Category Archives: Education

Posted on May 8, 2012 by ivonprefontaine

I enjoyed this critique of Daniel Pink’s book and will read the book. Earlier. Another blog suggested the work emanating from another book by this author, A Whole New Mind, was important to educators and thinkers. Bear in mind, Daniel Pink is not an educator and his last real job, from his website, was as a political speechwriter.

I agree Alfie Kohn, who taught school, or Carol Dweck, a psychologist focusing on motivation, and her book Mindset: The New Psychology of Success, are invaluable resources for educators.

I think a different understanding unschooling movement is extreme home schooling. Deb Meier acknowledged, in an interview, home schooled children are some of the best socialized children she has met. I think unschooling is an unfortunate descriptor and natural learning, experience-based learning, or independent learning might be less misleading. Instead of discarding the concept, consider questions about education and school’s purpose in the 21st Century. I think there is room for reasonable alternative models in a progressive and increasingly diverse world.

Seeing the Ordinary as Extraordinary

Posted on May 6, 2012 by ivonprefontaine

During a recent conversation with an acquaintance, we discussed the concept of seeing the ordinary as if it were extraordinary. She commented, “If we could do that, imagine the joyfulness in the world!” I try observing the world through this lens and some days I catch a glimpse of the extraordinary elements of my life. Let me offer examples of this joyousness and its synchronous nature.

I listen to a wonderful little radio station, CKUA. When I get in the car, it is on and I usually pay at least superficial attention to the songs. I love Blues, Soul, and Gospel music and on three particular mornings I was welcomed into my car by great music. On Thursday, Lead Belly sang Grey Goose; on Friday Nina Simone sang Feeling Good; and on Saturday, Commander Cody and the Lost Planet Airmen sang Oh, Mama, Mama. I confess I was not feeling upbeat Friday when Nina Simone came on, but I was aware of the generous message and found space to feel better. Each song appealed to me and seemed to sooth a restless and weary soul.

Saturday morning I met with three friends and, during the conversation, we talked about my blog. One person commented it seemed two different people wrote at times. I pointed out some postings are academic and fit with my doctoral journey. When I write about a need for Eloquent Questions in Education, my voice is, hopefully, more scholarly. When I share about a paralyzing fear of heights in Images to Provoke Thoughts, I try to personalize and humanize the self, Ivon, who writes, but my complexity is revealed. I explained Kathy proofreads and edits many postings. She does an amazing job of cleaning up conventions and keeping the message on track. I am challenged to acknowledge and express my gratefulness, as well as I should.

Frequently, I take for granted both the complexity of my self and who I am, and the important, sustaining relationships in my life, rendering them ordinary. Both are extraordinary and help me observe and understand the self when I contemplate, “Who is the self that teaches?” Parker Palmer offered this question and I try to extend it further to ask, “Who is the self that lives this life?” I think these are critical questions because, without self-awareness, what possibility of transformation exists? I follow Cooperative Catalyst and they posted Why Transformation May Hit a Snag: Observations from the Field. Two questions emerged from the article for me, both about self-awareness. First, what am I doing to transform my self? Second, what values guide this transformational process? Gandhi proposed, “Be the change you want to see in the world.” Being aware and present to my self and those who matter most in my life are essential steps. Some days are better than others and the ordinary becomes extraordinary.

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Posted in Education, Mindful Life, Reflective Moments, Synchronicity and tagged eloquent questions, Mindful Practice, mindfulness, Parker Palmer, teacher as transformer, transformative education. Bookmark the permalink.

Posted on May 6, 2012 by ivonprefontaine

I thought some of the people who read my blog might enjoy reading this posting from an excellent blog contributed to by a variety of educators. It fits with recent conversations and the World Cafe Conversations.

And A Second One Showed Up

Posted on May 6, 2012 by ivonprefontaine

Really, it was not me unless…

Some days you just have to have some fun!

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Posted in Education, Just Because Posts, Progressive Education and tagged education, humor, philosophy, teacher as transformer. Bookmark the permalink.

