Social Media

I am new to the whole concept of social media.  My friends and relatives pick on me endlessly, saying that I am a 20 something with the mind of an eighty year old, but that even their grandparents use Facebook.  Be that as it may, I have still refused to join the dark side.  Personally I would rather have a live face-to-face conversation with someone rather than type my thoughts, actions, and facial expressions (emoticons?) on a screen.  I guess I am old fashioned… 

This is not a problem in and of itself for my personal life, however it seems to be an increasingly larger issue in my professional one.  I have been subbing at local public schools along with teaching a fifth grade Math and seventh grade Tech course at a small private school.  In the public schools I have noticed that just about everyone is talking about social media.  Students want to Facebook chat when they get home, tweet about what they did over the weekend, or text every waking minute.  Teachers are also being drawn in.  Educationally blogs and wikis are popping up in classrooms, but there are also the personal Facebook pages that teachers are using to keep in touch with other teachers, or to play Mafia Wars (yes, really).  The stark contrast is the private school where I work.  Some of the older students may drop the occasional Twitter reference, but on the whole most students don’t even know what tweets or Facebook pages are. 

I have heard both sides of the argument several times and in several venues.  I am of the opinion that social media if fine for personal use, but should be limited to that.  I am not all that interested in bringing texting, tweets, chats, or wall postings into my classroom.  I can see how it is matter of personal preference, but it seems to me like we are trying so hard to “meet students where they are” that we are losing sight of the basics in the process.  In a few years I will probably be that teacher who doesn’t allow students to use cell phones, iPods, or laptops in the classroom, but I do believe that I will bring a unique, if perhaps more traditional, approach to learning. 

Sustainable Agriculture

A few weeks ago I got the weekly newsletter from my daughter’s teacher and there were pictures of the students working on something.  When I asked her more about the pictures she excitedly told me that the whole school (don’t get excited, it is a very small school) was working on a raised bed garden project.  I was somewhat interested, and decided to talk to the other teachers about it (I had been out with my other daughter who was sick, so wasn’t a part of that weeks activities like I normally am).  I was informed that there was an individual in the community who had contacted the school about being a guinea pig for a project she wanted to start.  The pitch: she is interested in selling products to businesses and schools that would help them become more sustainable via growing some of their own fruits and vegetables.  For us she would provide all the supplies and materials to build a raised bed vegetable garden for free, and in return the school would allow her to use the information she gathered for future presentations (pictures, pros, cons, etc.).  I thought that this was a unique opportunity, and was glad that the school had agreed to go for it.  Although I have not been directly involved yet, I’m eager to see how much the school invests, and what we will do with the garden over the summer months.

It was even more interesting that after hearing about this small garden we were asked to sit in on the showing of “The Greenhorns” video.  I have to admit that it is a big leap from a 4x6 foot garden to a hundred acre farm, but the idea behind each is not so very different; grow healthy, organic food for the local population.  Sounds good, right?  Well at first I thought so, and I am still on board with the school garden, but the thought of becoming even a part time farmer is not something that particularly interests me.  Just like there are some people who should not be teachers, I believe there are some people not cut out to be farmers.  Allergies aside (and I have a horrible time in the spring and fall as it is), I am not the kind of person who enjoys planting anything.  I can’t even keep flowers alive.  The idea of spending my summers hunched over while planting, watering, weeding, and finally harvesting food is not something I want to dwell on for long. 

So why not look into animals, you ask?  Well I have several personal reasons that I stay away from farms, not the least of which being the allergies I mentioned earlier.  I am allergic to any animal that sheds, hay, pollen, dust, and more.  Not exactly a winning combination for a farm hand.  Another reason is that I do not own any property, and have limited resources to be able to find and then get to people who do.  There is a history of farming in my family, but other branches of the family tree have been more productive in that avenue than mine.

