"You Matter." These two simple words can make such a tremendous difference to someone. In her TED talk, posted below, Angela Maiers points out just how easy it can be to make someone feel important. We all share a deep need to feel significant, to be important, yet it is so rare for someone to tell another person that they matter. If everyone has this same desire, why is it so hard for us to communicate it with one another? Angela carries around a notebook and writes down things that she notices - what she sees people (adults and children) doing, and then she goes up to them and tells them "hey, you matter, and here's why - I noticed that you ..." It could be "helped a friend in math class," for example. Angela suggests that we should all do this. Tell someone they are a genius and it will change their mood and how they feel about themselves. She argues that it's not just a statement, it's a call to action - if the person believes what you said, then they will act like it.
In my classroom last week, a parent came in and did a team building activity with our class. The students counted off into 5 groups. One group stood at a time, while the rest of the class sat at their desks with their heads down (no peeking!). The parent read statements like "tap someone's shoulder who you look up to" and the group that was standing would go around the room tapping their classmates shoulders. The taps were anonymous and they could tap as many people as they wanted to. The groups rotated, so everyone had a chance to tap shoulders. After each round, students would lift their heads up and they were beaming. They were counting the taps they got. At the end of the activity, students shared some of the things that surprised them. They said things like, "I got tapped for being creative, I never thought I was creative!" and "Someone tapped me for having a big heart, and that made me feel really happy."
Everyone left the class that day feeling great. Especially my students who don't hear positive things about themselves nearly enough. Those students who are always getting in trouble and being told how "bad" they are - they need to hear that they're important, that they matter and that they bring value to the world. I was especially carefully to give those students taps, and not only did they feel good to get that recognition, but it felt really good to give it. I think that we often don't tell people how much they matter because it feels silly or stupid to say, but when you do say it, it feels so good! We all need to hear that we matter, so start telling people that they do!
Thursday, May 16, 2013
Wednesday, May 15, 2013
The Puzzle of Motivation: A Reflection on Dan Pink's TED Talk
I recently watched Dan Pink's TED Talk: The Puzzle of Motivation. The title of this talk caught my interest because I've been thinking a lot about the topic of motivation in my classroom lately. I don't know if it's the time of year - it's Spring and students have been completing state testing, or if my cooperating teacher and I have just become too lax with the rules, but the behavior in the classroom has become a little wild. I saw this TED talk posted and wanted to see what Pink had to say about motivation.
In our classroom, we use a token economy to encourage positive behavior - students earn fake money for doing homework, being respectful, helping others, etc. and discourage negative behavior - students lose money when they don't do homework, don't follow the rules, are rude, and so on. Everything I've learned in my graduate classes and read in books goes against using these behavior systems, and yet every classroom I've ever been in has one. It seems to me that these reward systems promote short-term behavior solutions, but fail to truly teach or motivate students. In order to truly motivate students, we have to create intrinsic motivation. We have to help them develop a sense of social responsibility and create opportunities for emotional development.
In this talk, Pink identifies the same discrepancy between what science knows and how we behave in terms of motivating people. He talks about business, not classrooms, but the idea is the same. He provides evidence that providing people with an extrinsic reward actually produces inferior results when asked to complete a task that requires some critical thinking. People are less creative and less able to solve problems when they are working toward an extrinsic reward. People who are intrinsically motivated perform overwhelmingly higher on cognitive tasks than people who are extrinsically motivated.
Pink's case points toward eliminating extrinsic motivation in order to encourage more creative thinking and, ultimately, better work. This, however, is where the argument gets tricky. It's easy to see why intrinsic motivation creates more creative thinking, innovation, and problem solving when people are doing tasks that interest them and that they want to be doing. However, what happens if we take extrinsic rewards away from people who are doing jobs or tasks that they don't have any interest in and they don't want to be doing? One of his key points is that for intrinsic motivation to work, mastery of the task or job must be seen as possible. I think this is an interesting point because it also applies to students in a classroom. Many students lack intrinsic motivation because they don't see school as something that they can or want to "master." The difference between business and school is that in the classroom, it's the teacher's responsibility to create interest and a sense that mastery is possible for everyone. If we supported our students by creating interest in academic activities, helped them feel like they could master these activities, and put more focus into character development, we could eliminate these behavior systems and see what wonderful things their intrinsic motivation brings them to do.
