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Tag Archives: Progressive Education

Dreams To Reality Take Determination

Source: Dreams To Reality Take Determination

The Jesse Owens movie that is coming out is a reminder of the importance of dreams and a person’s determination to follow those dreams. We often forget his story and how he helped break down race barriers in a quiet way with his dreams and determination.

He attended Ohio State University without a scholarship, working several jobs, married, and found time to practice and compete. All this in an era when it would have been unusual and challenging for an African-American to attend an NCAA school like Ohio State.

Kathy worked with one of his grandchildren who told her that Jessie Owens was a quiet and humble man. He worked as a playground supervisor giving back to children and providing a positive role model for young people to follow. Jimmy Carter suggested Jessie Owens did more to break down racial barriers through his determination and his efforts were “a prelude to helping others.”

Daily Reflection and Peace

Daily Reflection and Peace.

We face an important challenge with mindful practice. The article linked above addresses this challenge with questions. Questions are fundamental to being challenged. When I am challenged, I ask questions. I question what is happening and what is making me feel a particular way.

When I read many articles about mindfulness, I find the articles miss the key underlying aspect of mindfulness, being present in the world in ways that improve one’s life and in that improvement the world is continuously becoming a better place. It is not about a corporate bottom line in the way we understand a corporate bottom line. I guess the bottom line is harder to measure. I cann0t apply a number to it, report it to shareholders, and make a banker satisfied. What I can do is ask, “Did I make the world a better place in some way by becoming a better person?”

Can you imagine if 7 billion plus people worked on making the world a better place through their living? That might be a number that is unmeasurable, but that is OK. It would be so big it would not need to be reported. Its quality would speak for itself.

Dream Boogie

Stony Creek, where I taught for almost 15 years, was a special place. It does not exist other than in name only. It was a place where parents, students, and educators met and learned together. It was a place that defied the way ‘traditional schooling’ was done. The goal was to meet each child where they were in their learning and not force the child to fit the learning. For most of the time I was there, I taught and learned (those are not inseparable if we allow them to emerge together) in a way I could only dream possible. For those years, the dream was not deferred. It was real, but fragile as all dreams are.

I enjoy Langston Hughes and his wonderful poetry. Each year, I chose a poem or two from his wonderful writing and shared it with the students. I found that if I share my passion for learning and what excited me in my learning students and parents reciprocated. We lived and learned in community not in school. This is one of the poems I shared from that place.

Good morning, daddy!

Ain’t you heard

The boogie-woogie rumble

Of a dream deferred?

Listen closely:

You’ll hear their feet

Beating out and Beating out a —

You think

It’s a happy beat?

Listen to it closely:

Ain’t you heard

something underneath

like a —

What did I say?

Sure,

I’m happy!

Take it away!

Hey, pop!

Re-bop!

Mop!

Y-e-a-h!

To be of use

Yesterday, I spoke with a frustrated parent. Our little school thrived because parents contributed in meaningful ways to their children’s education. This parent said she was felt like an unpaid employee whose efforts were no longer valued. Now, she could have been just being nice, but she told me she felt welcomed and appreciated in my classroom.

When we ask people, of all ages, to do something they should feel welcomed and worthy of the effort they give. Marge Piercy wrote about this human need to do real work. We find purpose, worth, and identity in our calling. Voice and vocation come from the same etymological roots. We find voice in the work that chooses us. Real work calls us and makes us whole.

The people I love the best
jump into work head first
without dallying in the shallows
and swim off with sure strokes almost out of sight.
They seem to become natives of that element,
the black sleek heads of seals
bouncing like half submerged balls.

I love people who harness themselves, an ox to a heavy cart,
who pull like water buffalo, with massive patience,
who strain in the mud and the muck to move things forward,
who do what has to be done, again and again.

I want to be with people who submerge
in the task, who go into the fields to harvest
and work in a row and pass the bags along,
who stand in the line and haul in their places,
who are not parlor generals and field deserters
but move in a common rhythm
when the food must come in or the fire be put out.

The work of the world is common as mud.
Botched, it smears the hands, crumbles to dust.
But the thing worth doing well done
has a shape that satisfies, clean and evident.
Greek amphoras for wine or oil,
Hopi vases that held corn, are put in museums
but you know they were made to be used.
The pitcher cries for water to carry
and a person for work that is real.

From Earth, Fire and Water by William Butler Yeats

Today, an interesting thing happened. All three grades are at key points in Science. The Grade 8 class was learning and applying the equation for density. They were completing a worksheet, but got bogged down with the equation when it was not straightforward and had to think algebraically. I was moving between the Grade 7 and 9 tables and looked up. There was a colleague who had stopped by on her day off helping the Grade 8 students and the parent helper. I had not asked for help; it arrived in the quiet and I thought of this poem.