My great grandparents used to have dairy cows (my very rough estimate would put it at about 60 to 100 heads), horses, a few dogs, and lots of cats.  Now my great uncle owns the property and the only thing he keeps in the dairy barn is his antique Mercedes and some other old cars.  He and his wife sold the cattle about five to ten years ago because the cost was outweighing the profit.  Smart economically for them, but kind of sad to think about, and I’m sure they aren’t the only ones who went that route.  While I do not plan to follow in grandparents footsteps like some of their children and grandchildren have, I do know that if I ever had a question about the farm there would be no end to the stories and knowledge that have been saved from over the generations.  When I heard the video talking about mentors it brought that side of my family into mind.  Not many of them are still farming, but they could pass along what they know to another generation (as long as it isn’t me).  I appreciate all the hard work that they have done in the past, and that people my age are taking up now, I just don’t see myself being among them.  Some people might say that I have an advantage being so close to relatives who have been in agriculture for generations.  I say that I am happy for the people who feel it is their calling to become farmers with a new vision for sustainability. 

GarageBand meets PhotoBooth

I never thought that I would be able to create my own audibook complete with pictures using the computer.  I had done some book readings and recorded them on tapes (do students even know what those are anymore), but this is much more involved and interesting.  Using GarageBand I was able to create a podcast where I read the words to a story and recorded as I read.  Using PhotoBooth I was able to take pictures of the illustrations, then go back to GarageBand and insert the pictures at the right intervals, so that the page I was reading showed up on the screen.

The best part?  I got to test it out on a group of Pre-K through second graders.  They loved it!  I was able to share the story in large groups, small groups, and one-on-one to see how easily it was integrated into different classroom dynamics.  The format and availability of computers made small or one student groups the most advantageous.  As the group size grew so did the complaints (“I can’t see”; “I can’t hear”; “This is boring”; When is snack?”).  Interestingly, when those same students who were complaining were given a chance to see the program by themselves or with a smaller group, especially during free times, the interest level was much higher. 

While I am amazed that I was able to get even this far, I am being inspired to do more.  My daughters used to love to play with a game that was based around characters from Mercer Meyer books.  As they read through the story they were also able to interact with it (highlighting words/sentences, clicking hot spots that animated different areas, etc.).  I have seen how enthusiastically my own children have been when playing these games after reading the books the traditional way, and it makes me want to learn how to bring that spark into the classroom.

One of my peers has figured out a unique, if not somewhat dated, way of getting the students more involved in the books they are reading.  She has her students read the book and she records it.  When they are finished with a chapter book they can then go back and listen to their own voices reading it back to them.  Using a tape recorder is what the school had readily available, but other programs such as Garage Band would take the same idea and transform it into something that the class could share on a much larger scale. 

While the possibilities are stretching out before me, I am excited but also a little nervous to see where technology will lead us.

Podcasts

This past week was dedicated towards podcasts.  While I am not a huge fan of listening to myself talk, I was excited to think about the possibilities for my current and future students.  I can definitely see kids being interested in talking with friends, or even teachers and parents, about varying topics.  From homework to cafeteria food, students can voice their opinions in a format that allows for them to add their own personal touches and share their thoughts with a larger audience.  While teachers may not want to broadcast sessions all over the web, there are ways of sharing podcasts via e-mail, which could then go to individual teachers for their class to listen and respond to.

This type of discussion could also take some of the anxiety out of oral reports.  A student may be given the option to do a podcast about their topic where they would have the opportunity of editing and perfecting their presentation before sharing it with the class.  In this format students would still be required to share their information with the class, but they may not be as prone to getting stage fright.  I have see students who can articulate ideas very clearly to one or two peers, but in front of a large group they freeze up and forget what they are going to say.  A podcast would eliminate the large crowd feel, with just a friend or two listening in/giving comments or opinions/ asking questions, and the teacher or a parent going over the finished product and making suggestions.