In our classroom, we use a token economy to encourage positive behavior - students earn fake money for doing homework, being respectful, helping others, etc. and discourage negative behavior - students lose money when they don't do homework, don't follow the rules, are rude, and so on. Everything I've learned in my graduate classes and read in books goes against using these behavior systems, and yet every classroom I've ever been in has one. It seems to me that these reward systems promote short-term behavior solutions, but fail to truly teach or motivate students. In order to truly motivate students, we have to create intrinsic motivation. We have to help them develop a sense of social responsibility and create opportunities for emotional development.
In this talk, Pink identifies the same discrepancy between what science knows and how we behave in terms of motivating people. He talks about business, not classrooms, but the idea is the same. He provides evidence that providing people with an extrinsic reward actually produces inferior results when asked to complete a task that requires some critical thinking. People are less creative and less able to solve problems when they are working toward an extrinsic reward. People who are intrinsically motivated perform overwhelmingly higher on cognitive tasks than people who are extrinsically motivated.
Pink's case points toward eliminating extrinsic motivation in order to encourage more creative thinking and, ultimately, better work. This, however, is where the argument gets tricky. It's easy to see why intrinsic motivation creates more creative thinking, innovation, and problem solving when people are doing tasks that interest them and that they want to be doing. However, what happens if we take extrinsic rewards away from people who are doing jobs or tasks that they don't have any interest in and they don't want to be doing? One of his key points is that for intrinsic motivation to work, mastery of the task or job must be seen as possible. I think this is an interesting point because it also applies to students in a classroom. Many students lack intrinsic motivation because they don't see school as something that they can or want to "master." The difference between business and school is that in the classroom, it's the teacher's responsibility to create interest and a sense that mastery is possible for everyone. If we supported our students by creating interest in academic activities, helped them feel like they could master these activities, and put more focus into character development, we could eliminate these behavior systems and see what wonderful things their intrinsic motivation brings them to do.
Tuesday, May 7, 2013
Collaborating on Cultivation: Our Journey Through Discovering Our PLNs
Kitri and I collaborated on our experiences of cultivating our PLNs throughout this semester. We may have had a little too much fun creating this presentation, but we hope you enjoy watching it as much as we enjoyed creating it!
Sunday, April 21, 2013
Taking Time to Reflect
I was listening to NPR this morning and they were continuing to comment on the status of the suspect in the Boston Marathon Bombing case. I almost changed the channel because I needed to take a break from the whole thing. Even 3000 miles away from home, the events of this past week have completely consumed me; part of my mind was always thinking about what was going on there. But instead of going into details about the case, the segment was about 'taking time to reflect'. Sunday is often a day during which we finally have a chance to pause, to relax, and to think about the week we just had and the week coming up. This week, taking that time seems particularly important. Though for many people (in Boston, Texas, around the world) this week was filled with sadness and fear, it was also filled with love, kindness, hope, and an incredible sense of unity. Today I am feeling grateful that my loved ones are safe and especially thankful for the many amazing people who keep us safe every day. It's easy to get caught up in the stress of daily life, so take some time to relax and reflect on the things that are really important.
Here is a video from yesterday's Red Sox game, Neil Diamond showed up to play Sweet Caroline live. This will surely boost any Bostonian's mood, but hopefully the rest of yours, too.
Thursday, April 11, 2013
Autism Awareness Month
Her dedication to spreading awareness and gaining support to help those in need is truly inspring. I wanted to share some resources about Autism and how you can help. Check out Ashley's blog, Redefining Rich, to get more information about Jobs4Austism and other causes that she supports. Also check out Austism Speaks to see all the amazing contributions from around the world, from Major League Baseball to President Obama to the Tower of Pisa lit up in blue. You can also follow @autismspeaks on Twitter to get updates and information. Consider donating, if you can, and if not, take some time to do a little research about Autism and how it impacts children, adults, and families in your community.
Thursday, April 4, 2013
Are We Feeding Our Kids to Death?
