A little girl was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, “What are you drawing?” And the girl said, “I’m drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will, in a minute.”
Notes from the Golden Orange
EppsNet Archive: Teachers
[Developmental psychologist Emmy Werner] found that several elements predicted resilience. Some elements had to do with luck: a resilient child might have a strong bond with a supportive caregiver, parent, teacher, or other mentor-like figure. But another, quite large set of elements was psychological, and had to do with how the children responded to the environment. From a young age, resilient children tended to “meet the world on their own terms.” They were autonomous and independent, would seek out new experiences, and had a “positive social orientation.” “Though not especially gifted, these children used whatever skills they had effectively,” Werner wrote. Perhaps most importantly, the resilient children had what psychologists call an “internal locus of control”: they believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the orchestrators of their own fates. In fact, on a scale that measured locus of control, they scored more than two standard deviations away from the standardization group.
Something to think about if you’re positioning yourself as a victim of circumstances, or telling others, including children, that they are victims of circumstances, that their efforts will not be rewarded fairly, that powerful forces are conspiring to keep them down, etc.
Granted, most or all of the people in the second group seem to be in it for personal aggrandizement, i.e., You can’t make it in America so you need me to make a big fuss on your behalf and get handsomely paid for it, either in the form of money or in political power.
Posted by a teacher on Facebook:
You don’t look good, in my opinion, making other people’s tragedies all about you . . .
I don’t know if this is good news or bad news. It would help to know what “trains” means but I read the article and it doesn’t say. Reporters need to be more inquisitive.
Can someone with no knowledge of computer science or programming be “trained” to teach computer science or programming? What would that entail? How long would it take?
Can someone who’s never played an instrument or listened to a piece of music be “trained” to teach a music class?
Can someone who’s never picked up a drawing pencil or visited a museum be “trained” to teach an art class?
Can someone who doesn’t speak Spanish be “trained” to teach a Spanish class?
The ceiling on any of these approaches seems very low compared to hiring actual programmers, musicians, artists and Spanish speakers . . .
Thus spoke The Programmer.
You need to ask more questions. I think there’s a general fear about asking questions. There’s a risk of looking foolish in front of the whole group when it turns out that everyone else already knows the answer.
It’s actually very unusual for someone to ask a question to which everyone else knows the answer. If you find it happens to you a lot, you probably want to get that checked out, but normally it’s very unusual.
Another scenario: Somebody, maybe a teacher, says something and you think “That doesn’t make sense. I wonder if it makes sense to everyone else. Rather than risk looking foolish in front of the whole group, I’ll wait and see if someone else asks a question.”
So you wait for someone to ask a question and no one asks a question. Why? Because they’re all waiting for someone to ask a question.
Many people, including teachers, are not good at organizing their thoughts and articulating them with precision and that’s why you can’t understand what they’re saying. Don’t assume that it’s a problem with you. You need to move people to a position of clarity by asking questions.
Also, people love the person who’s willing to ask questions because it relieves them of the need to ask questions.
Education, like everything else, you get out of it what you put into it. Don’t sit in a class with unanswered questions in your head and let everything wash over you like a tidal wave.
My own kid, even in a good school district, I don’t feel like he got a good education because of good teachers, I feel like he got a good education in spite of bad teachers. He got a good education because he put a lot into it and he got a lot out of it. And his classmates who got a good education did so because they put a lot into it and they got a lot out of it.
All of which is a long way of saying “ask more questions.”
Students had a project due last week and I got a lot of messages and emails asking for help. Of course, when we handed out the assignment two months ago, we advised students not to wait till the last minute to work on it. Teachers and parents saying “Don’t wait till the last minute” is just an understood part of the process. It’s something that gets said but it’s background noise.
A couple of alternatives occur to me:
- Reverse psychology. Say “My advice is to start as late as possible. Try to do two months of work in the last week, or better yet, the last night.” This seems too easy to see through and therefore unlikely to work.
- Hand out the 20-page spec and tell the students that it’s due tomorrow. WHAT!? YOU CANNOT BE SERIOUS! NOBODY COULD DO THIS IN ONE DAY! “You’re right. It’s actually due in two months. But now that we’ve agreed that it can’t be done in one day, I don’t want to see anyone working on it at the last minute.”
According to this article on TechCrunch, “Every California high school must establish computer science courses as part of its core curriculum.” From the same article: “Most California teachers have little or no training to teach computer science.”
Do you see the problem there?
I’ve been a programmer for many years . . . I’d be glad to teach computer science to students, teachers or anyone who wants to learn it if there were even a modest incentive to do so. Which there isn’t.
