts use Early Warning Systems based on academic measures such as course credits and GPA to identify students at risk of dropping out or not being college-eligible,” said the paper’s co-author, Gardner Center researcher Oded Gurantz. “With CRIS, we are adding measurements of the skills, competencies, and attitudes needed to stay the course and attain a postsecondary degree.” The other co-author, Graciela Borsato, is also a researcher at the Gardner Center.
The new findings come midway in a national, three-year study taking place in five urban school districts, and they identify key factors that influence the speed and depth at which districts can build their CRIS.
The CRIS initiative was launched in August 2010 with a $3 million grant from the Bill & Melinda Gates Foundation. The Gardner Center is leading the initiative in partnership with the Annenberg Institute for School Reform at Brown University. More recently, the Stanford and Brown researchers have begun to work closely on the project with the Consortium on Chicago School Research, which has also been funded by the Gates Foundation to develop and test CRIS-related tools based on their work in Chicago Public Schools.
The need for CRIS arose out of a growing awareness that a high school diploma does not ensure college readiness. CRIS aims to address that problem. It enables school administrators to concentrate on more than just students’ academic preparedness when assessing college readiness, by also including indicators of “college knowledge,” the knowledge that enables students to access and navigate college, and “academic tenacity,” the underlying beliefs and attitudes that drive student achievement.
CRIS is not a “one-size-fits-all” approach to college readiness but, rather, an approach based on a menu of indicators from which districts can select those best attuned to their local context. All indicators in the CRIS menu are variables that have a consistent and predictable relationship with college readiness; can be influenced through actions under the purview of K-12 teachers and administrators; and can be measured at the individual (student), setting (classroom), and system (district) levels.
For example, the paper cited how one district chose a CRIS indicator that involved tracking students’ completion of the Free Application for Federal Student Aid, or FAFSA, which offers a quick read of students’ college knowledge at particular schools. Another district began using an indicator of “academic press” — the extent to which teachers press students for effort, perseverance and rigor — to help them gauge tenacity.
In addition to the menu of indicators, CRIS includes a Cycle of Inquiry tool to help districts think through the conditions that need to be in place for effective use of their indicators. Districts accustomed to collecting data that assess student performance at the end of the school year find that the CRIS Cycle of Inquiry encourages them to engage earlier with students before they go off track. The first two years of this study produced valuable lessons related to successful implementation including the need for acceptance and “buy-in” from a wide range of school stakeholders, and the staff and technical resource capacity to undertake the program from development to evaluation.
“Districts will develop a stronger CRIS if the indicators align with their strategic plans and internal capacity,” the co-authors Gurantz and Borsato wrote, emphasizing that CRIS is about more than gathering information. “Ultimately, collecting more data will not lead to better outcomes for youth unless a system is in place that helps turn those data into meaningful action,” they added.
In the third year of the study, the researchers are looking to help each of the participating districts to fine-tune a CRIS that boosts students’ postsecondary success.
12/7/12 More questions
As I begin to analyze the most current data from my survey, another question has surfaced based on the responses. The question was, "What is the purpose of public education?" The majority, thus far, has responded with a generalization that it is to develop citizens.
New question: what does THAT mean? Because within that, how could we measure success (for one). And secondly, are we even remotely close to achieving that at this point in the game? Because I believe if I posed that as a follow-up question, the answer would be predominately "no."
As I begin to analyze the most current data from my survey, another question has surfaced based on the responses. The question was, "What is the purpose of public education?" The majority, thus far, has responded with a generalization that it is to develop citizens.
New question: what does THAT mean? Because within that, how could we measure success (for one). And secondly, are we even remotely close to achieving that at this point in the game? Because I believe if I posed that as a follow-up question, the answer would be predominately "no."
12/3/12 SOL
I received the following invite from a friend a few weeks ago and thought perhaps I should attend to learn a thing or two about funding and hopefully hear about how the current issues in our area will be handled (Over 200 teacher layoffs in Beaverton School District, over 300 teacher transfers, and class sizes of 40-60).
"This is a public informational event with Senator Mark Hass and Representative Tobias Read who will explain the funding process, and how education got to where it is today. There will be a power point introduction on funding, with discussion after. This is an event not put on by our school district or state representatives, but by the community. If you have more questions or would like to help in this event please go to our group, Beaverton Community for Education."
Beaverton Layoffs
Class Sizes
I did, in fact, learn a lot and was thankful I attended, because while I have been in the education field for a number of years in different roles, there are certainly areas where I am lacking in knowledge and expertise. For years, I have had questions regarding how the funds are determined, distributed, and managed because at the school level, it often seemed that it wasn't being done well.
The first thing I learned more of is the "weight" system. The Oregon Department of Education determines what each district is eligible for according to a number of factors, such as the number of student enrollments and the demographics. For every student registered, a district will receive "1" weight. Students who are deemed in need of Special Education provide "1" weight. What I was shocked to learn was that the weight for students living in poverty is ONLY .25. Additionally, this determination is still being made according to the 2000 Census data because the most recent data does not provide that information.
.25.
Where is the logic in that?
Dare I say it would be common sense to assume and recognize that schools who have students coming from poverty probably need the most financial support?
I listened to parents, students, and community members question the panel and the recurring question that came up is: how is the issue of class sizes of up to 60 students going to be addressed this school year?
The answer: There is nothing that can be done this year. NOTHING.
I sat quietly in the fourth row, thinking about how thankful I am that I am no longer a teacher in Beaverton School District because I cannot imagine having to teach with such ridiculous expectations. It is ABSURD.
My dear friend who teaches in a district outside of Portland commented the other day that she has been informing her colleagues she will not be returning next year. She began this year with class sizes of 47 freshman (did not even have enough seats) and has had to deal with on-going changes by the administration without being consulted. She can now afford to not work and recognizes that her sanity is far more important than her career as a teacher.
It will be interesting to see if she makes it through this year without quitting.
So here's to not making a difference because "nothing can be done."
I received the following invite from a friend a few weeks ago and thought perhaps I should attend to learn a thing or two about funding and hopefully hear about how the current issues in our area will be handled (Over 200 teacher layoffs in Beaverton School District, over 300 teacher transfers, and class sizes of 40-60).
"This is a public informational event with Senator Mark Hass and Representative Tobias Read who will explain the funding process, and how education got to where it is today. There will be a power point introduction on funding, with discussion after. This is an event not put on by our school district or state representatives, but by the community. If you have more questions or would like to help in this event please go to our group, Beaverton Community for Education."
Beaverton Layoffs
Class Sizes
I did, in fact, learn a lot and was thankful I attended, because while I have been in the education field for a number of years in different roles, there are certainly areas where I am lacking in knowledge and expertise. For years, I have had questions regarding how the funds are determined, distributed, and managed because at the school level, it often seemed that it wasn't being done well.