We can make our own minds so like still water

that beings gather about us that they may see,

it may be, their own images,

and so live for a moment with a clearer,

perhaps even with a fiercer life

because of our quiet.

Why Write Poetry

Yesterday, I read a haiku written by someone who appeared to not enjoy writing haiku. Despite this, the person wrote an interesting, amusing, and thought-provoking poem.

I am not sure this is verbatim but it goes somewhat like this:

Here are five syllables

And here I write seven more!

Are you happy now?

The person who presented this poem indicated that despite having written haiku they were unsure why teachers wanted them written. I think there are good reasons, but I could be wrong.

1. Poetry calls for the best possible word choices. Most poetry is simultaneously spare and spacious. The spareness is in the number of words; the fewer the better. The space allows the reader room for interpretation. What did the poet mean? What senses are invoked through the word choice.

Words chosen

Describe my moment.

No two experiences identical

A jungle of meaning revealed.

Each sense sameness different

Worlds bridged.

2. Students learn about figures of speech and their importance in expressing what we want to say. We can compare unlike things and make sense of a complex world.

3. I tell students who struggle with reading and writing poetry is an alternative way of expressing themselves. I use ee cummings as a model so they overcome their worries about grammar, spelling, and capitalization.

i dig ee cummings

no punctuation

no capitols

won’t worry about spellin either

no sweat

aint no problem

i write poetry

4. I enjoy poetry. I always have. I remember a poem, The Elevator, I memorized in Grade 4. I think it Walter de la Mare wrote it. My friend memorized a poem called Douglas Fir, because his name was Douglas. What my enjoyment means, is I bring enthusiasm to the process.

I believe we need to tell students what they are learning and the reasons they are important. But, then it might just be me.

Tuned In and Fired Up

I mentioned this book in Culture of Peace and Angry Young Poet. It was worth a read. I start with a haiku which emerged from the book.

 

Who stretches the teacher?

Journey into their essence

Reveal the learner.

I read Tuned In and Fired Up by Sam Intrator for two reasons: as a teacher and as a graduate student preparing for the dissertation process. Sam contributes to the work of the Centre for Courage and Renewal which based on Parker Palmer’s writings and thinking.

The book is enjoyable, informative, and motivating. Teachers need to take time and pause, reflect upon, and recall the reasons they were called to teaching. There are alchemical moments of discovery we artfully use and define teacher, students, and subject. It is surreal and its magic can never be underestimated as the three blends into a single whole and respects individual integrity.

Part of the magic in this book is Mr. Quinn, the teacher. He took risks and students tuned in and fired up to his genuine presence. Parker Palmer, in The Courage to Teach, suggested “teaching is always done at the most dangerous intersection of personal and private life” (p. 18). Mr. Quinn’s teaching was learning and realized he could wrong. The magical aspect takes a teacher onto the boundary and, then, into uncharted waters. Good teachers take that risk and students sense it.

Towards the end Sam cited William Ayers: “Since teaching is always a search for better teaching, I am still in a fundamental sense becoming a teacher. I am stretching, searching, and reaching toward teaching” (p. 134). This is a virtuous cycle of learning-teaching-learning to infinity.

Sam leaves the reader with an incredible list of those things teachers can reflect upon and use according to their setting. Many are well-known: cultivate rapport with students, compete tenaciously for their attention, and spark their desire to create. Others were ones I felt were lesser known: embrace your role as a performer, tap into their senses, and acknowledge boring. That last one is challenging. At the adolescent level, treat them like they are becoming adults.

Questions: A concern expressed by Sam was a need for genuine collaboration. What practices do you use in your workplace or learning that foster collaboration between adults? If you teach, what ways do you include students?

Recommendation: I loved the book and let me leave you with just two ways. It was easy to read without losing meaning. Sam used simplexity and achieved his aims. Second, he left a thorough recipe without the quantities. I need to figure those out with students and subject.

Intrator, S. M. (2003). Tune in and fired up: How teaching can inspire real learning in the classroom. New Haven, CT: Yale University Press.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

 

An Angry Young Poet

Each year, I spend time on poetry with the students. Two years ago, a student asked if I wrote poetry in junior high school and I was able to say, “Yes!”. He asked me to share with them. I found them in a small lock box I keep at home and shared several with the class.

I mentioned in Culture of Peace Sam Intrator. He suggested teachers expose adolescent students complex, existential questions of life as they move through those formative years. I wrote my poems in about 1969. It was a time when identity was increasingly rooted in the global nature of the world, not just immediate community and family. War, even in Canada, entered our homes via television. I found voice in poetry and expressed an abhorrence to institutional and government approved murder. What set me apart from my peers, was I took no sides. Each was equally wrong in my mind. Mr. McKenzie, an innovative English teacher, encouraged that in us-find our voices.