Lately, the topic of nutrition seems to be popping up more frequently in my life. It has come up at my school, in the news, in talking with family and friends, and this morning I even got an email that a classmate (Bernice) started a nutrition board on learnist. Health and nutrition play a key role in all of our lives and as adults we have the freedom (to an extent) to make our own choices in how we treat our bodies. Children, however, are given food and told what to eat and, unfortunately, they're not always offered healthy choices.
I began thinking about the role of schools in providing children with an education about nutrition and access to healthy choices. My students are working on persuasive writing and one of the topics that they keep bringing up is 'Healthier lunches in school'. Students are asking to be given more nutritious (and, yes, better tasting) food to eat at school. I recently watched a TED Talk by Ann Cooper, head of nutrition for Berkeley schools, who advocates for "revolutionizing the way kids eat in schools." Ann mentions an alarming statistic, saying that children born in the year 2000 could be the first generation to die at a younger age than their parents, and the reason comes down to poor nutrition. She talks about the work she has done in Berkeley schools to turn this trend around. She has worked to replace the packaged, processed foods thats kids were being served with locally grown, organic whole foods that are free from hormones and chemicals. These foods provide children with the nutrients they need to be healthy people and the energy to be active learners. She talks not only about the food we feed kids at school, but about opportunities for exercise and movement. Through proper eating habits and regular exercise, students have more energy for learning. I think that we need to advocate for our children by fighting for an education system that values health and supports teaching children how to be healthy.
I began thinking about the role of schools in providing children with an education about nutrition and access to healthy choices. My students are working on persuasive writing and one of the topics that they keep bringing up is 'Healthier lunches in school'. Students are asking to be given more nutritious (and, yes, better tasting) food to eat at school. I recently watched a TED Talk by Ann Cooper, head of nutrition for Berkeley schools, who advocates for "revolutionizing the way kids eat in schools." Ann mentions an alarming statistic, saying that children born in the year 2000 could be the first generation to die at a younger age than their parents, and the reason comes down to poor nutrition. She talks about the work she has done in Berkeley schools to turn this trend around. She has worked to replace the packaged, processed foods thats kids were being served with locally grown, organic whole foods that are free from hormones and chemicals. These foods provide children with the nutrients they need to be healthy people and the energy to be active learners. She talks not only about the food we feed kids at school, but about opportunities for exercise and movement. Through proper eating habits and regular exercise, students have more energy for learning. I think that we need to advocate for our children by fighting for an education system that values health and supports teaching children how to be healthy.
Sunday, March 24, 2013
Cultivating My PLN
It is now about halfway through the semester. I have been learning about various online tools that can be used to develop my Public Learning Network, PLN, in addition to the advantages of creating a web-based learning network. I will admit, it was a bit overwhelming to see how many websites, apps, blogs, and other resources are out there. I thought that I was pretty internet savvy and that my knowledge of social network was up to date. I was very wrong. I found myself avoiding these tools because I was so intimidated by the task of creating my own PLN. It seemed impossible to learn how to use all of these tools and then to actually get into the habit of using them. Before now, blogging and tweeting and pinning seemed like a chore rather than a beneficial use of my time. However, I began to see the creation of a PLN in a different way. I realized that I don't need to use or even understand all of these tools. So, I spent some time weeding through the abundance of tools and resources, finding the path to what works for me. I am developing a habit of using the internet as a valuable tool for my own knowledge and professional growth. It's actually kind of exciting to share information and knowledge with the broader world of educators. The celebrities of the education world are no longer distant and unreachable, I can see their ideas instantly on Twitter, watch interviews that happen through Google Hangout, read their blogs, and even communicate back to them.
Like any habit, developing my online presence hasn't happened instantly. Keeping up with the rapid flow of information and contributing to that flow is something that I am learning to incorporate into my routine. Some areas of my PLN came more quickly than others. Some things, I realized, I was even already doing! I think that reading and archiving have been two of my strengths, since these are the quieter, more behind the scenes aspects of a PLN. Sharing my own ideas through writing, tweeting, and commenting has proved to be a bigger challenge. I do enjoy writing in my blog as it provides a good opportunity reflect, and I think the fear of putting myself out there is waning. In order to better develop my PLN, particularly in my weaker areas, I plan to create a PLN routine. Each night, I will dedicate at least 20 minutes to my PLN. Some nights this may be longer, like when I blog and read, but other nights 20 minutes will be enough to check out Twitter, share a tweet or two, or comment on my peers' blogs. Additionally, I will use those spare minutes that typically go to checking Facebook toward a more productive use of internet time by putting it toward my PLN. I will continue to read and archive regularly, as I truly value this practice as part of my own learning and planning for the classroom. While I work to make these tasks a habit, I will keep a weekly checklist. I will document my activity to ensure that I am meeting my goals.
