Been a while huh? You still there? How did you end up here after so long? Is RSS still a thing? I don’t know about you, but I haven’t read a blog post in almost six months. Have you? Did you follow the Twitter trail here? Are other people still blogging? Are you? Did I miss anything?
I am not even sure who you are, and to be honest, these days I am having a hard time knowing who I am, and what I am doing here. Blogging. Writing. Sharing. It has been so long since I did any of those things that I feel I have lost what it was I wanted to say when I started. Have I turned my back on whatever audience or community I spent so much time and energy cultivating? Do you care? Does it matter?
Yeah, I am and have been having a bit of an existential crisis since the end of the school year last year.
What have I been doing you might ask? I have been spending my time reading every Young Adult book I can get my hands on. I’ve been falling in love with #TCRWP (Reading and Writing Workshop), to the point that I even have grade eight kids writing in notebooks. Pen and paper old school. Pages and pages of it. And it feels great. I am hand writing charts on flip chart paper for goodness sake. And to be honest, I feel I am doing some of my best teaching in years.
What else? I spend some of my energy on the plants in my classroom. I’ve also been playing open mics in the hope that I will be able to sing a full set of songs without tabs and lyrics by Christmas.
Not sure how or why I fell into this new territory. There was no conscious choice to turn my back on ……What do I even call it? What exactly have I turned my back on? Is there anything at all to be named? My PLN? Blogging, Ed Tech? These labels seem so simplistic. Have I turned my back at all?
My thoughts have drifted I suppose and my priorities have shifted, but what really happened is that I have grown bored of my own shtick. Digital stories, sharing, sharing, sharing and networks– round and round left me dizzy, till I just had to get off the ride. I have forced myself to name what I value and why? In short, I know that I still value open networks and community learning. I still value expression and stories and the magic of the web. But what that looks like in my classrooms these days? Your guess is as good as mine.
Things have been feeling stale for me for a while. After a decade of being on the cutting edge, I need a break. Maybe, for the time being I need other people to be the innovators. I need some time to reassess what I value. What felt new and transformative when I started, feels stale and unimaginative.
This re-evaluation reminds me of the value of having people on campus who sustain the momentum when some of us lose it. Every school needs people on the edge, so that when the rest of us need to move back from it, they can push us back where we need to be. I’m talking to you Digital Literacy Coaches and Tech Facilitators. Thank you for the work you do, to keep the rest of us on our toes. So that when we hit a rut, like the one I have described, you can rejuvenate us and remind us of what we value that we may have forgotten.
Which brings me to Learning 2.014. Feels like I have gone full circle in the last decade. I feel like the doe-eyed n00b again this year. I am very much looking forward to seeing what everyone is excited about this year. I have no role to play at this conference other than open-minded learner. I am looking forward to having energizing conversations. I am hoping to creep back to the cutting edge, or maybe share the view from the way back.
A few months ago, I wrote a blog post about what seemed to me at the time to be a major breakthrough — I had, believe it or not, finally realized that reading the books my students are reading would be a good idea. I understood that maybe having a clue as to what they like and finding books to help them become more confident readers was my professional obligation. After years of obstinate snobbery, I decided to step off my adult literature reading pedestal and acknowledge that there is merit in young adult fiction. To be well-read in the genre is indeed empowering. You can read more about my epiphany here, but the post I am writing today is meant to share the events that followed this breakthrough. Below you will find a rough sketch illustrating some of the success we had implementing our Independent Reading program in the last term of the school year.
After reading a few YA books, (I was determined to read five YA books for every one book I read for pleasure. The score at the end of the year, by the way, was forty-seven YA book to zero personal books. What can I say, I was hooked.) I read Book Love my Penny Kittle and Falling in Love With Close Reading by Kate Roberts and Chris Lehman, and realized that while I was on the right track in my thinking, I had some classroom routines to establish. My biggest take away from Kittle’s book was the power of the Book Talk. Simply put a Book Talk is when a person, so far it has been only me, but students can deliver Book Talks as well, stands up in front of the class and tries to “sell” the book. Below you will find some key points I try and include in every Book Talk, which I try to limit to about seven minutes:
1. Read the back blurb and talk about the cover.
2. Mention its strengths. Here are some example:
This book had me laughing and crying at the same time. Skillfully crafted, it moves beyond simple plot description. The author plays with language in very interesting ways and had some amazing passages. While the voice is funny at times, Alexie is able to deliver some very poignant scenes. (Absolute Diary of a Part Time Indian by Sherman Alexie)
The last one hundred pages of this book were off the hook. I couldn’t put it down. While it started a bit slow, the book pays off for readers who can be patient and invest in plot development. I don’t want to give too much away, but after about page 150 everything goes a bit crazy. (Erebos by Ursala Posnanski)
I fell in love with Eleanor and Park. Because they are deeply flawed, and so they appear to be human. I not only knew people like this in high school, I think I was a person like this. I can really relate to Park’s inability to be himself in the face of society’s definition of masculinity. These characters take time to understand, but pay-off once you know them. Good luck not crying at the end. (Eleanor and Park by Rainbow Rowell)
Reverent themes to my students
This book was very difficult to read. While I know some of you have studied the Cambodian genocide in humanities, this story makes it feel all too real. Because we do so much work with Cambodia NGO’s, I think this book should be mandatory reading for all UWCSEA middle school students. (Never Fall Down by Patricia McCormick)
Compared it to books I know are popular
Five Flavors of Dumb is not a particularly well-written book, but if you liked The Future of Us and Everyday, then you will like this one too. Simple and easy to get through. This book will not change your life or affect your soul, but it will keep you interested and does some cool stuff with growing up and Rock and Roll. (Five Flavors of Dumb by Antony John)