I shared the following poem with my students. I concede it is not exactly the original, as it was pretty angry. I hope the original message is still there. Students asked for more poems and I complied. These past few months I rediscovered my poet’s voice. It is a gentler voice, I hope.

Win or Lose: What Difference Does it Make?

 One game

If it is one

No fun to lose

No great thing to win.

War!

Hollow

Men, women, children gone

In no time

Woe! The vanquished losers;

No winner

Each, vanquished in every sense.

Divided

In ruins

Rebuilding

On countless graves

Rudderless.

Without pride

Beggaring citizens

Values of others

Resenting conquerors

What does war bring?

No jobs

No hospitals

No schools

No homes, but the streets

Destruction everywhere.

What does war bring?

Death of innocence

Loss even in victory

Comrades fallen

But see an enemy vanquished.

Killing

Proving nothing

What fools

Going on forever

Will we learn?

We must

I pray

For human survival.

Take care and have a great 20th of July, 2012.

Ode to Teachers

I wanted to blog and post pictures of some great cloud formations around Edmonton last night, but I received an email and there was an idea I could not resist. We each had teachers, and I use the word in its broadest definition, who made an impact on our lives. Ruth is someone I taught with for 12 years.  I use the word taught guardedly and refuse to use the work word to describe our relationship. We learned together. Learning is different and is relational. In her email, she described a visit with a parent of a former student and shared this phrase, ‘child whisperer.’

Each of us, had or have people in our lives in many forms who fit the phrase. They remind us of what the root word of educate is–educare. Even the Latin word speaks of care, which I think is vital to the relational nature of learning.

I can think of many who filled the role. Sister Phillips was my first grade teacher. She was a member of the Catholic order the Sisters of Service and it was special in her class. Later, in high school, I had Ms. Lyford, a short, stocky Australian woman who loved Shakespeare. She once said, “Ivon, if you only tried you would be an A student.” She did it loving and in a caring way, I think. I was good with a B and explained that to her.

Outside school it was my grandmother and mother. I still learn from them although the former is long past away and my mother lives 8 hours away. I learned from my father-in-law and mother-in-law and, needless to say, I learn from the daughter I married. I learn from our boys and my students in many ways. This list is incomplete, but the point is : Great teachers are great not because they tell you do something, but because they lead you to want to do it and ignite your imagination and spirit for learning in a magical way .”

Blend compassion and passion

Bring out the best in each child

Walk with them

Open your heart

Greet them

With your story

Receive their stories gently

Reveal vulnerability

Be a guide they need

In each moment

Learn, share, create

Listen and hear

And speak in a voice

Only a child whisperer can.

Take a moment, tell us about a teacher or teachers who made a difference for you, who whispered at the right moment and spoke the right words lighting a fire in your spirit.

Larry Cuban is a leading writer and researcher in school reform or I think a better way to phrase it is a lack of true reform. He points out several key points in this excellent article. His first paragraph about teachers working together daily is not prophetic as you will see in the article. It has been part of the educational reform lexicon for a several years, perhaps decades is a better word. Why do the ‘reforms’ with all their pat answers and revolving, recycled fads secret this away in the closet? I think they are afraid.

 

First, top down measures are not the order of the day. Second, schooling and learning (my added word) at all ages are complex systems and forged out of relationship not transactional activities. This nature does not invite top-down. It encourages community and collaboration. The leading thinkers he refers to part way through the article are a short but impressive list. I would add others who contribute in many ways i.e. Deb Meier, James Comer, and Nel Noddings come to mind. Finally, real communities actually are dysfunctional. It is what we do in those moments that leads us to collaboration. Joining hands around the camp fire is nice, but only superficially functional. Agree to disagree is sometimes the path.

 

I read another blog today and my conclusion is slow is sometimes the way forward.

 

We in Canada who think we are doing something better are wrong. We all need the same wake up calls, a new conversation, and a reimagining of schooling and learning. Note I did not say school. That is the brick and mortar that in some cases is passé.

Larry Cuban on School Reform and Classroom Practice

Want to give a “no excuses” reformer a stroke? Suggest that teachers working together on a daily basis have a better shot at improving teaching and learning than the highly marketed structural changes of standards-based testing and accountability, Common Core standards, more charter schools, and evaluating educator performance through student scores.

Too many reform-driven policymakers high on the rhetoric of these current reforms ignore how much improvement in teaching and learning can occur when  teachers work collectively in their classrooms and schools to improve their content knowledge and teaching skills aimed at common district goals.

For many years, teachers, administrators, researchers, and a sprinkling of policymakers have concentrated on both traditional and innovative professional development and learning communities to build teachers’ capacities in knowledge of subject and teaching skills to improve instruction in schools and districts. Such school-based efforts converge on the teacher simply because within the complex system of…

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