Though I haven't been great at developing my PLN, I have begun to use many of the web-based tools we have learned in my classroom. It's fun and exciting to share these tools with my students and cooperating teacher. I look forward to continuing the process of developing my PLN and taking advantage of the abundant and available learning opportunities.
Like any habit, developing my online presence hasn't happened instantly. Keeping up with the rapid flow of information and contributing to that flow is something that I am learning to incorporate into my routine. Some areas of my PLN came more quickly than others. Some things, I realized, I was even already doing! I think that reading and archiving have been two of my strengths, since these are the quieter, more behind the scenes aspects of a PLN. Sharing my own ideas through writing, tweeting, and commenting has proved to be a bigger challenge. I do enjoy writing in my blog as it provides a good opportunity reflect, and I think the fear of putting myself out there is waning. In order to better develop my PLN, particularly in my weaker areas, I plan to create a PLN routine. Each night, I will dedicate at least 20 minutes to my PLN. Some nights this may be longer, like when I blog and read, but other nights 20 minutes will be enough to check out Twitter, share a tweet or two, or comment on my peers' blogs. Additionally, I will use those spare minutes that typically go to checking Facebook toward a more productive use of internet time by putting it toward my PLN. I will continue to read and archive regularly, as I truly value this practice as part of my own learning and planning for the classroom. While I work to make these tasks a habit, I will keep a weekly checklist. I will document my activity to ensure that I am meeting my goals.
Though I haven't been great at developing my PLN, I have begun to use many of the web-based tools we have learned in my classroom. It's fun and exciting to share these tools with my students and cooperating teacher. I look forward to continuing the process of developing my PLN and taking advantage of the abundant and available learning opportunities.
Wednesday, March 13, 2013
Digital Citizenship
During the last few weeks, I've spent a lot of time learning about and exploring new technologies. I have been attempting to incorporate new websites, online resources, and technology-based tools as part of my classroom instruction and as part of my own learning. I have seen how abundant this online world really is and I have begun to experience just how powerful it can be. However, in the midst of my excitement around the positive impact the internet can have on learning and sharing information, knowledge, and insight, I was reminded of the dangers of the web.
This week, I experienced cyber bullying happening in my classroom. Though bullying has been around forever, the internet has provided a means for instant and viral attacks, insults, or harassment. The internet also removes the school day time restraints of traditional bullying, as it is available around the clock. Additionally, the bully doesn't even have to have a face-to-face interaction with the victim, meaning that it may be easier to act as a bully or that the bully can remain anonymous. The problem of cyber bullying is widespread and extremely detrimental.
So, how can we help ensure that the internet and all of the technological tools that we give our kids are being used safely? In a school with 1:1 iPads, concerns around online safety and responsibility are constant. I think there needs to be more teaching around bullying and the power of our words, in person or through technology. Check out Common Sense Media for more information about how to teach digital citizenship. The site includes videos, curriculum, lessons, and age-specific teaching tools.
This week, I experienced cyber bullying happening in my classroom. Though bullying has been around forever, the internet has provided a means for instant and viral attacks, insults, or harassment. The internet also removes the school day time restraints of traditional bullying, as it is available around the clock. Additionally, the bully doesn't even have to have a face-to-face interaction with the victim, meaning that it may be easier to act as a bully or that the bully can remain anonymous. The problem of cyber bullying is widespread and extremely detrimental.
So, how can we help ensure that the internet and all of the technological tools that we give our kids are being used safely? In a school with 1:1 iPads, concerns around online safety and responsibility are constant. I think there needs to be more teaching around bullying and the power of our words, in person or through technology. Check out Common Sense Media for more information about how to teach digital citizenship. The site includes videos, curriculum, lessons, and age-specific teaching tools.