The first thing I learned more of is the "weight" system. The Oregon Department of Education determines what each district is eligible for according to a number of factors, such as the number of student enrollments and the demographics. For every student registered, a district will receive "1" weight. Students who are deemed in need of Special Education provide "1" weight. What I was shocked to learn was that the weight for students living in poverty is ONLY .25. Additionally, this determination is still being made according to the 2000 Census data because the most recent data does not provide that information.
.25.
Where is the logic in that?
Dare I say it would be common sense to assume and recognize that schools who have students coming from poverty probably need the most financial support?
I listened to parents, students, and community members question the panel and the recurring question that came up is: how is the issue of class sizes of up to 60 students going to be addressed this school year?
The answer: There is nothing that can be done this year. NOTHING.
I sat quietly in the fourth row, thinking about how thankful I am that I am no longer a teacher in Beaverton School District because I cannot imagine having to teach with such ridiculous expectations. It is ABSURD.
My dear friend who teaches in a district outside of Portland commented the other day that she has been informing her colleagues she will not be returning next year. She began this year with class sizes of 47 freshman (did not even have enough seats) and has had to deal with on-going changes by the administration without being consulted. She can now afford to not work and recognizes that her sanity is far more important than her career as a teacher.
It will be interesting to see if she makes it through this year without quitting.
So here's to not making a difference because "nothing can be done."
Part II: Age mixing?
>
11/26/12 Part I: What is "learning?"
Sudbury model
Sudbury model
11/25/12 Part II: My First Coursera Course
Welcome to Fundamentals of Online Education: Planning and Application
Thank you Georgia Tech!
Welcome to Fundamentals of Online Education: Planning and Application
Thank you Georgia Tech!
11/25/12 This and That
Dr. Diane Ravitch
Erica Goldson
"I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared."
Daniel Pink "Drive"
"If you want engagement, self direction is better."
Sir Ken Robinson
"We have to think differently about human capacity. We have to get over this old conception of academic, non academic. Abstract, theoretical, vocational and see it for what it is: a Myth.
Second, we have to recognize most great learning happens in groups. That collaboration is the stuff of growth. If we atomize people and separate them a judge them separately, we form a kind of disjunction between them and their natural learning environment.
And thirdly, it’s crucially about the culture of our institutions. The habits of institutions and the habitats that they occupy."
Erica Goldson at TED
"So what better way to treat students to raise them to be engaged and responsible citizens than acting if they already are. You see, normally we have a fear of autonomy and collaboration between students. But as author Alfie Kohn tells us, we don't have to be this way. Because non-cooperative approaches almost always involve duplication of effort. Since someone working independently must spend time and skills on problems that have already been encountered and overcome by someone else."
Purpose of Public Education: a preview of results...55 responses from parents, students, community members, teachers, and school administrator:
WHAT IS THE PURPOSE OF PUBLIC EDUCATION
To keep the citizens of the USA competitive in the world market.
to produce the good citizen
It depends on the level of education. Middle School - to teach these kids how to be humans and to learn to love learning.
High School - to prepare the kids for a career or college.
Rounded education, socialization, prep for employment choices and post secondary training/ education To prepare our young people with the knowledge and skills they will need to be productive members of our society once they are adults.
To produce well rounded, contributing community members.
To build the next generation of productive citizens.
The purpose of public education is to allow all children, regardless of race, economic status, etc. to receive an education that will allow them the opportunity to be a successful adult in whatever they pursue.
To provide free education to all children.
To provide young people with vital skills, to train their brains to learn to their fullest capacity, whatever that may be. To teach children how to learn and how to discern. As much as possible, to equalize the injustices that can come from social constructs like racism and classism by ensuring that each child is given opportunities to excel and to continue his/her education.
To ensure a free and appropriate education for every student and to help support their development into compassionate and productive members of humanity.
The purpose is to give the public access to quality education without descriminating against a person's age, gender or ecomical staus.
To instruct and provide knowledge to adolescents so they can further and better society.
To prepare all people to be informed participants in our society and democracy.
Getting schooling for GED or Diploma is for having a higher chance to get a job and or go to college. This is how one can be a positive element in society.
To teach people how to communicate, get along, problem solve and give them skills to go out into the world on their own and be productive, self-sufficient and happy.
To enable students to work and live efficiently in society
To prepare students for real life situations, careers, and oppertunities. A place to learn and grow in yourself and education.
Learn how to properly function as a useful member of society and to be prepared for your future career.
To educate the public, providing new generations of citizens with the knowledge and skills to competently operate in modern-day society.
To learn social skills as well as school subjects, and to just be a kid
To prepare children for citizenship To cultivate a skilled workforce To teach cultural literacy To prepare students for college
To help students become critical thinkers To help students compete in a global marketplace
Strong academics/citizenship/reinforce individual strengths
To provide necessary tools and skills to the broadest possible population in an effort to ensure the best possible outcomes for all.
To further their knowledge of basic subjects and prepare them for post high school education or vocational training.
Teach our children basic skills in order to be functioning adults.
provide free schooling to all children
To provide knowledge and/or skills for the future. To help one become a "productive member of society".
To help prepare people for knowledge to use in everyday life and work as they reach adulthood.
Basic Skills and social experience
To assist children in learning basic and intermediate education skills. To assist children in developing appropriate social skills with peers and adult authority figures. Public education teaches children basic discipline skills, getting up in the morning on a regular basis, time-managment, deadlines, geography, socialization, how to use a bus (transportation skills).
Education and a positive exprience
To create well-rounded individuals who are able to make informed decisions on how they best fit in society. Public education should help individuals realize their strong suits and how best they can impact their community and society as a whole.
Public Education is the place where children are educated in all of the aspects of learning- from history to math to physical education, etc. It provides a place to create well rounded, enaged citizens. It helps students figure out what drives them and what they want to do with their lives. It helps to socialize students to create a code of behavior that is acceptable and unacceptable.
To give children the tools needed to insure their future choices in everyday life are based on knowledge, and give them the information needed to seek more education if needed, so that when they become independent community members/world leaders, they will be able to do the very best possible in their endeavors, and that those decisions that will affect all of us, are made with the best intents.
Public education should delivery school age kids education in all of the basic subjects and prepare them to succeed in the real world. I deally public education should serve as a spring board to college.
To empower individuals and allow them the opportunity to gain knowledge and become self-sufficient.
To teach basic skills such as reading, writing, math; develop critical thinking skills, teach life skills including responsibility, work ethic, delayed gratification, planning for their future; giving them a taste of the larger world through social sciences and the humanities.
To eduacte all children from grades K-12 and prepare them for the future and to be productive members of society.
to create a curious person
To prepare all children for the future and provide them with academic and social skills to be productive members of society To educate and to prepare for the labor market.
To provide people the tools they will need for self-sufficiency, life-long learning, and to become an engaged citizenry.