3. Discuss some of the themes or ideas covered on the book (I try to avoid plot summaries).
4. Give it a 5 star rating and explain why I rated it as I did.
5. Read a passage from the book to give kids a taste of the voice and the style.
That’s usually about it. I’ll take a few questions and be done. I think it is important to have a physical copy of the book as it adds a certain gravitas; besides, you need it to read the passage, which is not a step to be missed.
I cannot tell you how powerful these book talks have been in my classroom. I have kids running up to me during lunch time, thanking me for my recommendations. Middle school kids want to read, but they don’t always know what to read – and random scouring of the library rarely bares fruit. Kids need help and the Book Talk is a great first step.
The effectiveness of the Book Talk has been evident during our fifteen minute independent reading time. When I look around, I would say that 90% of the books that kids are reading are books that I have book talked in the last few weeks. I also supplement the book talk with my book wall.
Real simple – On my classroom door, I have a sign that says Currently Reading, and I print out the front cover of whichever book I am reading at the moment. Once I am done, and I have book talked the book, I then add the printed cover to the wall outside. Sometimes when a kid asks me for a recommendation, I physically walk them to the wall and we talk about the books that are there. The wall serves as a reminder for us both.
I would like to talk a bit more about the fifteen minute independent reading time I previously mentioned. Kids value what we value. If we want them to take anything seriously in the classroom, then not only must we feel excited and passionate about it, but we must also deem it valuable enough to dedicate time for it. We talk about a million things, but until we do them and dedicate consistent time to routines, then we are only paying lip service. So at the start of every class, we read for fifteen minutes. The key is that there are no exceptions. Even if we have a shortened class for whatever reason, or if we have an assessment due the next day, we still read for fifteen minutes. Our reading time is never cut short. Never.
When kids understand that this reading time is set in stone, it cuts down on forgotten books or those kids who are simply not reading, because those kids know you will be checking to see their progress every class. (Quick note about forgotten books. After a few weeks, it happens less and less, but even your most avid reader will occasionally forget his/her book. I like to have magazines, poetry and short story books on hand, so that a student can start and finish something in that day’s time and return to his/her novel when home. That being said, you will have your serial forgetter, and honestly I am still working on strategies for those kids. Feel free to leave some suggestions in the comments.)
The fifteen minutes, while a frustratingly short amount of time, sets a great tone for the day’s lesson. Kid’s simply stroll in and, without much fanfare or noise, find a comfortable place to sit and read. (Side note: this is easier when there are comfortable places for kids to read: Sofas, beanbags and comfortable carpets are crucial in any room that is recite to reading.) I sometimes actually “treat” my kids to extra time and they love it. Your more confident readers will police the louder ones, as they see this time as precious reading time in school, while your weaker readers have no choice but to get with the program. They know they must have a book and have little choice but to hunker down and get to it, lest they get yelled out by the others. You will find your reluctant readers fake reading and this why you use this time to conference with kids about their reading. But before I get to the conferencing, I need to talk about Goodreads.
Because you must be thirteen years old to use Goodreads, (Goodreads, if you are reading this post, an educational account option would be great) we only use it with our grade eights. I will explain what we do with younger kids at the end of this section. Before I continue, let me say that I am obsessed with Goodreads as a teaching tool. Like I tell my kids, I use it to “stalk their reading lives!”
Our students create seven shelves to log their reading. Yes, I said the “L” word. We all know most students hate logging books. But we also know that logging what we read will help us gain stamina and confidence as a reader. With Goodreads, students seem to be okay with building a personal catalog of books they have read. To keep track of their log, our students create these seven separate shelves:
- To Read Comfort
- To Read Just Right
- To Read Stretch
- Read Comfort
- Read Just Right
- Read Stretch
The To Read books are to help them build stacks of books they want to read. These may be books that they are excited about after a Book Talk, or from a friend’s recommendation. The three categories are pretty straight forward. One of the main learning goals for this reading program is for students to be able to self-select the right book at the right time. We encourage them to vary their reading lives. It is okay to pick a few comfort books that they can read in one or two sittings. We want students to always be reading, not getting mired in books they hate or ones that are too difficult. I would rather have a student read four comfort books, two just right books and a stretch book, rather than trying to read four stretch books back-to-back. Looks like I may need to write another post about these classifications. Back to Goodreads.