Teachers could also use podcasts to bring disappearing subjects, such as arts and languages, into the classroom.  During free time, with students who master content quickly, or as a reward system podcasts could be an option to students.  A teacher could have a pre-approved selection of podcasts downloaded to a computer or mp3 player, including items such as music, foreign language introductions, and how-to’s for painting/sculpture/drawing etc.  For example, if an elementary student has finished his/her ELA assignment, they could be given the option of listening to a podcast on introductory Spanish. 

Alternately teachers could present a podcast series to the entire class.  In this way, even though specials may be disappearing from the school day, students can still get exposure to these programs.  Allowing the whole class to participate in listening to a podcast gets everyone involved, rather than just a few students on a given day.  Even though teachers are facing continually restrictive curriculum guidelines and time commitments to the “base” content areas, finding podcasts that teach students about multiculturalism in five minute sessions (as an example) can add a dimension to your classroom that would otherwise be lacking.

In short… podcasts offer a lot of possibilities to teachers and students.

GarageBand

GarageBand, an Apple product, is a very fun tool that could have several applications.  Teachers could keep music in schools on a different level than in the past.  This would not be a substitute to the hours of practice that children log trying to perfect the art of playing an instrument, however it would offer at least some exposure to classes that may otherwise not have any at all.  With all the cuts being made we are seeing more and more programs being lost in the name of funding, budget, and the like.  It may even offer students who would not normally be musically inclined to enjoy, or at least appreciate, making music.

On the flip side, being an Apple product comes with its own set of issues.  Sure, once you have the technology everything is inexpensive, and in some cases free.  Most of the school in my district cannot afford the upfront cost of outfitting the computer lab, or even a single classroom, with Apple computers.  So, as great as the program is where does it leave the rest of the PC users?  I understand that there are some other programs out there for PC that are inherently the same, but lack the trademark innovations that are associated with Apple.  In short, the vast majority of teachers that I know or have come in contact with will be left with very few options when the band room doors close for good.   

What the Frack?

The presentation about hydro fracking was informative, concise, and heavily biased.  Now, I do agree that the dangers and negative aspects of hydro fracking far outweigh any possible benefit, but the monetary gain was only briefly mentioned.  Am I to assume that money is the only benefit to such technologies?  I don’t know, yet I think not.  Having family who have leased their land for other reasons and are considering the implications for hydro fracking I am interested to hear both sides of the argument equally, and that was not the case here.

In terms of classroom application I would hope that both sides of an idea would be thoroughly explored before students, or myself, jump to hasty conclusions.  In light of the imminent possibility of hydro fracking coming to New York, and specifically the Cortland area, I would suggest that students interested in the topic do their own background check.  This could mean writing to other students in states where hydro fracking has been in practice, calling state and local leaders to give their opinions, and talking or writing to pro and anti fracking agencies, citizens, and even other students within their school or district.  After hearing both sides there could be a debate (with rules and parameters) in which the proponents and opponents discuss their points, and a panel of peers decides who has the better argument.

This type of fact finding and democratic decision making could have several potential advantages, and link into several curricular areas.  There are also many more options that would vary based on age/grade level, appropriateness, and interest.  While initially I believe I fall on the anti-fracking side of the argument, I think it would be interesting to see what the students could find out and how they would present their ideas (without me just presenting mine).

Virtual vs. Reality

After watching the segment of the video dedicated to the World of Warcraft and Call of Duty games I was more than a little disturbed.  I knew that these games existed, and some of the extent to which they draw someone into the virtual world, but I had no idea of the magnitude both in terms of people playing the game and people making a living off of catering to the game players. 

First, the concept of “meeting” people through a video game is so obscure to me that it is hard to wrap my mind around it.  I grew up with an old Atari gaming system that was monopolized by my two older brothers most of the time.  The fact that people are connecting, and bonding, through a fantasy game world seems odd and unnatural to me.  When I saw the one girl say that she considered her first date to be when her boyfriend broke into a castle to get to her, I didn’t know how to react.  Part of me wanted to laugh, but at the same time it sounded sad and almost pathetic.  I realize that I am not into gaming like several million other people are, and I would be ridiculed for my lack of understanding or acceptance, but honestly I just can’t (okay, and don’t want to) comprehend the thought process behind deciding to “live” more of one’s life in a fantasy world than in a real one.  I guess I feel like there are still more pros to the physical world than the virtual one.