A way in which people from all socioeconomic backgrounds can receive free education.
Educate or future leaders
To prepare people to be good citizens, to be productive and to be happy with their lives.
To continue a Productive and free society. To give Americans equal opprtunities to pursue life, liberty and hapiness.
To prepare for higher education and/or employment as well as being a productive contributor to the community you reside in or are a part of throughout your adult years.
I am not sure?
To offer equal education opportunities to people from all income levels.
To educate train and prepare students for a profession
To create the well-informed citizenry necessary for the function of a democracy.
To give equitable access to a foundational education to all members of society.
To educate our children
To Provide education and a sense of community to all. Provide access to those who have little. Give everyone an equal chance to have success.
Foundational knowledge, problem solving, broadening of horizons, critical thinking, basic job skills, communication and interpersonal skills.
And is THIS being acheived?
Dr. Diane Ravitch
Erica Goldson
"I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared."
Daniel Pink "Drive"
"If you want engagement, self direction is better."
Sir Ken Robinson
"We have to think differently about human capacity. We have to get over this old conception of academic, non academic. Abstract, theoretical, vocational and see it for what it is: a Myth.
Second, we have to recognize most great learning happens in groups. That collaboration is the stuff of growth. If we atomize people and separate them a judge them separately, we form a kind of disjunction between them and their natural learning environment.
And thirdly, it’s crucially about the culture of our institutions. The habits of institutions and the habitats that they occupy."
Erica Goldson at TED
"So what better way to treat students to raise them to be engaged and responsible citizens than acting if they already are. You see, normally we have a fear of autonomy and collaboration between students. But as author Alfie Kohn tells us, we don't have to be this way. Because non-cooperative approaches almost always involve duplication of effort. Since someone working independently must spend time and skills on problems that have already been encountered and overcome by someone else."
Purpose of Public Education: a preview of results...55 responses from parents, students, community members, teachers, and school administrator:
WHAT IS THE PURPOSE OF PUBLIC EDUCATION
To keep the citizens of the USA competitive in the world market.
to produce the good citizen
It depends on the level of education. Middle School - to teach these kids how to be humans and to learn to love learning.
High School - to prepare the kids for a career or college.
Rounded education, socialization, prep for employment choices and post secondary training/ education To prepare our young people with the knowledge and skills they will need to be productive members of our society once they are adults.
To produce well rounded, contributing community members.
To build the next generation of productive citizens.
The purpose of public education is to allow all children, regardless of race, economic status, etc. to receive an education that will allow them the opportunity to be a successful adult in whatever they pursue.
To provide free education to all children.
To provide young people with vital skills, to train their brains to learn to their fullest capacity, whatever that may be. To teach children how to learn and how to discern. As much as possible, to equalize the injustices that can come from social constructs like racism and classism by ensuring that each child is given opportunities to excel and to continue his/her education.
To ensure a free and appropriate education for every student and to help support their development into compassionate and productive members of humanity.
The purpose is to give the public access to quality education without descriminating against a person's age, gender or ecomical staus.
To instruct and provide knowledge to adolescents so they can further and better society.
To prepare all people to be informed participants in our society and democracy.
Getting schooling for GED or Diploma is for having a higher chance to get a job and or go to college. This is how one can be a positive element in society.
To teach people how to communicate, get along, problem solve and give them skills to go out into the world on their own and be productive, self-sufficient and happy.
To enable students to work and live efficiently in society
To prepare students for real life situations, careers, and oppertunities. A place to learn and grow in yourself and education.
Learn how to properly function as a useful member of society and to be prepared for your future career.
To educate the public, providing new generations of citizens with the knowledge and skills to competently operate in modern-day society.
To learn social skills as well as school subjects, and to just be a kid
To prepare children for citizenship To cultivate a skilled workforce To teach cultural literacy To prepare students for college
To help students become critical thinkers To help students compete in a global marketplace
Strong academics/citizenship/reinforce individual strengths
To provide necessary tools and skills to the broadest possible population in an effort to ensure the best possible outcomes for all.
To further their knowledge of basic subjects and prepare them for post high school education or vocational training.
Teach our children basic skills in order to be functioning adults.
provide free schooling to all children
To provide knowledge and/or skills for the future. To help one become a "productive member of society".
To help prepare people for knowledge to use in everyday life and work as they reach adulthood.
Basic Skills and social experience
To assist children in learning basic and intermediate education skills. To assist children in developing appropriate social skills with peers and adult authority figures. Public education teaches children basic discipline skills, getting up in the morning on a regular basis, time-managment, deadlines, geography, socialization, how to use a bus (transportation skills).
Education and a positive exprience
To create well-rounded individuals who are able to make informed decisions on how they best fit in society. Public education should help individuals realize their strong suits and how best they can impact their community and society as a whole.
Public Education is the place where children are educated in all of the aspects of learning- from history to math to physical education, etc. It provides a place to create well rounded, enaged citizens. It helps students figure out what drives them and what they want to do with their lives. It helps to socialize students to create a code of behavior that is acceptable and unacceptable.
To give children the tools needed to insure their future choices in everyday life are based on knowledge, and give them the information needed to seek more education if needed, so that when they become independent community members/world leaders, they will be able to do the very best possible in their endeavors, and that those decisions that will affect all of us, are made with the best intents.
Public education should delivery school age kids education in all of the basic subjects and prepare them to succeed in the real world. I deally public education should serve as a spring board to college.
To empower individuals and allow them the opportunity to gain knowledge and become self-sufficient.
To teach basic skills such as reading, writing, math; develop critical thinking skills, teach life skills including responsibility, work ethic, delayed gratification, planning for their future; giving them a taste of the larger world through social sciences and the humanities.
To eduacte all children from grades K-12 and prepare them for the future and to be productive members of society.
to create a curious person
To prepare all children for the future and provide them with academic and social skills to be productive members of society To educate and to prepare for the labor market.
To provide people the tools they will need for self-sufficiency, life-long learning, and to become an engaged citizenry.
A way in which people from all socioeconomic backgrounds can receive free education.
Educate or future leaders
To prepare people to be good citizens, to be productive and to be happy with their lives.
To continue a Productive and free society. To give Americans equal opprtunities to pursue life, liberty and hapiness.
To prepare for higher education and/or employment as well as being a productive contributor to the community you reside in or are a part of throughout your adult years.
I am not sure?
To offer equal education opportunities to people from all income levels.
To educate train and prepare students for a profession
To create the well-informed citizenry necessary for the function of a democracy.
To give equitable access to a foundational education to all members of society.
To educate our children
To Provide education and a sense of community to all. Provide access to those who have little. Give everyone an equal chance to have success.
Foundational knowledge, problem solving, broadening of horizons, critical thinking, basic job skills, communication and interpersonal skills.
And is THIS being acheived?