Thursday, February 21, 2013
Wednesday, February 20, 2013
Visitors and Residents
David White's "Visitors & Residents" talk distinguishes groups of web users based on their ideas toward the web and the way in which they use it. At first, when he presented the terms visitor and resident, I thought that I was definitely going fall in the resident category. I have a Facebook account, which I use regularly, I use the internet as a tool for my own learning as well as the teaching that I do in my classroom, I have and use email regularly, I go on Pintrest to find ideas, I get almost weekly deliveries from Amazon.com, I watch TV through Hulu and Netflix, I'm a pretty active internet user. However, when he got further into what it really means to be a "visitor" or a "resident" I felt more comfortable with the visitor label. I mostly see the web as that messy toolbox; I find the tool I need, and I leave. I certainly have come to rely on the internet as a tool, but I see it as just that, not a "space" and certainly not a park with groups of people hanging out and chatting. I definitely relate to the idea of privacy making me resistant to creating a web presence. I have never liked the idea of having a lot of information about myself out there on the internet - my ideas written and out there for strangers to see. White points out, though, that most of this exposure is, really, to people I already know. This I am comfortable with. It is why I use Facebook - to maintain or extend relationships, negating the distance between friends and family. I think that in White's own reflection of his web presence, I gained a better perspective on how I can find a balance between maintaining privacy and adapting to the "resident" culture of the web. He explains that he falls on different ends of the spectrum based on context. Like White, I'd like to maintain personal privacy and continue to use the web in the way that I have been - as a tool. However, professionally, I can become more of a resident. I am open to using social media and blogging to create a web presence that allows me to be visible, social, and networked in order to help me develop professionally - to be a better educator.
What are you passionate about?
When I decided to pursue a career in education, I did so because I love working with kids, I love learning, and I thought I could help inspire kids to love learning. One of my major interests in education lies in this idea of learning - how do we learn? how do kids learn? how I can help kids learn? how can I help kids want to learn? Since starting this graduate program, I have learned so much, and not only about what I thought I was going to learn, but all of these new ideas and new questions. My passion for teaching and education has developed so much in the last 8 months. I still have a desire to learn about kid's brains, and how they learn, so I can understand how we can best teach them. I hope to further my own learning in this area through further coursework (another degree..?) in psychology or maybe even neuroscience. I'd like to make some new connections about the way we teach our kids and help transform our practices for the better. I, now having been in classrooms, have started to also think more about how we are preparing our students for the world that they are entering. Do our methods of teaching truly prepare students to be holistic thinkers, successful collaborators, problem solvers? I want to teach in a way that addresses the needs and skills specific to this new generation of students. I hope to be an advocate for student's needs and for positive and necessary changes in the way that we educate them.
Wednesday, February 13, 2013
Communities of Practice
In reading about Lave and Wenger's idea of 'Communities of Practice', I found myself reflecting on my own participation in communities of practice and my role in facilitating communities of practice for my students. Though I hadn't realized, prior to reading these articles, that I was a member of communities of practice, I very much am. We all are. As a student and an emerging teacher, I rely on these communities daily. Through the support, ideas, and help from my peers, colleagues, and mentors, I have been able to develop and practice my skills and style as a teacher. Through collaboration, I am able to both learn from others and share my ideas. As I have been establishing a more public presence in my communities of practice, I have been able to expand my network, opening myself up to more ideas, perspectives, and thoughts. I remember my advisor telling our seminar class that when she started teaching, there was no professional development set in place by the school, no new teacher mentors, no sharing lesson plans or activities in the break room. She described the school as a house for many individual classrooms, with individual teachers, and individual classes of students. I remember listening to that and thinking about how thankful I am to have so much support around me through my own learning and development. These communities of practice will allow my learning to continue, well after I finish my classes and graduate. Learning is constant and through communities of practice, we are able to foster our learning.
This idea brings me to my reflection about my students and their communities of practice. In Wenger's "Communities of Practice, A Brief Introduction," he says, "From this perspective, the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event. Schools, classrooms, and training sessions still have a role to play in this vision, but they have to be in the service of the learning that happens in the world." I love this. I think of school as a place where we can foster learning. We can answer questions and inspire interest in the world and all that there is to be learned. Students have their own communities of practice. As a teacher, I hope to encourage their participation in these communities and help them develop the skills to have positive and effective interactions and experiences in their communities of practice.