Learning Trajectories, Adult Learning, and Blogs

Posted on May 5, 2012 by ivonprefontaine

Last week, I spoke to a colleague about blogging and a professional development project she is undertaking. She is to blog between learning sessions, but she finds this difficult. She feels she is putting herself out there and prefers to write well and coherently with a fully edited product to publish at then end. She is concerned less is expected in the digital world when it comes to adult learning and is uncomfortable with the public exposure of her work under the new norms.

Etienne Wenger wrote about learning trajectories and adult learning in Communities of Practice: Learning, Meaning, and Identity. He proposed newcomers in organizations require time to learn on the job and essentially make mistakes on an “inbound trajectory.” I would extend this to learning in the rapidly changing digital era we live and work in. Inbound learning trajectories also affect veteran, savvy teachers just beginning their use of social media. Wenger alluded to learning as a series of social activities that included support found in and through friendship, intimacy, families, gaming, creative production, and work. My friend pointed out “Old habits die hard. What about spelling? What about grammar? What about the coherency of the message?”

Adults require safe environments for learning, particularly in times of rapid and unabated change. John Murray in Supporting Effective Teacher Learning in American Schools suggested externally driven forms of professional development currently used in schools need change. Mentors that offer time and non-judgmental support for teachers in applying new technologies are an important step in the delivery and acceptance of embedded professional development in schools. Dovetailing this thinking with inbound learning trajectories is logical in creating safe, supportive adult learning communities.

The etymological roots of technology includes words such as art, craft, and technique and referred specifically to grammar. The writing of blogs is an art and craft. I advised my colleague to hone her craft, perfect the technique, and be an artisan, and actively read, follow, and respond to blogs. Turn to people she trusts whether they are physically or digitally present. Stay true to what you value i.e. good grammar, good spelling, and coherent messages. I use these principles and feel I am slowly moving forward. The blogs I follow, including those on my Blogroll, are well done and professional. It is not enough to just be “out there” for me. I am doing it my way and finding others publishing similarly.

Lessons Learned

Posted on May 1, 2012 by ivonprefontaine

I discovered quickly teaching was about learning more than it was about teaching. Teaching and learning form a paradox. I taught a Grade 4 class for the first four months of my teaching career. What did I learn in those four months?

Students want adults to care about them. This came about in an odd fashion. I wanted students to learn and insisted they complete homework. One particular student rarely did. The result was he stayed after school for a 1/2 hour for help. It only took a few minutes and he would ask for help. He would stand by the desk where he remained for the duration. Once there, he rarely needed my help. What he seemed to need was the feeling an adult cared enough to take time, help him, and, more importantly, be there specifically for him.

Students want adults to know them and eagerly share their stories. When I told them I coached and played various sports, they seized the opportunity and recounted their exploits and activities. I listened during lunch, at recess on the playground, and during class while they shared about their lives. I learned about their families, vacations, and pets. Part of caring was letting them tell me their stories knowing they were heard.

Students wanted to know who I was. My father-in-law passed away that year after a long illness. When I knew I would be away, I sat down with the students, told them about my loss, and I would be away, but I was coming back. The last point was important to them. I was someone important to them, they wanted to know I was coming back, and that I was OK. They wanted to care about adults too, and my story helped made that possible.

Students want to have fun. One day I noticed two large rocks on a classroom counter and asked what they were doing there. A student informed me they were for the rocks and minerals unit in the Science. I returned to my instruction, but after a few minutes, I paused and asked, “Has anyone seen the Rolling Stones?” No one had, but I insisted I had and could produce them live at that very moment. The students doubted me. I picked up the rocks, rolled them across the floor, and proudly proclaimed, “There are the Rolling Stones!” Every time an adult came in the room, the students insisted I produce the Rolling Stones for our visitors. They loved coming to school. It was fun.

I wonder how often teachers sit down and recall the ways children taught them? I try now and then. I come away feeling good about what we can learn from the ones we teach.