10/30/12 Edutopia
A few months ago, a former colleague posed a question asking educators and those in the education field what the purpose of education is on Facebook. I looked at the question and blinked. And then I blinked again.
"Huh," I likely said out loud as I let it sink in. "What is my philosophy on the purpose of education these days?" I hadn't really thought about it, to be honest.
I was interested in seeing the results because as I began to formulate my own opinions, I found myself wondering why it is I couldn't answer it so readily. It really shouldn't be that difficult of a question to answer, should it?
The answers varied, but I was too busy at the time to truly delve in to what people were responding with.
Not being satisfied with unanswered questions and being a fan of asking lots of them, I decided to use that very question as the basis of my research for my education class at Portland State. And now I'm certain I'll be using it for even more.
https://qtrial.qualtrics.com/SE/?SID=SV_0I0uc23JSfJ3GXX
Results to be posted at a later date.
10/13/12 No Teacher Left Behind
No Teacher Left Behind
"Our education system is not taking the necessary steps to keep these vital educators in the classroom."
"Every year I’ve been at Dorsey High School, I’ve seen great teachers leave: They lose their jobs to reductions in force, they’re “displaced” and assigned to a new school, or they elect to leave the profession altogether. The result is an interruption of the network of colleagues and mentor relationships that we’ve built over the course of the school year, and an erosion of institutional and cultural knowledge essential to running a successful school.
I’ve witnessed teachers with some of the highest “value-added” ratings in the district and teachers who had the ability to marshal $50,000 a year in outside funding for a single school club leave the classroom. When these “irreplaceables” leave, their skills, programs and networks (among colleagues, students, parents and outside organizations) can take years to rebuild — and that’s if the school is lucky enough to replace them with teachers of comparable quality."
And I wonder: why aren't parents, stakeholders, and community leaders recognizing this or even trying to fight for their education system, students, and teachers? Instead we're blasted with how our schools are failing.
Oregon Schools are Failing
"A record 113 Oregon schools, or one of every 10 in the state, were deemed "in need of improvement" today, three-fourths of them because their reading and math scores are too low or their dropout rate too high."
Ya think MAYBE there might be a correlation between our inability to keep teachers and the ineffectiveness of our education system? I'm no analyst, but I know a few, and I'm sure they could whip up some beautiful charts and/or spreadsheets that provide data on "effective" schools and the "ineffective" ones that includes their teacher retention rate and other imperative comparative data such as, oh, I don't know, socio-economic demographics and school budgets. #justsayin'
Most Oregon Students are Low Income
Schools In Need of Improvement
But Perhaps Mr. Crew is on to something?
Education Reform
"Parents and students must speak up about what they want before improvements can be supplied, Crew said at a public town hall meeting at Liberty High School. He said parents are typically quiet until their children are affected negatively. But they need to begin asking for change, rather than simply showing up to discussion forums.
"Speak up and be constructive," he said. "You are a demand market, not a supply market."
"If you don't have things to bring to the market, you can't play," he said."
And as our education system continues to teeter on the shoulders of the political powerhouses...
Page 71 "Rainbows and Ponies"
Reality Check
Maybe it's time for parents and our communities at large to realize just how much power they have. ESPECIALLY with November 6, 2012 fast approaching.
Educate yourself, demand change, buy a blowhorn, and come to the market. If not for our schools, then at least YOUR children and our community.
10/5/12 The Art of Finding Out Stuff
I sat in my business 101 class last night after our first quiz and pulled out my laptop as the instructor began to go over the Power Point for the next two chapters. I went on my.pdx.edu, downloaded the Power Points and began writing notes as she began to cover International Business and business types.
During the discussion, she provided real world examples to emphasize key points in the lecture and asked the class to share their own experiences in business as well. The conversations topics ranged from NAFTA (http://en.wikipedia.org/wiki/North_American_Free_Trade_Agreement), to US cheese smuggling in Canada (http://www.google.com/search?client=safari&rls=en&q=us+cheese+smuggling+canada&ie=UTF-8&oe=UTF-8), to the “dumping” of solar panels from China (http://www.oregonlive.com/newsflash/index.ssf/story/eu-anti-dumping-probe-into-china-solar-panels/e16007adf4bd468d9acf849734d2a7cf).
During the discussion, I found myself on Google a few times looking up information. For instance, I couldn’t remember what year NAFTA went into effect. I found that I correctly remembered it was 1994, the year I graduated from North bend High School and had likely never heard of it-and even more likely had absolutely no comprehension of the ramifications it would have years later. There were also a few acronyms I was unfamiliar with, so I Googled them too.
And there was a moment where I was reminded just how lucky we are to have access to ANY information we want, instantaneously. Something I didn’t have back in 1994 when I was writing reports on El Greco, polytheistic belief systems, and learning how to conjugate verbs in French.
I met with a business advisor earlier this week and we were discussing my business plans and education in general. He pointed out, “I feel like things were just better when I was in school. I don’t know what the different is between then and now, but we were successful.” It made me consider my own experiences in school. Had I been successful? And what really is “success” in public education? If it’s getting good grades, I had that down. By my senior year, I understood the game and managed to skip enough days that they didn’t put in on my transcripts while I maintained honor roll. It was a good year.
But that’s the problem, really, isn’t it? It shouldn’t be about arbitrary grades, it should be about acquiring knowledge. The things I remember from “way back when” were not what grades I got in which class; I remember writing my report on El Greco for Mrs. William’s class and being awed and slightly disturbed by the darkness of his paintings. I remember his painting of Toledo and the stark contrast between the white buildings and the brooding sky.
http://www.iberianature.com/material/view_of_toledo.htm
I was reminded of the haunting nature of the elongated figures he painted with their imploring eyes raised towards the sky when I was in Washington DC last year at the National Gallery of Art.
I have been to many, many art museums over the years (including several in Spain), and it was the first time I recalled seeing an El Greco, and my immediate thought was of that report.
Education should be about making connections.
As I sat in my class, I looked at my computer and thought about how when I was school, there was so much emphasis on memorization and wondering, is that really useful anymore? With the technology we now have, our ability to access and acquire information has changed drastically and there is a significant amount of on-going research into how it’s effecting our memory and how we learn in general. http://www.techtalkformoms.com/2011/family/the-effects-of-new-technology-on-learning/
Yet, there seems to be some serious lagging in what we are demanding of our students because all we are told to care about are passing state tests and fulfilling Core Standards.
In order to move forward, something needs to change. And change quickly.
10/3/12 So much to say, and so little time.
I have attempted to sit down over the last two weeks and write something, anything in my blog; but sadly, life has continuously gotten in the way. My pathetic little Jetta died; I took on a nasty head cold and downed gallons of carrot juice, orange juice, and a bottle of Nyquil in a matter of 3 days; I began school and have had to fight through the nonsense of getting financial aid, books, and classes in order; and I have been totally over-committing myself to really fun stuff with some really cool people. Something I do not regret.