One way to measure how much people want something is how much they’re willing to pay for it. There’s no shortage of people talking about teaching programming and computer science, which is free (the talking, that is), but without the incentives ($$$) very little is going to actually happen.
Only about 10 percent of U.S. high schools offer computer science classes and at most of those schools, it counts as an elective, like Home Ec or Wood Shop, not as a class that can be applied toward graduation like math or science.
The most popular AP exam in 2013 was US History — 439,552 students took the AP US History exam. Only 31,117 students took the AP Computer Science exam. That’s about the same number as the AP Art History exam. I don’t want to denigrate the study of art history, but given the ubiquity of computers and software and programming in daily life, the study of computer science seems more likely to enable a person to be self-supporting and to contribute to the common good.
I’ve heard people say that computer science should be taught in every high school in America. That may be a good idea, but no one ever says where all the qualified computer science teachers are supposed to come from. The TEALS vision is to put high-tech professionals like myself in schools to teach computer science and to teach teachers to teach computer science.
I’m happy to have the opportunity but I’m also scared, I might as well put that out there. What am I scared of? Like everything else, that I won’t perform to expectations and that I’ll be exposed as a phony.
Via Philip Greenspun:
- people who are poorly educated are hired as schoolteachers
- teachers have limited autonomy (partly as a result of their low level of knowledge and ability)
- schools have multiple missions, only one of which is education, which leads to a loss of focus
- teachers and administrators dwell on student and family backgrounds so as to build up a catalog of excuses for poor educational outcomes
- parents are complacent regarding the low expectations set for their children
My piano teacher asks me if there are any pieces I want to learn . . .
“How about . . . ?” and here I name a piece by Chopin.
“This one?” she asks and starts to play it.
“Well, it sounds quite impressive but I think if you break it down it’s just arpeggios and thirds.”
“No, it’s not just thirds,” she says and starts to play it again to show me. “And that’s with the left hand. Do you think you can play that with your left hand?”
“My left hand’s not very good.”
“So that one is too hard.”
“OK, how about . . . ?” and here I name another piece by Chopin.
“That’s the only piece that’s harder than the first one.”
“How about this?” I ask, and play a YouTube video on my phone.
“What is that?”
“It’s from a film called The Piano.”
“Is that New Age music? It’s not classical music.”
“Is that bad?”
“IT’S TOO EASY! YOU COULD SIGHT-READ IT!”
My family and I are enjoying a meal at a Japanese restaurant. In the booth behind me are a husband and wife and five kids, the oldest of whom looks to be about 12.
One of the kids, a boy of about 5, is standing up and running a toy car back and forth along the divider between his booth and our booth. He gets bored with that after a while and starts drumming on the divider with a pair of chopsticks.
The boy’s activities don’t bother me much . . . what bothers me is that it takes 15 minutes for one of the parents to tell him to stop it and sit down. He doesn’t do either and nothing else is said or done about the matter.
In the near future, this boy’s inability to sit still and follow directions will get him “diagnosed” by a schoolteacher as an ADHD kid, even though the real reason he can’t sit still and follow directions is that his parents never taught him to sit still and follow directions.
And folks, don’t have five kids. Raising a kid requires more than 20 percent of your attention.
The Ohio Supreme Court has ruled that a public school district was legally justified in firing science instructor James Freshwater, who waved a Bible at his students, distributed religious pamphlets and talked about creationism in evolution lessons.
Personally, I’d fire him just based on the look of smug, benevolent certainty on his face. He doesn’t look like a man who struggles with doubt, which is the essence of science.
And through it all, there is no presidential leadership. He’s too busy raising money to run ads so he can tell us what a great leader he is.
Everywhere we see, in ruins, Obama’s plans for our country. His foreign policy has encouraged revolutions that have brought our worst enemies to power in the Middle East . . . His education reforms have no teeth and he sits by passively as they are challenged by his own local teachers union.
Credit much of the quick end to his bounce to Romney’s ads which, right off the bat after the Democratic Convention closed, rapped Obama for trying to convince us that we are better off than we were four years ago. Obama’s campaign essentially poses the question: What will you believe — your own eyes or my speeches?
Deadspin has an excellent “as told to” story on former Olympic discus thrower Mac Wilkins (What The Discus Can Teach You About Life: Lessons From One Of America’s Greatest Throwers)
Wilkins made four straight U.S. Olympic teams, winning a gold medal in 1976, a silver in 1984, and finishing fifth in 1988. He was also the first man to throw the discus more than 70 meters, and he held the world record for over two years, bettering his own mark three times between April 1976 and August 1978.