Some people may share this idea, yet still be enthralled by the gaming revolution.  I have known people who would openly mock World of Warcraft and then spend uninterrupted hours playing Call of Duty.  Aside from the aesthetic differences, I don’t see how these two games are all that different, but then again I am not a gaming connoisseur.  I do know that the graphics that Call of Duty portrays represent more realistic characters and places.  This may seem harmless enough, but it is disturbing to see young teenagers, especially boys, being passively recruited into the Army based on their virtual combat skills.  Even more frightening is the prospect that the line between what is real and what is a game is being blurred. 

This became even more apparent to me when the video showed that some pilots controlling drones are exhibiting PTSD.  These men were trained by the Army to see what they were doing as real and having real consequences.  What they are doing with boys more than half the age of these pilots is less honorable.  The Army first released COD to the public, and it has quickly spread along with the message that it is okay to shoot and even kill friends because it is just a game.  The problem is that while children may be able to say all the right things, there is evidence showing that violent video games are having an adverse effect on adolescence (Gentile et al., 2004). 

Not all games are bad, and I do not want to give that impression.  Wii gaming systems are being used to get students more active, as well as the new Kinect by Xbox (where you are the remote).  What I do believe is that we need to find a balance between new technologies and reality.  I would argue that we are living in both worlds at once, but not doing a very good job of it.  I was sitting in a class once when the statistic was announced that some six hundred students had been killed in car accidents in the United States due to texting.  One student who was in the class commented that it wasn’t that many, why should it be such a big deal?  This response floored me.  As a parent I cannot imagine losing a child, let alone being okay with a relatively low death rate for something so stupid an avoidable as texting while driving (especially if the victims were not the ones texting, but just happened to be in the wrong place at the wrong time).  But I am getting off topic… The balance between the virtual and the real has been steadily shifting.  If we don’t get back to equilibrium I believe that we are going to be diving down the rabbit hole.  We need to keep at least one foot in reality in order to remind ourselves, and our students, that what happens here is real and cannot be undone.  Actions have consequences.

Gentile, D., Lynch, P., Linder, J., & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27.

UnCollege - A Cure for the Common Education or a Scheme for Personal Gain?

While Dale Stephens is trying to encourage people to look for alternatives to the college experience, I am left wondering if the “young entrepreneur” is merely that, looking for his five minutes while exploiting a situation (with flaws I will admit) to make a personal gain.  I read the article on Chronile.com about Stephens’s UnCollege (see URL below for the whole piece) and found myself thinking that the ideas he proposes are not so much about learning what one needs for a particular job, but more about specification of skills that would make a person less marketable due to that very specificity.   He also states that he was homeschooled (a viable option in its own rite) and that he came up with his own ideas for projects that propelled him through learning that meant more to him than a lecture hall.  I have to question that in fifth grade he was really coming up with internships and projects on his own, but that is another one of his claims;

“Mr. Stephens has been home-schooled since fifth grade, and he says that has taught him how to find ways to learn outside of classrooms—by finding internships, seeking out mentors, and designing projects on his own. And he says he is frustrated with his experience so far at college, mainly because of what he calls ‘a gap between theoretical knowledge and practical application of that knowledge.’ In other words, he spent his time in class thinking to himself, Why do I need to know this?”

We have all had those classes where we think “When am I ever going to use this?” but in the field of education I have learned that something that I considered irrelevant at that time has been quite useful later on.  Theoretical knowledge is the foundation that I practice practical application upon.  For example, without the history of theories on curriculum I would not be able to fully understand how education has evolved to become what it is today, and therefore would not be as effective in my approaches to curriculum (and ultimately would not be as effective in my classroom). 