Beyond simply logging books at the proper levels, Goodreads also lets me know when, how long, and how often they are reading. With the update status feature, I can follow a student’s reading habits and comment in real time! If I notice that a student reader reads in small chunks throughout the week, but is able to sustain long marathon sessions on the weekends, I know that she is probably an avid reader who simply doesn’t have time during the week to read. I can say something like this on her profile:
Wow! Great job on such a long reading session. Let’s try and add another ten minutes to your reading during the week. Remember reading is your English homework and is expected, so do not treat it like a luxury. You love to read, so read during the week too.
Whereas the student who has not updated his/her status in days, will need a special in class conferencing to see where the problem is.
Goodreads also allows me to conference with readers live and at anytime. There were times when I would notice kids reading for an hour on a Saturday night, to which I could leave words of encouragement and support. What has been even better than me monitoring students’ reading is that they are recommending books to one other and using the site as a vibrant social networking site for books. Like anything of course, these success are not true for every student, but as I mentioned above the inactive users are often the reluctant readers and Goodreads allows the teacher to sort out who is who.
I had mid-level readers telling me that between the Book Talks and Goodreads they felt a sense of urgency and momentum that forced them to become involved and much more confident readers.
“It feels like everyone is always talking about and excited about books. I have never felt this way before, and with Goodreads I can see my reading life growing and share it with my friends. It also feels good to know you (talking about me the teacher) are paying attention and giving us support.”
Goodreads has been priceless in building excitement around our independent reading program. We still have work to do for sure and the influx of our classroom libraries next year will help move us to the next level for sure, but we had a great start in our last term. The formula is pretty simple:
- Empower yourself to be en expert by reading as many young adult books as you can.
- Be passionate and excited about what you read and share your enthusiasm with your class through consistent Book Talks.
- Give kids time to read in class and show that you value their reading. Reading is not a luxury. We do not read when we have to time or need to relax. We read because we love it. We value it as an activity and we want to build stamina. We read everyday!
- Although reading logs have a bad reputation, we can all agree that students and teachers need to know what and when kids are reading. Goodreads is a dynamic and fun way to gather much of the data teachers need, and students like using it.
The following is not verbatim, but a summary of many talks I have given kids in the last few months:
This reading program is not some cute initiative we, the English Department, are experimenting with, that will go away. We are here to prove to you that reading is fun and has value. It is not something you do on the side. Reading is a key tool to your learning. You need to know how to choose the right books and build your stamina. I am not telling you these things because I want you to read a few books this term. I want you, starting at this moment, to always be reading a book. When you finish one, you automatically pick the next one, because you have a stack of books waiting to go. I want reading to become an obsession for you. I want you to lay wake at night and worry about not being able to read every book you want to in your lifetime. I want you to panic when you go into a bookstore or a library because you want to grab every book off the shelf and read them all at once.
I am here to help build your reading life. You will not become one of those adults who just “doesn’t read!” There is no such thing. You will start reading one book after another this year. You want to know when you will stop? Summer? At the end of Middle School? High School? College? Nope. Never! You will NEVER stop. You will be reading one book after another till the day you die. This is the business we are involved in here in this classroom. We are readers and we are writers, so we read and we write because that is what we do.
Believe it or not, I was not able to fit everything I wanted into this post. So please stay tuned to this space for more info on conferencing, videos of Book Talks and some student interviews. Please leave any questions you have, and share ideas and strategies you have used that have been successful.
Note: This post was originally written for teachers, but applies to parents of middle school kids as well.
I have an amazing talent for stating an obvious fact, one that everyone already knows, way after everyone has already talked about it. What’s worse is that I somehow fool myself into believing that this universal well-known idea was hatched in my brain and so it must also be deeply profound.
You have been warned. There is nothing new in this post. Nothing any English teacher, librarian or committed reader doesn’t already know, but what I am about to share with you has been an epiphany of sorts for me. It has sparked a thirst for books that I seem powerless to quench. Ya’ ready?
Read the books your students are reading.
Wow, I am actually a bit embarrassed when I see it written out like that. Let me explain. I have been teaching Middle School English for over ten years. My name is Jabiz and I am a book snob. Until last week, I rarely if ever read any Young Adult literature. At any given time I could be found saying things like, “I found the writing mediocre at best, the characters shallow, the themes trite and the stories plot heavy.” I almost threw a copy of The Knife of Never Letting Go across the room, after the the protagonist was nearly caught for the 100th time!
I couldn’t be bothered to read YA Lit, because that genre didn’t scratch the intellectual itches I enjoy. How could I tear myself away from David Foster Wallace, or my new love– James Baldwin, to read whatever dystopian garbage the kids might be reading?
But here’s the thing, I have only just recently realized– My intellectual and literary needs should not always come first. I owe it to the kids I teach to be well-versed in both the books they love and the books that I can find for them to love. As their English teacher, I should be the main resource for what is good, bad, exciting, at their level, too hard, and a bit simple but fun. I should be able to tell a kid who just liked Wonder that Eleanor and Park is a bit darker but about similar themes.
What sparked this epiphanal moment, you might ask? It was a series of things I suppose– years of incurring guilt for my ignorance about YA Lit, news that we have been approved for classroom libraries (150 titles per room!), and my becoming tired of recommending the same books over and over. We are currently in an eight-week reading unit, where we explored a shared class novel, The Curious Incident of the Dog in the Night-Time. After practicing a series of skills, we allowed the students to choose a novel of their choice to show transference of skills. Like most text hungry teen-agers, they were looks for suggestions.