I have also been considering taking up writing country songs to summarize the drama that has transpired in my job and personal life (but really, mostly my job), but found that I didn’t have time for that either. If I had a dog, I imagine he would have died in the last two weeks as well, but fortunately for my non-existent dog Sancho, I like to adopt other people’s pets (and kids) and get to be a cool auntie that gets to visit, play, aaaaand leave.
And I had started some really epic blog entries too, only to watch them sit idly in the little box on my screen. “I’ll get to it tonight!” I promised myself as I sat on hold with Amazon India, complaining about how I had just learned last night that my books for BOTH of my classes from two different sellers had been refunded and I hadn’t received any notice-a day before my first quiz to boot. Thank you Amazon, THANK YOU**.
Aaaanyway, I guess now that I’m writing, I should try to write something really profound.
...
Or not.
Actually, this is something that has been on my mind the last few days. On Sunday, I had the opportunity to see two of the greatest people in my life. For privacy reasons, I’ll call them Carissa and Susan (ladies you get to determine which is which). They are both remarkable women who have greatly influenced the direction of my life. I don’t think there is anyone in this world that could be more thankful than I am to have them both in my life (and this is something I don’t think I can sufficiently articulate-ever).
I have known one since my days as an ignorant Spanish undergraduate student, who didn’t even know what the subjunctive tense was and had the opportunity to travel through Mexico and Nicaragua (and sort of Peru?) with. The other I met as I began my Masters degree when I was a vibrant, idealistic fool and have had some pretty awesome moments with. And I’m so thankful (and amused) that they have managed to become friends because they are quite different people. It makes me love them even more.
Both are now in the education system in different roles. One is a brilliant, under-appreciated math teacher in a school in the Portland Metro area; the other works in an after school program that serves minorities (which kind of happens to be one of my passions). Both are talented in their own right: one is an amazing writer, photographer, mother, wife, friend, daughter, AND daughter-in-law; has an amazing eye for decorum and art; and is a unbelievable cook (among a multitude of other talents). The other has the patience of a saint; is an awesome mother; is crafty; an amazing cook; an avid “active, outdoorsy woman;” and is just smart. And I am equally proud of both of them for what they do on a day-to-day basis.
And both of these ladies make a difference.
There isn’t much more I can say about them, other than I know they both struggle in their roles for different reasons. They’re both too smart for their own good; THAT is for sure. They recognize how they could improve what they are doing, but they can’t do so because of limitations of the system. One has class sizes of 47 (and I can’t even begin to articulate the magnitude of stress this has generated for a teacher that is SO passionate about doing her job right); the other has to deal with the incompetencies of the “higher-ups” that aren’t capable of fulfilling the program requirements. She, and the students, have to suffer because of it.
So ladies, this blog’s for you. Don’t give up the good fight. And know that at least one person in this world not only appreciates what you do, but truly respects and admires you greatly for EVERYTHING you do. I’m am certain there are more who do.
You, and the rest of my education friends are truly amazing for all that you do.
And I hope you know who you are. If you don’t, we need to talk.
**Special thanks to Lee for teaching, er, training me, in the art of “Thank you.” Te quiero mucho. Thank you for making me laugh, every single day.
9/18/12 The Right to Life, Liberty, and the Pursuit of Smaller Class Sizes, Better Pay, and More Professional Development Opportunties
*and maybe a Smartboard
http://www.huffingtonpost.com/2012/09/18/chicago-teachers-strike-c_n_1893184.html
So I haven't really been following the Chicago teacher's strike, but I did try to play catch up this morning before heading to work. What I read was pretty minimal, however, I felt I got the gist of it.
Let's see if I can break this down to its rudimentary components:
1) Teachers are not happy.
2) They want more reasonable class loads, better pay, and more opportunities to grow professionally (i.e. become better teachers).
3) People are annoyed because the protest is a nuisance. How dare they disrupt the education process with these shenanigans!
For shame!
"For other parents, frustration grew as the week went on. "Our kids were being used as leverage," Chicago parent Humberto Ramirez told The Chicago Tribune. "I certainly don't begrudge any benefits of salaries the [teachers union] has been able to negotiate, but [they] put so many people in a terrible inconvenience simply because they have this grand union agenda."
A few months ago, a former colleague posed a question asking educators and those in the education field what the purpose of education is on Facebook. I looked at the question and blinked. And then I blinked again.
"Huh," I likely said out loud as I let it sink in. "What is my philosophy on the purpose of education these days?" I hadn't really thought about it, to be honest.
I was interested in seeing the results because as I began to formulate my own opinions, I found myself wondering why it is I couldn't answer it so readily. It really shouldn't be that difficult of a question to answer, should it?
The answers varied, but I was too busy at the time to truly delve in to what people were responding with.
Not being satisfied with unanswered questions and being a fan of asking lots of them, I decided to use that very question as the basis of my research for my education class at Portland State. And now I'm certain I'll be using it for even more.
https://qtrial.qualtrics.com/SE/?SID=SV_0I0uc23JSfJ3GXX
Results to be posted at a later date.
10/13/12 No Teacher Left Behind
No Teacher Left Behind
"Our education system is not taking the necessary steps to keep these vital educators in the classroom."
"Every year I’ve been at Dorsey High School, I’ve seen great teachers leave: They lose their jobs to reductions in force, they’re “displaced” and assigned to a new school, or they elect to leave the profession altogether. The result is an interruption of the network of colleagues and mentor relationships that we’ve built over the course of the school year, and an erosion of institutional and cultural knowledge essential to running a successful school.
I’ve witnessed teachers with some of the highest “value-added” ratings in the district and teachers who had the ability to marshal $50,000 a year in outside funding for a single school club leave the classroom. When these “irreplaceables” leave, their skills, programs and networks (among colleagues, students, parents and outside organizations) can take years to rebuild — and that’s if the school is lucky enough to replace them with teachers of comparable quality."
And I wonder: why aren't parents, stakeholders, and community leaders recognizing this or even trying to fight for their education system, students, and teachers? Instead we're blasted with how our schools are failing.
Oregon Schools are Failing
"A record 113 Oregon schools, or one of every 10 in the state, were deemed "in need of improvement" today, three-fourths of them because their reading and math scores are too low or their dropout rate too high."
Ya think MAYBE there might be a correlation between our inability to keep teachers and the ineffectiveness of our education system? I'm no analyst, but I know a few, and I'm sure they could whip up some beautiful charts and/or spreadsheets that provide data on "effective" schools and the "ineffective" ones that includes their teacher retention rate and other imperative comparative data such as, oh, I don't know, socio-economic demographics and school budgets. #justsayin'
Most Oregon Students are Low Income
Schools In Need of Improvement
But Perhaps Mr. Crew is on to something?