Then there is his last quote, “Individuals that are motivated to do it themselves definitely don’t need UnCollege.”  Isn’t this statement running against everything that he just spoke to?  UnCollege is for students who are unhappy with their college experience and feel they could get something more out of it if they did it themselves.  Personally I think you would have to be really motivated to look for other options to begin with, so why would anyone pay to do something that they can get on their own?  I don’t know, but the more I look at the idea the more the teacher in me rises up against it.

Say I wanted to become an electrical technician and though that Uncollege was for me; I could sign up for the UnCollege experience.  I would have the advantages of setting my own pace and finding information about that very defined set of skills.  I would test myself and my progress, completing projects that would help guide me to the completion of my goals.  Unfortunately I am impatient and I decide that I am done after a year.  I “graduate” myself and start looking for a job.  Here is where I start running into problems.  I have no hard evidence that I have the qualifications to be an electrical technician, and my background in education will be of little use in that field.  Next, I bypassed a lot of the material I would have learned in a regular classroom and lost the benefit of a teacher who is available regularly (whereas a mentor may be somewhat less reliable). 

Somehow I manage to get an interview, and I am unable to communicate effectively with the interviewer because I am too unfamiliar with the language and the interactions of people in this field (something I may have gotten more of if I had been surrounded by peers, and not just chatting on discussion boards).  If I got a job I would still be struggling to make sense of things, not entirely sure of how electronics work (or don’t work, or why they stop working) and after a short time this becomes clear to my boss, who fires me.  So now what?  I am back to the job hunt, which we all know is not great, especially now.   After many applications and a few interviews I am no closer to holding down a position and word has spread that I am not a qualified candidate. 

The options from here look dim.  I can go back to the UnCollege site and try again, still without any guarantee that I will come out better than I did before.  While the same can be said of a more traditional college setting, it is also true that having a degree in anything looks better on my resume.  I may not agree with that, and in fact I think that experience should count more than it does, but it is still what employers are looking for.  I don’t want to admit that my diploma means no more than a foot in the door (and costs way too much to be just a doorstop), but I can recognize that while it may appear that way I will be able to prove myself a good teacher partially because of the training I have gotten through attending college (the other part is through experience, personality, and attitudes that I bring to my work). 

Overall I find it difficult to see an idea like UnCollege becoming a real contender to real colleges.  I know that people are upset with their education, and that may feed the growing momentum to make changes.  I just hope that people realize that not are changes are in a positive direction, and in some cases can be more detrimental than helpful.  If we want to see education change at the college level I think we should work with what we already have.

http://chronicle.com/blogs/wiredcampus/disgruntled-college-student-starts-uncollege-to-challenge-system/29631

On a Different Note... Report Cards

The school I teach in is finally trying to make its way into the 21st century by thinking about going electronic with report cards and comments.  I am on a fact finding mission, trying to see if there is an easy way to have all the teachers input info into a blog like setting that allows the administration to look it over and make their own comments or ask questions.  If anyone out there knows of a way that your school district does this, or if you have an idea of your own that you would like to share, please let me know!  Thanks!

Conflict Resolution with Xtranormal

There are so many possibilities with new technologies in schools, and yet many administrators are cutting programs and funding as well as limiting teacher and student creativity in the process.  While not all aspects of technology are noteworthy (I have a friend who's daughter texts over 12,000 times per month), others show great potential, especially for students who are so used to being "plugged in."  

One of the possible advantages of website such as Xtranormal is the idea of conflict resolution.  When I was subbing for a local school I found out that one class uses puppets for small children who are having a difficult time communicating with each other about a certain incident.  The puppet allows the student to speak indirectly to someone else about the problem at hand.  It isn't Jimmy talking, it is the puppet.  I have seen tactics like this work extremely well (in the proper setting, and with teachers who know how to mediate).  Using a web based alternative is not much of a stretch.