I began to realize that I couldn’t recommend many of the authors or books I love, because the content is not quite appropriate or interesting to fourteen year olds. As great as Jonathan Franzen may be, I am pretty sure no middle school student cares about mid-life crisises in the suburbs. So I did what I have always done. I recommended the books I know: Of Mice and Men, Lord of The Flies, and Catcher in the Rye. Don’t get me wrong. I love these books, and I have been blown away by the exploration and analysis of these texts by my current students. But I knew there had to be better titles. Better matches. I knew that I was short-changing my students for not helping them find the just-right book for each of them. And the only way to do that is to read more YA Lit– plot-heavy dystopian adventures be damned!
Guess what happened? I felt totally empowered after reading just four books. After each title, I could name several kids who would love that book. Or I knew that this book was just right for one or two more mature and advanced readers. I start every class now, pushing books. I tell them about what I am reading. I can sell these books with confidence. I am even emailing specific kids and saying, hey you! This book is perfect for you. What will be great is when I have a library of 150 titles, I know and love, so I can literally just grab the right book and hand it to the right kid.
My enthusiasm in class has already led to one girl asking if I have read Angel’s Fury, to which I said no. The next day she brought me her copy, which I am reading at the moment. I have put up a physical list for suggestions. There is something magical about empowering students to feel like experts. Allowing them to feel that they can influence their teacher with their love of books.
I feel that by reading more YA Lit, English teachers are creating and fostering a more authentic community of readers. Hey parents, I did not forget about you! If you want to foster a love of reading, then read some of these YA titles as well. We cannot continue to discredit books that were written for young adults, while promoting an antiquated list of books that they “should” be reading. There will always be a place for the classics we love, or the stretch books from our own libraries that might fit a few students, but we owe it to our students to be well-versed in books that they can access and explore and love. I would love to hear about some of your favorite YA titles, or about some of the strategies you have chosen to excite your students about books.
As for my intellectual itches? I have decided to read five YA titles for everyone of my own choices. Although, I have already checked out a few books that will put me past five. My collection of Foster Wallace essays can wait, I need to read Holes, so I can talk about the narrative perspective with my struggling readers, and maybe The House of Scorpions might be the book that gets Billy to “get” reading.
A few years ago I was scared of my thoughts. More accurately, I was afraid of how people would react to my thoughts, my ideas, my values. Maybe it was because I was living in a conservative country and working at a conservative school. Or maybe it was because my values, at the time, were still forged in anger and seeped in rage. I was driven by an obstinate defiance. I was always pushing back against existing hypocrisies, instead of standing for anything on its own merits. There was little wisdom to my beliefs. Even less understanding. Whatever, the case I was constantly anxious about what I said, what I shared and what I wrote. I was scared of my thoughts.
But recently, things feel different. Not only do I not feel scared, I feel that my ideas are valued and even celebrated. This acceptance and sharing of diverse thinking is a testament to a healthy learning environment. The fact that all members of our community feel valued enough to share their ideas no matter how different from the status quo is what makes UWCSEA East such an amazing place to work.
Let me tell you a bit about my last few days. Last week, I was part of a Share Your Beliefs session with our current grade elevens, as part of their TOK (Theory of Knowledge) exploration of faith. It looked a bit like this:
Your role is in session 1; when you be based in a single classroom and you will have three sets of some 13 students come your way; one set at 8.30am, one at 9.00am and one at 9.30am. The students are all mixing up for each session, so all will hear from you and two different people; in all cases students hear from an atheist and two people of different faiths. We have several speakers from outside school coming too.
The aim is for you to share with students your beliefs, and to have a short discussion/debate with them. This will then form a solid platform for later analysis and comparison.
The following faiths were represented:
This is the second year in a row that I have been able to talk about my unique melange of Zen inspired spiritual atheism with a group of young people. I spoke about how my Buddhist principals have shaped my ethical and moral choices when it comes to teaching, parenting, and being an active and thoughtful member of the human race. I pulled no punches and spoke about my animosity and disdain for organized religion based on the effects of Islam on my country of birth, Iran. I spoke about how a belief in a patriarchal omniscient deity just doesn’t jive with how I view the natural world.
In short, I was able to have a very open and frank conversation with a group of young people about who I am and what I believe, without fear of reprisal from an angry community member, because by making this sharing of ideas possible, UWCSEA is telling students and parents that we value a range of ideas. We are saying that no one idea is correct or carries any more weight then any other. We are free to hold our unique beliefs, but we must be open to the idea that others may disagree. This melting pot of ideas may seem obvious to anyone who has studied or worked in a progressive environment, but I think we all know that open-minded is not always the case especially when it comes to religious matters.
Second story– My daughter is in grade two and their current unit of study is about food and where it comes from. They were recently visited by Cowboy James, who spoke to them about his experience on a dairy farm and growing up in rural Canada. (BTW Cowboy James is our head of school) Kaia was curious and excited to hear about this process. At home we began to talk about my current decision to become vegan. Our entire family is vegetarian, but the vegan thing is new. It was great to watch Kaia negotiate her understanding of our family’s choices in the light of Cowboy Jame’s message and what I was telling her about food choices.