Education Reform
"Parents and students must speak up about what they want before improvements can be supplied, Crew said at a public town hall meeting at Liberty High School. He said parents are typically quiet until their children are affected negatively. But they need to begin asking for change, rather than simply showing up to discussion forums.
"Speak up and be constructive," he said. "You are a demand market, not a supply market."
"If you don't have things to bring to the market, you can't play," he said."
And as our education system continues to teeter on the shoulders of the political powerhouses...
Page 71 "Rainbows and Ponies"
Reality Check
Maybe it's time for parents and our communities at large to realize just how much power they have. ESPECIALLY with November 6, 2012 fast approaching.
Educate yourself, demand change, buy a blowhorn, and come to the market. If not for our schools, then at least YOUR children and our community.
10/5/12 The Art of Finding Out Stuff
I sat in my business 101 class last night after our first quiz and pulled out my laptop as the instructor began to go over the Power Point for the next two chapters. I went on my.pdx.edu, downloaded the Power Points and began writing notes as she began to cover International Business and business types.
During the discussion, she provided real world examples to emphasize key points in the lecture and asked the class to share their own experiences in business as well. The conversations topics ranged from NAFTA (http://en.wikipedia.org/wiki/North_American_Free_Trade_Agreement), to US cheese smuggling in Canada (http://www.google.com/search?client=safari&rls=en&q=us+cheese+smuggling+canada&ie=UTF-8&oe=UTF-8), to the “dumping” of solar panels from China (http://www.oregonlive.com/newsflash/index.ssf/story/eu-anti-dumping-probe-into-china-solar-panels/e16007adf4bd468d9acf849734d2a7cf).
During the discussion, I found myself on Google a few times looking up information. For instance, I couldn’t remember what year NAFTA went into effect. I found that I correctly remembered it was 1994, the year I graduated from North bend High School and had likely never heard of it-and even more likely had absolutely no comprehension of the ramifications it would have years later. There were also a few acronyms I was unfamiliar with, so I Googled them too.
And there was a moment where I was reminded just how lucky we are to have access to ANY information we want, instantaneously. Something I didn’t have back in 1994 when I was writing reports on El Greco, polytheistic belief systems, and learning how to conjugate verbs in French.
I met with a business advisor earlier this week and we were discussing my business plans and education in general. He pointed out, “I feel like things were just better when I was in school. I don’t know what the different is between then and now, but we were successful.” It made me consider my own experiences in school. Had I been successful? And what really is “success” in public education? If it’s getting good grades, I had that down. By my senior year, I understood the game and managed to skip enough days that they didn’t put in on my transcripts while I maintained honor roll. It was a good year.
But that’s the problem, really, isn’t it? It shouldn’t be about arbitrary grades, it should be about acquiring knowledge. The things I remember from “way back when” were not what grades I got in which class; I remember writing my report on El Greco for Mrs. William’s class and being awed and slightly disturbed by the darkness of his paintings. I remember his painting of Toledo and the stark contrast between the white buildings and the brooding sky.
http://www.iberianature.com/material/view_of_toledo.htm
I was reminded of the haunting nature of the elongated figures he painted with their imploring eyes raised towards the sky when I was in Washington DC last year at the National Gallery of Art.
Education should be about making connections.
As I sat in my class, I looked at my computer and thought about how when I was school, there was so much emphasis on memorization and wondering, is that really useful anymore? With the technology we now have, our ability to access and acquire information has changed drastically and there is a significant amount of on-going research into how it’s effecting our memory and how we learn in general. http://www.techtalkformoms.com/2011/family/the-effects-of-new-technology-on-learning/
Yet, there seems to be some serious lagging in what we are demanding of our students because all we are told to care about are passing state tests and fulfilling Core Standards.
In order to move forward, something needs to change. And change quickly.
10/3/12 So much to say, and so little time.
I have attempted to sit down over the last two weeks and write something, anything in my blog; but sadly, life has continuously gotten in the way. My pathetic little Jetta died; I took on a nasty head cold and downed gallons of carrot juice, orange juice, and a bottle of Nyquil in a matter of 3 days; I began school and have had to fight through the nonsense of getting financial aid, books, and classes in order; and I have been totally over-committing myself to really fun stuff with some really cool people. Something I do not regret.
I have also been considering taking up writing country songs to summarize the drama that has transpired in my job and personal life (but really, mostly my job), but found that I didn’t have time for that either. If I had a dog, I imagine he would have died in the last two weeks as well, but fortunately for my non-existent dog Sancho, I like to adopt other people’s pets (and kids) and get to be a cool auntie that gets to visit, play, aaaaand leave.
And I had started some really epic blog entries too, only to watch them sit idly in the little box on my screen. “I’ll get to it tonight!” I promised myself as I sat on hold with Amazon India, complaining about how I had just learned last night that my books for BOTH of my classes from two different sellers had been refunded and I hadn’t received any notice-a day before my first quiz to boot. Thank you Amazon, THANK YOU**.
Aaaanyway, I guess now that I’m writing, I should try to write something really profound.
...
Or not.
Actually, this is something that has been on my mind the last few days. On Sunday, I had the opportunity to see two of the greatest people in my life. For privacy reasons, I’ll call them Carissa and Susan (ladies you get to determine which is which). They are both remarkable women who have greatly influenced the direction of my life. I don’t think there is anyone in this world that could be more thankful than I am to have them both in my life (and this is something I don’t think I can sufficiently articulate-ever).
I have known one since my days as an ignorant Spanish undergraduate student, who didn’t even know what the subjunctive tense was and had the opportunity to travel through Mexico and Nicaragua (and sort of Peru?) with. The other I met as I began my Masters degree when I was a vibrant, idealistic fool and have had some pretty awesome moments with. And I’m so thankful (and amused) that they have managed to become friends because they are quite different people. It makes me love them even more.
Both are now in the education system in different roles. One is a brilliant, under-appreciated math teacher in a school in the Portland Metro area; the other works in an after school program that serves minorities (which kind of happens to be one of my passions). Both are talented in their own right: one is an amazing writer, photographer, mother, wife, friend, daughter, AND daughter-in-law; has an amazing eye for decorum and art; and is a unbelievable cook (among a multitude of other talents). The other has the patience of a saint; is an awesome mother; is crafty; an amazing cook; an avid “active, outdoorsy woman;” and is just smart. And I am equally proud of both of them for what they do on a day-to-day basis.
And both of these ladies make a difference.
There isn’t much more I can say about them, other than I know they both struggle in their roles for different reasons. They’re both too smart for their own good; THAT is for sure. They recognize how they could improve what they are doing, but they can’t do so because of limitations of the system. One has class sizes of 47 (and I can’t even begin to articulate the magnitude of stress this has generated for a teacher that is SO passionate about doing her job right); the other has to deal with the incompetencies of the “higher-ups” that aren’t capable of fulfilling the program requirements. She, and the students, have to suffer because of it.