This idea brings me to my reflection about my students and their communities of practice. In Wenger's "Communities of Practice, A Brief Introduction," he says, "From this perspective, the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event. Schools, classrooms, and training sessions still have a role to play in this vision, but they have to be in the service of the learning that happens in the world." I love this. I think of school as a place where we can foster learning. We can answer questions and inspire interest in the world and all that there is to be learned. Students have their own communities of practice. As a teacher, I hope to encourage their participation in these communities and help them develop the skills to have positive and effective interactions and experiences in their communities of practice.
A Whole New Mind
In Daniel Pink's A Whole New Mind, he discusses the roles of L-Directed, or left brain, and R-Directed, or right brain, thinking. He explains that our left brains are responsible for linear, sequential, and logical thinking. The left brain analyzes, computes, and categorizes. Our right brains, on the other hand, are holistic and imaginative. Our right brains synthesize and create. Though we all have and use both sides of our brains, Individuals tend to be either L-Directed or R-Directed in their thinking. Our skills, ideas, and styles tend toward logical and linear or creative and holistic. However, as a society, we require balance, a whole mind, for efficiency.
In the United States, our need for L and R-Directed thinking is shifting. We no longer have the need for strictly L-Directed thinkers. The logical, analytical skills of our left brains are either being replaced by computers, which can do what we can do, but faster and better or by other humans in Asia, mainly India, who can do what we do, but cheaper. Additionally, in our society of abundance, we require innovation and creativity to satisfy our addiction to having more and new and better. L-Directed thinking, alone, is no longer a viable skill.
In our schools, we rely on standardized testing as a tool for measuring achievement and knowledge. We focus on linear thinking and computation in our instruction. Our students are praised for L-directed thinking, and taught that art, music, and other R-Directed skills are extras, if we have time, maybe on Fridays.
Pink points out that we are now in the "Conceptual Age," where creators and empathizers will strive. He gives a set of three evaluative questions to consider regarding your profession: 1. Can someone overseas do it cheaper? 2. Can a computer do it faster? 3. Is what I'm offering in demand in an age of abundance?
In order to be valuable in the economy of the Conceptual Age, you must offer something else. In order to prepare our students for the evolving needs of our society, we have to be mindful of it's needs. We must teach our children to be holistic thinkers, to be problem solvers and creators. An education system that values only IQ promotes individuals with L-Directed skills and devalues the R-Directed thinkers. We need both. We need to encourage both types of thinking, praise students for what they contribute to our community, and celebrate the fact that thinking and knowledge are displayed in all different ways. We need to foster R-Directed thinking, too. Our education system plays a critical role in shaping these minds, so we ought to focus on making them whole ones.
In the United States, our need for L and R-Directed thinking is shifting. We no longer have the need for strictly L-Directed thinkers. The logical, analytical skills of our left brains are either being replaced by computers, which can do what we can do, but faster and better or by other humans in Asia, mainly India, who can do what we do, but cheaper. Additionally, in our society of abundance, we require innovation and creativity to satisfy our addiction to having more and new and better. L-Directed thinking, alone, is no longer a viable skill.
In our schools, we rely on standardized testing as a tool for measuring achievement and knowledge. We focus on linear thinking and computation in our instruction. Our students are praised for L-directed thinking, and taught that art, music, and other R-Directed skills are extras, if we have time, maybe on Fridays.
Pink points out that we are now in the "Conceptual Age," where creators and empathizers will strive. He gives a set of three evaluative questions to consider regarding your profession: 1. Can someone overseas do it cheaper? 2. Can a computer do it faster? 3. Is what I'm offering in demand in an age of abundance?
In order to be valuable in the economy of the Conceptual Age, you must offer something else. In order to prepare our students for the evolving needs of our society, we have to be mindful of it's needs. We must teach our children to be holistic thinkers, to be problem solvers and creators. An education system that values only IQ promotes individuals with L-Directed skills and devalues the R-Directed thinkers. We need both. We need to encourage both types of thinking, praise students for what they contribute to our community, and celebrate the fact that thinking and knowledge are displayed in all different ways. We need to foster R-Directed thinking, too. Our education system plays a critical role in shaping these minds, so we ought to focus on making them whole ones.
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