After our family chat, we thought that it would be great for Kaia her share some of her thoughts from our conversation with her class. So today, Kaia and I gave a 25 minute presentation, which we prepared yesterday, to her class about why our family chooses not to eat animals. It was great. She helped brainstorm the slides, find the pictures and got up in front of her class and shared her thoughts, with just a little help from me.
If you are keeping score– Atheist, Vegan, long haired, bearded and tattooed! It may not seem like much to you, but this is the first time in my career where I feel at home where I work. The first time I feel I can be my compete self. I think a school with such freedom of ideas should be celebrated and upheld as a model for effective learning communities everywhere. I cannot imagine having opportunities like the ones I just described in too many American schools. It is precisely because of this celebrated diversity that I work internationally. I also love the cross pollination of ideas between ages groups and school divisions.
Third Story– Some students in my grade seven BTC (Be The Change) class are working on an action project about labor rights and treatment of migrant workers here in Singapore. As luck would have it, our grade nines recently did extensive work on the topic with TWC2. So they were perfect mentors for my middle school kids. I quickly sent an email to former students and all week, I have had several grade nine students work with the grade seven students as secondary sources and sounding boards. It has been a fantastic opportunity for both groups.
In closing, I wanted to share my gratitude to finally work at a school that puts its money where its mouth is. The examples I shared are just a few episodes that happened to me this week. I am sure there are many such expereinces happening everyday, everywhere in our school. So often we get so lost in the bureaucracy of school administration that we forget how powerful a school should be.
UWCSEA is a special place not only because I can share my quirky liberal values, but because I am sure that my daughter is the recipient of a plethora of conflicting ideas as well.
Final note– I am excited because I can write about my ideas without the fear that an administrator might “find me out.” Instead, I will email this post to our leadership team confident that they too will be proud of the community we are building here at East.
How does your school work? Do you have open channels for an exchange of ideas? Are you doing anything to promote cross-divisional sharing and learning? If so what are you doing? What are some frustrations that you face being yourself?
I have been thinking and writing a lot about nature and the outdoors lately. As I slumber through a post-trip funk, I just returned from Chiang Mai after six days of caving, trekking and rafting with kids, I can’t help but continue to reflect on how valuable those times outdoor are to learners and teachers. I have a mammoth post brewing about my recent trip, but I wanted to scratch out a quick post about a simple experiment from yesterday.
I was teaching my grade 7 BTC (Be The Change Class) and I had planned for students to share memorable experiences they have had in the outdoors. Trying to get the kids to realize that it is difficult to care about anything or to take any action if they don’t have actual experience with it, I wanted them to mine their own experiences for times when nature meant something. Armed with Sam Sherratt’s recent post, I wanted a way to build a bit of awe and wonder.
So often, we allow ourselves to over-think how to get kids to shift their perspective and feel curious. I realized that I did not have to plan some huge trip, or create an immense experience to show kids that we are surrounded by wonder. All we have to do is notice it, move amongst it by changing where we work and think and learn. I needed something quick and easy and different.
We have a small patch of green space on our campus (not enough for sure) but it is what we have so I worked with it. I took my class down to the grass and we shared our natural experiences beneath the shade of the trees, the floating clouds and the slightly damp and muddy ground.
Nothing earth-shattering, I know. But you should have see the excitement and ease with which the kids adjusted to this new environment. Read for yourself the affect of such a tiny shift of going outside to learn can have on a student’s day.
I think that going downstairs into the grassy area was not really something we normally do at school, so it was a different experience, but also really fun. It was exciting and surprising to hear everybody else’s stories about interacting with nature and also to share my stories too. A lot of people had stories where they had done similar things that i had done in the past and it was interesting to relate to them with my own experiences (such as interacting with dolphins, whale watching, drinking out of streams, snorkeling etc.) . Additionally it was really nice to just be outdoors and get a bit muddy, relax and just hang out with friends instead of being in the air con all day and working on our laptops like we usually are.
Today was a very different class because we went outside into nature and talk about our outdoor experiences. I really liked it because I am more of an outdoor person and we got to talk and reflect about how we take nature for granted sometimes. I found today’s lesson very relaxing, and was fun at the end when we got to chill and play tag. It really taught me how much fun you can have without our expensive things and how we should all help conserve the small amount of nature we still have.
Today in BTC we went outside to a green area, close to the gate where the buses go out. We sat in a circle in the grass, and talked about our experiences with nature, whether it was wildlife or not. I learned that a lot of us had really interesting encounters with nature especially in regard to wildlife. Several people had gotten close up to manta rays, others with lions, and even more to turtles. I recounted when my family and cousins went to Hawaii for a vacation when I was 5, and we were swimming in the ocean when my cousin spotted a green sea turtle. my cousin, brother, and I went over to the turtle and just started swimming along beside it. The turtle didn’t go away and we spent over an hour just swimming next to it. It was an amazing experience. We also talked about how living in an Urban area can cut off our connections to nature and how our senses get dull over a while if we don’t connect with nature. We also talked about how we don’t need aircon all the time, or the environment around us doesn’t have to be clean all the time.