So ladies, this blog’s for you. Don’t give up the good fight. And know that at least one person in this world not only appreciates what you do, but truly respects and admires you greatly for EVERYTHING you do. I’m am certain there are more who do.
You, and the rest of my education friends are truly amazing for all that you do.
And I hope you know who you are. If you don’t, we need to talk.
**Special thanks to Lee for teaching, er, training me, in the art of “Thank you.” Te quiero mucho. Thank you for making me laugh, every single day.
9/18/12 The Right to Life, Liberty, and the Pursuit of Smaller Class Sizes, Better Pay, and More Professional Development Opportunties
*and maybe a Smartboard
http://www.huffingtonpost.com/2012/09/18/chicago-teachers-strike-c_n_1893184.html
So I haven't really been following the Chicago teacher's strike, but I did try to play catch up this morning before heading to work. What I read was pretty minimal, however, I felt I got the gist of it.
Let's see if I can break this down to its rudimentary components:
1) Teachers are not happy.
2) They want more reasonable class loads, better pay, and more opportunities to grow professionally (i.e. become better teachers).
3) People are annoyed because the protest is a nuisance. How dare they disrupt the education process with these shenanigans!
For shame!
Seriously people? Do I even need to respond? "Grand union agenda?"
Oh, what the heck, why not! What's the point of having a blog, if not to pontificate on end about things that annoy you!
While I do not know the specifics of what the Chicago teachers are facing, I do know based upon my own experiences (teaching here in Oregon and in New York), and the experiences of many of my teacher friends, teachers really do have it rough. And really, who is going to argue against the point that our education system is beyond abysmal at this point? And maybe, just maybe, teachers need a bit of a break; or should at a minimum, be allowed to yell and scream a little about the injustices they are facing.
Exhibit A: My first classroom
Upon completing my Master of Arts in Teaching, I had this crazy notion in my head that I might fair better in a "good" school district and decided to aim for Beaverton School District. You see, it took me many, many years to determine I actually wanted to become a teacher because I knew how awful it could potentially be. I was 26 years-old and tired of the bureaucracy and the racism I was seeing on a daily basis in health care, and decided that while teaching certainly wouldn't be lacking in it's share of bureaucratic nonsense (that's putting it mildly), at least I would be working with kids.
Thinking I was "clever" and "smart," I made it a point to make myself as "marketable" as possible, and in a way, it did pay off as difficult as it was. Being one who likes to make everything she does as difficult as possible, I became the first student at George Fox to complete the MAT program while simultaneously completing an additional endorsement (they actually developed a new program after me: the MAT Plus program). Anyway, needless to say, two practicums of Spanish and English as a Second Language, double the lesson plans, double your FUN! left me quite ready for my vacation in Guadalajara immediately following graduation.
After returning from Me-hee-co, I began the application process. I learned to detest Edzapp.com and worried that I would get stuck in a really bad teaching gig. The "what-ifs" were constantly dancing around my head like a water cucaracha in kitchen full of frijoles and tortillas. I ended up with only one interview and immediately took the position when it was offered to me for fear of not getting into "the" district of my choice.
I was your typical first year teacher, i.e. STUPID, and said yes to everything.
To summarize my first year of teaching, two words: It SUCKED. When I recall my first year teaching, the only word that comes to mind is "stress." While I'm sure I was able to somehow impart some glorious knowledge that first year (yay for definite and indefinite articles and the verb "¡me gusta!), most of my time was spent scrambling and frantically writing lesson plans for SIX DIFFERENT CLASSES. In teacher land, we call a class a "Prep." My first year teaching I started the year with FIVE: US History-something I knew nothing about BECAUSE I WASN'T CERTIFIED TO TEACH IT (What's that you say about Common Standards and being "Highly Qualified?"**), two different levels of English as a Second Language, and two different levels of Spanish.
Mid-year, the administration approached me and explained they needed to create another ESL class, so as a favor, were eliminating my two US History classes and instead gave me two more preps; thus I ended up with six different classes.
In addition to this insanity, I was also stuck in the only "upstairs" room in the entire school that used to be a detention room (somehow appropriate, considering how I felt about it). The room directly underneath me was the band room and imagine, if you will, what it is like to teach above a middle school band room. I swear if I EVER have to listen to "Hot Cross Buns" again...twitch twitch...
Additionally, my room was directly across the hall from the cafeteria, and how fantastic it was to hear screaming 6th, 7th, and 8th graders every day as they lined up outside of my door for, oh yes, staggered lunch periods. Did I mention there was no window and it was 150 degrees in there? To be fair, I DID have an exhaust fan that sounded like a jet engine when I ran it. "Ms. B, it's soooooo hot in here," my students would whine as summer approached. I had to decide if suffocating us all to death was worth not having to lose my voice because I had to scream over the fan. Did I also mention that I had class sizes of up to 39. Have you ever been trapped in a tiny cramped room with no windows to jump out of with 39 7th graders? I don't recommend it.
At one point at the beginning of the year, a lovely veteran teacher pointed out that I was kind of in a not so great set-up and that perhaps I would benefit from having a discussion with our union rep. Thinking that she might be on to something, I did.
What came of that meeting? Nothing. Because there was nothing in our contract about a maximum number of preps. I was stuck and I somehow went on to make it through the year. Figuring I had had the worst possible year of teaching ever, I decided I could most definitely hack it in New York, packed up my 1996 Tercel and drove across the United States to impart more epic knowledge.
Exhibit B: My second classroom
Oh wait, I don't have any pictures of my second room. Because I didn't have ONE; I had SIX on two different floors in a school with three minute passing periods. Awesome.I quit by March by the way, but not because of the classrooms, but I'll save that whole story for another day.
Exhibit C: My 3rd classrom.
Again, didn't have ONE, had FIVE and spent some periods literally searching for an empty room with my little 6th grade ESL students in tow. I actually started the year teaching in two different schools, but that didn't work out for some weird reason.
My point is this: for those of you non-teacher types out there, you do NOT know how bad it is. There's a reason I no longer call myself a teacher: I got out and I plan on never going back.
So show some respect and let them complain a bit. Believe me, they deserve it. And if you do not agree, I DARE YOU to go try teaching for a minimum of a week and see how long you make it before crackin'.
I propose that it's time our society stops attacking teachers and schools and instead focus attacking the real issue: the system itself.
This might be a bad analogy, but I'm going to go with it. Say you have an old house that's on the verge of falling apart. It was built circa 1889 by your grandparent's grandparents and the foundation is literally crumbling. The windows are busted out, the color of paint is unrecognizable, and the termites had a few fiestas over the years leaving remnants of what might have once been wood behind.