The animated characters offered on the website would act as the puppets.  Some may be more appropriate than others, but given guidelines and instruction students would be able to orchestrate how they perceived a given situation.  This recreation would help the student process what had happened by allowing them to tell their side of the story, and it would assist teachers in gleaning the truth of the matter after watching clips from the students who were involved.  It may also be helpful to have a witness give their account of what happened, via cute little animals with funny accents, just to have a somewhat objective take on the scenario if the teacher had not seen it firsthand.  Eventually the students could use their characters to communicate to each other, even if it is halting dialogue with phonetic spelling and no punctuation.  For some students this would not be very different than if they spoke to the other student directly.

I don't want to say that puppets or characters would take the place of live face-to-face conversations between students.  It could be another tool however, and may even help with the bullying issue in school.  Teachers can guide students through appropriate responses on the web, practicing or role playing before having the conversation in person.

Aimee Mullins Response

The Aimee Mullins talk was very profound.  She dared her audience to question the ideals of beauty, ability, and disability.  Her way with words and imagery awoke in me the desire to see life more seamlessly, to delve into the areas that make me uncomfortable and shed light on misconceptions and doubts that I carry with me.  I was astounded that ten minutes could be so moving.

That being said, I was especially drawn to Mullins’ story about the classroom she visited.  She wanted the class to be able to ask questions and question concepts.  Her comment about fear being born out of some idea handed down from adults to children made me consider practices I have seen in the school where I have student taught, observed, substituted, and taught/teach. I have seen children take flight in the realization that reading is fun and not scary, that they do know how to do a math problem, or that they can play an instrument.  I have also seen children who struggle with subjects because they have been told that they are not smart enough, fast enough, or good enough.  In the hands of a teacher each student has the potential to flourish; it is how we teach and how we choose to see our students that will lead them towards success or failure.

Does this mean that the sole responsibility is on the teachers?  Absolutely not.  The same standards are true for parents.  I have seen five year olds who use racial slurs, kindergarteners who make sexist comments to classmates, and third grader homophobes.  It seems obvious that they were not born with these attitudes of intolerance, but that they were learned from the environment in which they were raised.  Now, I cannot go into every home of every student to confront the family, nor do I think this would be a wise course of action even if I could.  What I can do is challenge these misconceptions in my teaching.  I can help students to see that the truth behind prejudice and stereotypes is fear, and I can never give up seeing each of my students as a valuable member of my class.

I cannot change what the world thinks about people with developmental or physical “disabilities.”  All I can do is appreciate the “heartbreaking strengths and those glorious disabilities that we all have…It is our humanity and all the potential within it that makes us beautiful” (Aimee Mullins).

Sugatra Mitra Response

I had heard of Sugata Mitra’s “Hole in the Wall” project before watching this video, but I had never seen it in practice or heard him talk about what it was.  I had a vague vision of what happened and how, and that the children where learning but that because it was so informal and disjointed it would not equal the same progress that could be made in a regular school setting.  Watching this video definitely changed my mind.

            I teach a technology class to seventh graders.  When I was first approached about the position I asked what the school was expecting the students to get out of a technology curriculum.  Being in a school where enrollment for Pre-K to eighth grade totals around fifty students, I was not surprised when I learned that there was no curriculum and that I could teach whatever I thought was pertinent for the age and ability of the students.  Being a private school this is easier than in a public setting. 

I was steered towards the “Type to Learn” program by the administration as a starting point, but abandoned that thought after hearing the students’ thoughts regarding the software (which is somewhat dated).  Instead I asked what the class would like to learn about, a principle that Mitra emphasizes in his speech.  He says that children learn when there is the desire/interest to do so.  While I am not allowed to leave the class to explore the many uses of a computer unsupervised, I do allow my students a relatively large percentage of freedom in the choosing of topics that we cover.  So far I have allowed them to select areas they would like to learn more about (Microsoft Office products, how to research material, editing, and so on).  After giving a brief introduction I let the class loose to explore the different aspects of a given program or search.  I was careful to note that internet searches needed to stay within certain parameters, but the class did not seem to need the reminder.  They worked diligently to discover new and interesting facts about a common them (which they had chosen).