We ended with a short lay in the sun and a quick game of tag. Next time you want to get kids excited about being outside, all you have to do is take them there. It is amazing what a little breeze, some mud, grass and a few clouds can do for a kid. Now I am left thinking about how can I authentically incorporate more experiences like this into what we do on a regular basis. Do you have any ideas or suggestions?
It is the marriage of the soul with Nature that makes the intellect fruitful, and gives birth to imagination.
It is that time of year again. My favorite part of the year actually. Tomorrow, I will travel to Chiang Mai, Thailand to meet my mentor group for five days of camping, caving, trekking, and rafting in the jungle. Like most years, I am ready for a week of disconnecting and really connecting with the kids I teach. I always look forward to getting my nature fix and spending time in my own head, free from the noise of everyday life and routines.
A few weeks ago, I wrote about the power of nature and the affect it has on learning when I criticized a Toys R Us commercial. And I have been thinking about the “ubiquitous exposure” to nature ever since. We have spent countless time and energy making sure that every kid who needs access to technology can have it. Through the implementations of 1-1 programs world wide, many students, like their adult counterparts, now use technology without even thinking about it. It has become part of what we do. And this is (can be) great.
What bothers me, however, is that we still are not thinking about a “Nature 1-1 program.” These types of outdoor trips are still an extension of what we do in schools. Even at a school like UWCSEA, where we are committed to the five elements of our learner profile
And Outdoor Education is valued equally with academics, it still feels like a trip like this, one that only happens once a year is only part of our student experience here at school. So how can we change that? Even as I write this, I am keenly aware that our school gives students so many opportunities to go on trips and participate in hands-on-activities. We are luckier than most. I also realize that I need to speak with our outdoor team and learn more about their curricular links to what the kids do on a daily basis. But I cannot help but think about how can people living in urban, technology rich environments make sure that our students are influenced by nature and the outdoors everyday? I am thinking of school gardens, maybe even chicken coups, or outdoor classrooms, regular camping trips closer to home, or weekend hikes to local parks. A school greenhouse or animal center. And how can we make all of these things a reality for all the students– as part of what they do, instead of an opportunity for some kids who choose to take them on.
From my last post many teachers shared amazing stories of schools in Europe and other places committed to the concept of learning outside, and I love that idea. But how do we transform our schools to function in that way? How do we create schools that give students that ubiquitous exposure to nature? I know that my students will learn so much from the ten days they are in Chiang Mai. We will trek and suffer and feel discomfort, but I also know that we will grow in nearly every aspect of our profile. I just hope that we can continue those conversations and experience when we get back to the urban jungle and back to the daily grind of school.
I guess these are the kinds of things I will think about tomorrow as I feel my feet sink into the mud and the sun shine on my back. Or maybe not, maybe I will just enjoy the river and the fires and the conversations and the kids and our learning as we sleep beneath the stars and be grateful that at least we can go into the jungle once a year.
Yesterday, we had our parent teacher conferences. And while like most teachers I find the exercise exhausting, yes sometimes even commiserating with other teachers in the spirit of camaraderie, I actually like the process. For the most part I enjoy meeting parents and telling them how great their kids are. I like to see my students with their parents to get a sense of what kinds of relationships they have with each other. Are they nervous, or timid, or funny, or courageous around their parents? A teacher can learn a lot about a kid by how they act around their parents. I like to watch moms and dads and the banter and tensions they bring to the table.
After every marathon stretch, eight hours yesterday, I am always left thinking about learning. And school. And grades. And a whole slew of other thoughts I can’t seem to capture at the moment. After last night, I haven’t been able to get over a certain phrase.
Yes, I know she is doing fine, but there is always room for improvement. Right? What else can she do? How can she do better?
I must have heard these words from the mouths of every parent I met. Irregardless of their grades or their skills. Didn’t matter if they were high pressure parents or easy going ones, they all wanted to know how their child could do better. This got me thinking.
Our students, for the most part, work hard. Really hard! I am often in awe that these twelve to fourteen year olds sit in class all day, do homework, participate in services an activities, and hang-out with their friends. They are engaged with the school material, they ask about rubrics and articulate their learning. They reflect, make portfolios, and ask for help. They are simply amazing young people. They do all of this all whilst dealing with hormones, growing up, balancing countless relationships with their friends, teachers and yes parents. They are online and offline and everywhere in between.
So what must it feel like, to work this hard, to do the best you can for twelve years and to constantly be told, no matter how or what you do that there is always room for improvement! It must be devastating. By the end of the night, I was no longer hearing how can my child do better, but I was hearing how can my child be better. I could read it on the face of every kid while they listen to their parents praise their work and talk about how proud they were, only to hear that big but at the end of the conference. I could see them smile and sit up straight and beam with pride and confidence only to watch them deflate, when after the praise every parent ended with, “But how can she do better? How can she improve?”
