Category Archives: growth

Summer and Schooling

With Summer School starting and as someone who loved summer time classes both as a student and when teaching at three well respected Universities my wish to all taking summer classes is that the paperwork which may precede you into the programs be placed aside and each of you win points on your participation and on your own merit! And students- don’t “struggle in silence”- for we as Educators can not help the students who leave us “uninformed.” 

#Summerschool2017  #Teachingtact #ESL  #EFL  #ENGLISHK-12  #reflectiveteaching

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Margins

 

What do you do if your nature and training says “leader” but your personality says “don’t control?” You become an Educator. You lead, encourage, exemplify, and demonstrate how to bring out the best in others, without controlling them.

Teachers don’t just make things happen, they allow people to change and grow!  Format, question, draft and resolution, names for activities, but what is going on inside, the curiousity, ambition, challenges and achievements are personal; students own them and proceed forward with each iteration, constantly refining themselves and reminding us as Educators how very essential it is to make room for the surprise responses, the non-conventional answers, the real thinking to progress.

 

 

 

 

 

Seriously, dig deeper to find “success”

TEASING; and why there is a huge difference between children learning word play and playing with words, and actual taunting. Taunting doesn’t work in business relationships, either. The carrot before the donkey is an awful image because it reduces a human to the level of a beast of burden- a donkey- an animal traditionally used to conjure up the image of a “foolish beast”. Another word for a donkey- an “ass”-and to be “a donkey’s ass”- is an extreme insult.

To taunt is to hold out a promise and constantly withdraw it-think of children and adults at play. Sometimes parents will use bribery to encourage a certain form of behaviour; the award must then be received if the change in behaviour is to take effect. Otherwise, the game is not a game at all- it is an exercise in power, and simply proof of the power of one party over another. In this day and age where words like “collaboration” are a little too loosely spread about, what needs to be made clear, be it in business or personal life, is that teasing creates resentment, not community. Why then do we allow for, nay, even encourage between adults, behaviour which would be criticized in a kindergarten classroom?

Word play sample: “Pete and Repeat (or spell it Repete and then it is a visual homonym) were walking along the bridge; Pete fell off- who was left?” Answer: “Repeat” = child asking question gets to repeat it – ad infinitum – laughter will ensue for a brief moment- but if it continues…the word play has become mean play.

 In life doing the same task again and again, and here we get to paraphrase Einstein, becomes a ridiculous exercise- punishing rather than building someone up.

Yes, as tutor, I will have older students proof their work, recopying it until they are satisfied that it says what they wished to express- but this is not a futile exercise, it is an exercise meant to have students become owners of their thoughts, and willing to share these opinions in the public forum which they participate in- a school.

If as a community we are going to build up the youth in our care, we want them to feel confident to share their opinions, to express ideas, and to recognize when a piece of writing is making a point, to think about the points other authors are expressing, and to not be afraid to show that they too can communicate. Our corrections must address the separate areas of content and grammar and structure, while bearing in mind, that our students have experienced different lives from ours, and may read into a piece something separate, special to their understanding; which is why we must teach go to the text, find where you feel this idea is being developed, and do not be afraid to stand out from the crowd.

If I am going to share with students an image with a carrot in it, then this one seems more appropriate:

As Teachers we are entrusted with all the reasons for digging to find that success.

Academics for all subjects

A reading is thinking poster

With science / math write-ups we also READ

Begin with prediction: = hypothesis

Visualize: what object are needed for (this)experiment? What amounts?

Connect: get all objects ready in one place / choose one set for the controlled object, the other objects will act upon – with experiments, the idea is to challenge yourself- (safely) and see what happens if…you are asking questions while trying the experiment

Summarize-
the write up tells others what happened
Instead of “clues from the text” the “evidence” is the section in a science write-up known as results- here you have a chance to decide what may not have worked. For example; if you were trying to change a liquid to a solid and doing a simple experiment with water- changing liquid water to solid ice, and the ice didn’t freeze- why not? Was the cold space not cold enough? Perhaps in class you created a mini refrigerator (tin foil and packaging and cardboard box…) and this did not stay cold- what could be done differently next time- where could something be changed?

Science constantly builds upon earlier experiments. When we try something at home or in class, we are practicing to see if a method “works”.

Take cooking for example: you are given a brand new toaster- you like toast nicely browned- first time you plug it in at set the number to 8 out of 10- Oh oh- too crisp- try again, 6? Just right. But wait, now put a bagel instead of another piece from that original loaf of bread. The texture is different and so might be the toasting time.