Sometimes I have wished that I could perform the type of study that Mitra undertook within a school environment.  Take a group of students from the schools with the least amount of resources and put them in a room with the suggested computer to student ratio of 1:4.  I agree that setting a group of students in a computer lab with one computer per child eliminates the sense of community and shared knowledge that are two key functions of the “Hole in the Wall.”  When the students are forced to interact based on need and curiosity the potential for learning increases dramatically.

Sadly I cannot replicate what Sugatra Mitra has done for several reasons.  I personally do not have the resources needed, and schools are often reluctant to allow unsupervised learning to occur except during lunch and recess times (and even then the teachers and administration do not see these times as academic in nature).  The best I can do is to continue allowing my students choices and offer them topics that interest them.  It is not as much as I would hope to accomplish, but it is more than many students experience in a more traditional setting.   

Response to Sir Ken Robinson (creativity)

The first video by Sir Ken Robinson on creativity really resonated with me.  I was one of those students that teachers appreciated because I was quiet and did what I was told, however I felt as though I was slipping through the cracks.  Quiet students are often easy to overlook, and at times teachers assume that they understand the content because they are not asking questions or being vocal.  This is not always the case.  Speaking from my own experience I was very shy and did not like the feeling I got when I told the teacher that I didn’t understand.  This happened almost across the board (math, science, social studies, and more). 

One subject I really enjoyed was ELA.  While there were still times that I did not understand how to do what the teacher was asking, I felt that I could be myself.  I was at home reading, and writing became my preferred method of communication.  I wrote short stories, poems, and wrote a chapter to a book that I had a vision for in my freshman year of high school.  Unfortunately there was a systemic crushing of my dream.  Teachers either did not believe me, or discouraged me from going any further with something so “frivolous.”  The message was clear; “Give up now before you can fail.  You’ll never be a writer.”  It crushed me, and I began using writing as a means to achieve a grade rather than seeing it as a passion.  The book I had started was quickly abandoned.

From then on my grades in high school English dropped steadily.  I was still passing, but was not producing the work that I had once striven for.  Instead of feeling connected to my writing I felt detached.  This feeling increased as I entered college writing courses and was made to write pages upon pages of material that I cared nothing about.  The point was for writing to be a formal expression on someone else’s ideas.  Any other interpretation was strongly discouraged. 

The result was that my technical writing got better, but I was suffering to regain my sense of self.  I would try to write for fun, but it was labored and sounded stiff when I read it back to myself.  Even when taking a creative writing course I found that I relied on the directions given to me by the teacher to know what to do.  I was so connected to being told how to write that I couldn’t do so unless there were specific instructions.  I had to know exactly what the teacher was looking for or else I was lost.  This is a sentiment I have heard shared several times across several subjects.  While not exactly encouraging, it did give me a sense of urgency.  

This was at about the same time that I began my core education courses as an undergraduate student.  I began writing again, as hard as it was, and stopped worrying about editing.  I also wrote lesson plans with a focus on student interests and creativity.  Like Robinson, I realized that encouraging creativity was the only way to really see the students’ full potential.  Instead of medicating the life out of our students, we should strive to find those things that they are passionate about and help them realize their dreams.

I teach fifth grade math in a very small private school.  For some of the students math is natural and comes to them easily.  For others (like me at that age) math is like another language that they cannot comprehend.  I have learned very quickly that the way to motivate both types of students to do their own personal best is to connect math to something that they enjoy, something they are good at, or something that interests them.  Recently we went over a unit on fractions, so I brought in colored pencils, markers, construction paper, and scissors and told the class to show me various fractions using the materials I had given them.  It was a simple lesson, but the creativity of the students amazed me.  One student represented eighths by creating a three dimensional flower (that I am not going to even try to describe; it was just too cool).  Another student drew a picture of the class as a fraction of boys to girls.  Everyone came up with their own representation and each one enjoyed the freedom to explore their creativity.