Is this what we want? A learning environment where feedback and growth and improvement have trumped simply saying, “Job well done! I am proud of you. Now take a break! Enjoy your learning.” Are we so fixated on our kids “succeeding” and remaining competitive, that we cannot simply let them bask in the glow of their accomplishments with out constantly raising the bar? How can kids feel successful if every time they do, we tell them to do better?
I want to formally challenge the notion of constant improvement as a motivator for learning. So many parents also told me that their kid is working under potential. “He is actually really talented, but he just needs a push. He won’t do much unless you force him to do it.” Am I wrong in thinking that this doesn’t sound like learning?
I would hope that when a child is self-motivated and passionate and self-aware of their needs and strengths and weakness, that they can and will push themselves to improve. And if they don’t perhaps they are not ready to commit to their learning. This same kid, also should know that sometimes they just need a time-out. A break. Constant growth and improvement is not sustainable and should not be the perpetual expectation.
Parents, if you are reading this– I get it. I am a parent too. Every time I see my daughter slacking off or not working to her potential, or not achieving some unrealistic expectation of mine, I too want to remind her that she should work harder, slower, smarter. Even when she does well, I too catch myself saying, “How can this be better?” It must be natural to want our kids to be their (the) best. I too want to tell her teacher not to let her lose focus, but I think I could honor her independence more and feed her confidence more, if I were to sometimes just let what she does be enough.
I want to say to her, “I am proud of you honey. I cannot believe how hard you worked and how much you have grown. I am so impressed by how much you have learned. You really seem be aware of what you are doing. I trust you and know that you are doing your best. Take some time to relax and enjoy what you have done and all that you have learned. Thank you for being such a great learner.”
Nothing more! I keep the, “There is always room for improvement,” and the “What could you do better,” to myself this time. I am curious how this would affect our kids. I am willing to bet that kids would leave parent teacher night a bit more confident. A bit more proud. They would nod their heads knowingly and smile, because they know that their parents do not expect any more from them. At least for now?
What do you think? How can we find ways to talk to kids in way that motivates them to want to improve, while honoring the work they have done? How do we move away from this trap of demanding never-ending improvement?”
I had a great day today. When I got home around four pm, I was feeling tired, in a way only the sun can bring about fatigue. I was calm and feeling content and peaceful. Getting out of the car, my kids were sweaty, hair wind-swept and their feet were dirty. They carried with them flowers they had found on the ground to give to mommy, who was at home recovering from a cold. In short, I was basking in the glory of a day well spent at the Sungei Buloh Wetland Reserve and Bollywood Veggies. See for yourself:
As my children prepared for bedtime, someone in my network posted this article with a link to the following Toy R Us commercial.
I was immediately stewing in indignation. I tweeted a few angry tweets and shared the video clip on Facebook, but was left unsatisfied. I knew I would not be able to leave this alone until I wrote about it and explored why I was so upset.
I am lucky. I do not live in the US where my kids are constantly bombarded with TV ads. But I do still feel the effects of corporate bullying on our family’s collective psyche. And ads like this are more than just a cute way to get kids to buy toys. Ads like this are weapons used by consumer culture advocates to create a new generation of kids who are becoming more and more disconnected from nature, and more and more obsessed with consuming corporate culture.As parents and teachers, we have a responsibility to say something, do something when we see flagrant disregard for our own values in the face of this consumer attack.
It’s hard being a parent. I get it. I love the movies. I even love the toys. I occasionally shop at Toys R Us. I have two kids, how can I not? But at the end of the day, how far I allow my kids to be manipulated by this kind of garbage is up to me.
I sat Kaia down and showed her the commercial and asked her what she thought. She is seven. She mentioned that a trip to Toys R Us to get whatever she wanted sounded pretty cool. (She actually used the word amazing!) My rage was palpable. But what about today, I asked. Didn’t you have fun? Would you rather spend time in the toy store or sitting under that fig tree we saw. (This tree was amazing by the way)
No, the farm was really cool. She said. It was fun seeing all the fruit trees and watching the Skinks in the mangroves. Ah, there it was satisfaction! The fact that kids love nature is no mystery. I can remember countless hours spent exploring western Marin county and Samuel P. Taylor Park. But like most things in their lives kids need our help to gain exposure to nature. I am beginning to wonder if addressing Nature Deficit Disorder is not a bigger problem than showing kids how to use iPads. Take a look:
Why are we not having regional conferences on how we can bolster our schools outdoor programs? This problem with urbanization and distance from nature, seems to be a global problem. The thing that makes me so mad about the Toys R Us ad, is that it is hard enough getting kids to engage with nature without the not so covert corporate interference. But their tactics are nothing new:
So what now? Who cares? What do we do?
1. First step, should always be to talk to our kids! Our own children as well as the ones we teach. Show them the ads, talk to them about the messages, show them alternatives. Expose them not only to nature, but show them the contrast to the corporate culture that thrives on their disconnections from nature. I plan on showing this post and the videos to my Be The Change class first thing Monday. I suggest you do the same.
2. Take the kids outdoors. Embolden your outdoor ed programs. Take your kids outside and let them play and explore and get dirty. Teach them the names of plants and animals. Arrange field trips. Spend your weekends as a family in nature.