Are you going to spend time and money to "repair it?" And then while doing so, throw stones at the workers? "Hey jerk, you missed a spot!" "Work faster, but I'm paying you less money because I have less in my budget than I thought!" Maybe throw a few pick-axes to sweeten the deal?
No. You're going to tear that archaic, worthless, eye sore apart and demolish it. Maybe take some pictures of the process so you can make sure to remember just how bad it was.
And then you're going to rebuild it. And it's going to be amazing. Marble counters, beautiful wood floors, and maybe even a sweet hot tub if you budget your money properly.
"If you don't like something, change it. If you can't change it, change your attitude." Maya Angelou
And if you aren't capable of being a part of the change? Well, then do you really have a right to complain?
**Special thanks to the developers of Wikipedia; you contributed 90% of my curricula to my 8th grade classes of 2007. Thank you for making it exist.
TER&R- Technological Education Revolution and Renaissance
9/15/12
Another headline caught my attention as I came back from my morning run the other day. The paper sat in its plastic bag on our steps, the front page facing up. I don't always read the paper, because frankly, I don't have time. And I’ll be honest, I still haven't read this one. I don't know that I have to because I already know what it is going to say; but just in case, I have it sitting in my computer bag for when I have a spare moment. Sometimes I like to be reassured that my jaded philosophies on education are warranted.
My reactions vary when I come upon articles like this, or in conversations with friends and educators. As a former teacher and member of this community, I am mortified when I hear (almost daily) how increasingly AWFUL our education system is becoming. On the other hand, the aspiring wanna-be capitalist and entrepreneur side of me sees this as an opportunity. Not in a selfish, financially driven sense, rather, I'm very intrigued with the direction things are going in the coming years and I greatly want to be a part of that change.
I was camping a few weeks ago with my friends near Eugene, and my friend Dana's friends joined us with their 3-year old daughter. I've met Natasha a few times and she's a remarkable, adorable little kid. But she's also incredibly bright. I have watched her sling out her Ipod on many occasions and navigate it without any difficulties and this is something she has been doing since she was two.
And she’s not the only child I’ve seen do this as many parents and teachers can attest to.
It’s marvelous, really, how quick children are to learn. And what’s going to be even more marvelous is when this generation of technologically savvy kids with access to any information they want (and more importantly FREE EDUCATION, i.e. the Internet), grows up and realizes they’re being gipped. Not only will they have capabilities beyond anything my generation could have conceived of, they will likely also have shorter and shorter attention spans. Sitting for 6-8 hours a day in a classroom of 47 students will become increasingly difficult (and frankly stupid), and at some point something will have to give. The generation raised on Youtube vignettes and constant access to multiple technological devices at once will likely not succeed in our current model of education. I mean, it’s not really working now as it is (as I'm certain the above article so clearly highlights), and it can only get worse.
As to how this change will happen, maybe it will be when teachers grow a collective backbone and realize they’re going to continue to get walked on until they do something about it. This likely won’t happen with the current economic climate because there are too many teachers out of work and I don’t know that a fight of that scale can happen with so many desperate for jobs.
Or maybe the most recent generations of kids will grow up to be teachers, administrators, and "decision makers" who simply recognize that this is all lunacy and won’t demand change, they will simply make the change happen progressively.
Or it could be that one charter school, or one administrator with a vision finally gets it right and the idea spreads like wildfire. A non-industrial, "efficiency" model of education that can impact all student regardless of their socio-economic status, where they live, or how they learn.
Flip Schools
Multiple Intelligence
A few months ago, my friend and I were discussing technology and some of the changes we’re already seeing being implemented, in particular, at the university level. He has been studying (for free) “Machine Learning” and “Probabilistic Graphical Models” through Stanford through Coursera.com While it isn’t a credited course and one can’t currently receive a certificate from the University, it has opened the door to so many possibilities in education.
During our discussion, he also shared with me a video of an interview Bill Moyer did with Isaac Asimov back in 1988.
During the interview, Asimov discussed how he foresaw education being so accessible, you could do it in “your own home, at your own speed, in your own direction.”
And here we are.
It’s marvelous, really, how quick children are to learn. And what’s going to be even more marvelous is when this generation of technologically savvy kids with access to any information they want (and more importantly FREE EDUCATION, i.e. the Internet), grows up and realizes they’re being gipped. Not only will they have capabilities beyond anything my generation could have conceived of, they will likely also have shorter and shorter attention spans. Sitting for 6-8 hours a day in a classroom of 47 students will become increasingly difficult (and frankly stupid), and at some point something will have to give. The generation raised on Youtube vignettes and constant access to multiple technological devices at once will likely not succeed in our current model of education. I mean, it’s not really working now as it is (as I'm certain the above article so clearly highlights), and it can only get worse.
As to how this change will happen, maybe it will be when teachers grow a collective backbone and realize they’re going to continue to get walked on until they do something about it. This likely won’t happen with the current economic climate because there are too many teachers out of work and I don’t know that a fight of that scale can happen with so many desperate for jobs.
Or maybe the most recent generations of kids will grow up to be teachers, administrators, and "decision makers" who simply recognize that this is all lunacy and won’t demand change, they will simply make the change happen progressively.
Or it could be that one charter school, or one administrator with a vision finally gets it right and the idea spreads like wildfire. A non-industrial, "efficiency" model of education that can impact all student regardless of their socio-economic status, where they live, or how they learn.
Flip Schools
Multiple Intelligence
A few months ago, my friend and I were discussing technology and some of the changes we’re already seeing being implemented, in particular, at the university level. He has been studying (for free) “Machine Learning” and “Probabilistic Graphical Models” through Stanford through Coursera.com While it isn’t a credited course and one can’t currently receive a certificate from the University, it has opened the door to so many possibilities in education.
During our discussion, he also shared with me a video of an interview Bill Moyer did with Isaac Asimov back in 1988.
During the interview, Asimov discussed how he foresaw education being so accessible, you could do it in “your own home, at your own speed, in your own direction.”
And here we are.
So how will any of this lead to revolutionary change within our current model of education where we emphasize the importance of passing arbitrary tests instead of teaching critical thinking skills? Where teachers are forced to teach class sizes of over 30 students and expected to teach masterfully? Where we're constantly cutting extracurricular activities that allow students to explore beyond the standards of reading, writing, and math?
Unfortunately, I don't have all of THE answers yet; just a few really great ideas. But maybe Natasha will have some insights in a few years.
Until then, I'm going to go work on my Gangnam Style dance skills.
When I'm done, I might follow it up with some reading on KPop.
KPOP!
or go study some Korean.
Study Korean for free!
PS GO DUCKS!! Unfortunately, I don't have all of THE answers yet; just a few really great ideas. But maybe Natasha will have some insights in a few years.
Until then, I'm going to go work on my Gangnam Style dance skills.
When I'm done, I might follow it up with some reading on KPop.
KPOP!
or go study some Korean.
Study Korean for free!