When scientists speak of the control object, they are saying one object stays the same, while another object changes. In the above case, the toaster stayed the same, while the bread products were changed.

New slice of bread- a piece of Challah- Oh oh- turning temperature down to 4- why? Why might it burn faster? What ingredients were in the Challah slice that are different from the regular piece of white bread, and different from the bagel? We do science experiments all the time, without realizing and labeling them as experiments or science!

In academics, we are asked to share what we are thinking in a write-up. This write-up may be answering questions on a teacher prepared worksheet- it may be drawing a picture of what we just did, it may be going online, and sharing over the internet by using a blog, a wiki, or a tweet  The write-up means one thing, regardless of how and where it is placed- communicating so another may understand; much of the time in school, students often ask- “will this be on the test?” – their point- shall I memorize the “fact” to be able to retell it? In less formal, ongoing assessments, the test begins with the student, and is a part of the student’s inquiry to understand more. A student encouraged from the start to share his/her understanding of what took place, is a student being encouraged to “do” academics- it need not be an either or situation wherein a student is labeled non-academic if we remember that academics simply refers to recognizing bits of theory behind a form of practice. And it is “easy” to share nowadays how recognizing both theory and practice may improve performance. Take Usain Bolt- who isn’t impressed by the lightening speed of this man? And if students are shown how there became a science to his athletic training, science is removed from an esoteric activity and placed smack in the centre of life skills; like being able to tie one’s shoes even if wearing slip-ons with Velcro, it is good to know how to do something, good to be able to feel a purpose behind a set of skills, good to take part in learning. We teachers, parents, adults, want and NEED the next generation curious, active, communicative, and participatory. For not only “science” but humanity will then continue to move forward.

Stepping off my soap-box to wish all a productive and learning filled year!

For future princes and princesses, everywhere…

As we prepare:

“If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless seas.”
-Antoine de Saint-Exupery The Little Prince

For WHEN: ID-100237304- books and grad hat

To our future makers, doers, thinkers, and believers.

For the upcoming 2014-2015 School year

Dreams DO come true

Academic writing: some specifics to prepare for

Students who wish to do well on exams should know as much as possible about the topic”

An actual educator’s suggestion or an exam prompt for an SAT or other Standardized test? Reading and writing labs across the globe deal with the mechanics, the “how to” of crafting an essay, few of these labs have the time to question if the student’s answer will even be relevant to the teacher’s question. And this is where the mechanics, -the how to- even if deliberately applied, surprise a student with a less than stellar mark- and then they arrive at my door with a bleak outlook on their academic prospects and an even bleaker expectation of how they might improve.

With School year 2014-2015 approaching, and students currently choosing timetables, some lucky few may actually be selecting courses they have a strong interest in-but a large number choose a class based on availability, the course being required, and /or “others” as in friends, being in that time slot. Surprise, the course outline does contain a timetable, a syllabus, and very important- the teacher/professor’s expectations- here is the “secret” to identifying a topic which will demonstrate one was actually a participant in the course- something that educators really do look for! 🙂

To write 5 pages or 15, or 150 is considered part of the gradual learning process- but to jump from a “5 paragraph” essay to 3-5 solid pages of information is very difficult for many who weren’t shown that the information must be balanced with opinion to help focus an argument. Random inspirational quotes can be found – begin with one and ask- what does it mean? followed by how do you know? And, could we research the origin of the quote? this little exercise moves one from blindly copy/ pasting words, to actually wondering about those words- who said them? why do we continue to pass them around? how is it we are able to grasp at the metaphor if the quote offers within it a metaphor? Do we know if we are “right”? Now what inspired the teacher/professor to offer a particular course? Does he/she tell us in the course outline? Do the suggested reading materials offer a “clue” to how others view the main topic? And did any of these readings hold any real appeal to you- the student?

As early as grade 3 we formally introduce metaphor into the curriculum. If “Hope Floats” can it be a heavy object? If Emily Dickinson later further adds that “hope is a feather” she has given readers a simile, a concrete object to recognize and discuss, but back to the emotion that is floating somewhere- and offer bubbles and balloons and other light weight objects, before discussing a very heavy weight topic- the concept of “hope”; a feeling? an emotion? is there a difference? Hold a circle time and share Pandora’s Box; have the class suggest the meaning, and openly discuss what the author was teaching a reader.

“Education breeds confidence; confidence breeds hope; hope breeds peace.” Confucious (Kung Fu Tze)

In this current global situation, education and its ability to encourage tolerance is ever more required; how we teach “critical thinking” will effect the kind of communities, diverse, exploratory, and engaged, or private, contained and fearful of others, that we as educators help to grow.