3. Speak up. Tweet, share, write about these companies and tell your friends to do the same. In this day and age of connectivity, it is audacious for a company like Toys R Us to make an ad like this and not expect massive blow back. Show them that we are here and not happy about what they are teaching our children.
4. Boycott? Not sure on this one. I am not against toys. I remember the thrill of going to Toys R Us as a kid, and I see the value of toys (even corporate ones) I want my kids to be aware not shielded. I want them to notice and see the grotesque commercialism of some products and ideas versus other more Eco-friendly ones. I want my kids to be able to enjoy a great day at the Nature Reserve and come home and play with dolls they love. I know corporations only listen to the dollars and cents, but I would like to think that a powerful campaign could do more than not buying my kids toys. However, I will limit my shopping at stores like Toys R Us and try to find alternative stores that offer better toys.
5. Let’s make some posters and videos and projects to get kids excited about nature and share them amongst our schools. Student generated ones would be even best. I will ask some groups in my Be The Change course to take up this cause. I will share what they create.
I feel better! I had to get that off my chest. I wish you could have seen the look on my kids faces as they ran between cocoa and coffee trees barefoot today. As they saw a “real” scarecrow. Felt the humid heat and enjoyed the rain drops. Felt the mud between their feet and saw where bananas come from.
Sorry Toys R Us! I have never seen them look like that leaving one of your stores. It was a magical day. One that was much more exciting and memorable than wandering your florescently lit aisles looking at toys that try to show my kids how to be girls.
Would love to hear your thoughts! What are you doing as a parent or a teacher to get your kids exposure to nature? What project ideas do you have? How can we show Toys R Us that this type of message is unacceptable?
moves us from
mine to ours.
i can feel it in you
just as you’re feeling
it in me:
denizens of a developing
unattached and untethered
blurred and modified
copied and copied and copied.
in which we give and take
remix and build and create
and share and evolve.
and not for profit
call me an idealist
and I will call you one too.
and ready to be
made into you,
as i take you into me
and carve a we.
this is buddha
this is marx
this is freedom
this is sharing
this is free
give credit where credit is due
then take the thing and add to it
this new thing,
the one that belongs to neither you or me
give it away and let a third voice sing it free.
i am creative commons licensed
everything i think
i feel and create
is there for you:
give it away once you’re done with it,
tell people where you found it
don’t try to make money from it.
Last week, I got my favorite Creative Commons License (Attribution, Non-Commercial, ShareAlike) tattooed on my arm. I didn’t tattoo the symbols on my arm, because I think it is cute to cite photos I use for presentations. I tattooed the license on my arm because I see it as a badge of honor! Despite some of the criticism I have recently read, I see the vision of Creative Commons:
Our vision is nothing less than realizing the full potential of the Internet — universal access to research and education, full participation in culture — to drive a new era of development, growth, and productivity.
as something bigger than just teaching kids how to use images they find on the Internet. I see The Commons cause as bigger than piracy and media use. I see Creative Commons as the building block of a new culture. A culture in which cooperation trumps competition. Where we understand the derivative nature of human intellectual and artistic growth and try to build new laws to deal with a world where Everything is a Remix.
I see Creative Commons as an alternative to the very concept of copyright, and not only in the field of digital media. I hope to inspire kids to see their ideas are extensions of generations of thinking. I hope to challenge the idea of intellectual property as something that can be owned. I want kids to see that they are a link in an infinite chain of ideas. I want kids to see that while companies can copyright genetic codes in food production or own powerful medicines, that perhaps they can create a world that would be better served with a culture that chooses to share and build upon ideas, rather than owning them. Perhaps we can create a culture beyond commercialism and profits, one were we strive for sustainability and evolution.
I know these ideas may seem romantic, idealistic and perhaps a bit naive. I was raised on Imagine and Blowing in the Wind. Did you expect anything less? So while like the UN, the actual power of CC may be limited, I chose to tattoo the label on my arm because I value and love the idea of a shared commons. A place where the cultural and natural resources are accessible to all members of a society, including natural materials such as air, water, and a habitable earth. These resources are held in common, not owned privately.
What are your thoughts on Creative Commons?
Today, as my grade 7 students were working in small groups, I heard someone say,”Stop being such a homo. That is so lame and gay.”
I walked over very calmly, sat down and said:
Can we have a very quick but serious conversation? I heard you just say, “Stopping being such a homo. That is so lame and gay.” I just wanted you to know that I would prefer that we didn’t use that kind of language in our classroom. I don’t think it is very kind to use words like Homo or Gay or even Retard in a derogatory way, do you know what derogatory means? It means to use it in a negative way. To use those words in a way to be put someone down. I don’t think it is okay to use words like Homo or Gay or Retard to put people down. There are most likely people in our class who might be homosexual or know people who are homosexual and if we use it as a put down, then they feel badly about themselves and that doesn’t seem fair. I know from experience because many of my friends who are homosexual have told me that language is powerful and the words we choose affect people in ways we cannot always see. Does that make sense? So please do not use the word Homo or Gay or Retard as a put down in our class again. OK? Thanks.