So one day I go out to train and I say, Oh, what the heck. Let’s just give it a little extra effort today. And I did, and I got better and it went farther. And I thought that was kind of fun. What if I could that again tomorrow? And so pretty soon, I’m hooked on, Can I do it better today? And it was fun. I knew I could get better and I enjoyed it.
It was all about, There are no limits. There are no limits. I have no restrictions. I have no inhibitions. And you can achieve anything that you set your mind to. There are no limits.
I thought that the [1980 Olympic] boycott was a stupid thing to do. We continued to sell wheat to Russia. We continued to sell Pepsi to Russia. We bought vodka from Russia. It was business as usual except for the Olympic Games. And, of course, we only boycotted after we won the ice hockey game in Lake Placid that year. So I thought it was very naïve, and I was very disappointed because I really liked Jimmy Carter. And there’s still a war in Afghanistan, even to this day. So it didn’t do anything.
Is there a moral to the story? Well, probably.
I have so many, so many times when I would fall down or fail. Being a teacher/coach, I have to be … well, it’s exactly like being a parent. You have to be a better person than you really are.
[See You in Hell is a feature by our guest blogger, Satan — PE]
Modesto police are investigating if there’s a criminal case against a former high school teacher who resigned his job to move into an apartment with an 18-year-old girl he met while teaching.
James Hooker, 41, was placed on administrative leave Feb. 3 by Modesto City Schools and resigned less than three weeks later, according to a report at the Modesto Bee.
The newspaper reports that the man, who had taught business and computer classes, left his wife and children, to move in with Jordan Powers, an Enochs High School senior whom he met when she was a freshman at the school. One of Hooker’s children also attends the same high school.
“In making our choice, we’ve hurt a lot of people,” Hooker told the Bee. “We keep asking ourselves, ‘Do we make everyone else happy or do we follow our hearts?'”
Follow your heart, you magnificent selfish bastard!
Follow it right out the front door of the family home and into a Modesto apartment with a high school girl whose poor single mom, from the looks of the photo, couldn’t afford to buy her a set of braces.
DON’T LOOK BACK!
And make yourselves available for interviews and photo ops. YES! YES! YES!
(Let me add parenthetically that, despite what you may have heard, being raised by a single parent does not screw kids up in the head and more people should be doing it.)
One of your own kids goes to the same high school as your new live-in girlfriend?! Oh, the collateral damage is going to be prodigious!
Wait — I’m now being informed that the two of you appeared on Good Morning America this morning?!
Brilliant move, Romeo! A sane person would have said, “No, I think I’ve done enough damage already,” let things play out as just a local scandal in the backwater of Modesto, and missed out on the opportunity to traumatize everyone involved at a national level.
If this doesn’t result in at least one suicide, then my name is not Satan.
See you in Hell, professor.
Look at this picture. Donald Bren is almost 80 and yet his face looks like a snare drum with eyes.
When state funding for Irvine public schools began to diminish some time ago, my Irvine Company colleagues helped me to provide private funding support . . . Additionally, we have developed annual teacher recognition and reward programs that provide financial awards for teachers who demonstrate outstanding results in educating our students.
By making capital available for unfunded programs and providing a balanced curriculum and financial incentives to teachers based on results, Irvine Unified School District continues to rank among the finest educational systems in the nation . . .
The interview goes on in this vein: I, I, I. Me, me, me.
Donald Bren is kidding himself, along with the staff and readers of Forbes. The Irvine Unified School District’s rank among the finest educational systems has nothing to do with money, and very little to do with teachers.
As far as I can tell, it results from two things and two things only: the effort of the students and the support of their families.
My kid was in the Irvine Unified School District from second grade through high school. I’m worn out by the number of people in Irvine who would like to take credit for what happens in the schools, when at best they have no effect at all, and in some cases are actually making the schools worse by impeding the progress of the students.
I have more to say on this subject. Stay tuned . . .
When schoolchildren start paying union dues, that’s when I’ll start representing the interests of schoolchildren.
If you cut the pay of an overpaid worker, he’ll generally scream bloody murder. After all, overpaid workers like to stay overpaid. But if you cut the pay of a non-overpaid worker, you haven’t really damaged him. He just quietly leaves and gets a job elsewhere. After all, the ability to find a comparable job elsewhere is pretty much the definition of not being overpaid.
Now how are the Wisconsin public workers reacting to projected pay and/or benefit cuts? As if the rug’s been pulled out from under them, that’s how. Every time a worker says “These cuts will cause me severe pain,” that worker is saying, in effect, “I can’t get anyone else to pay me at the level I’m accustomed to,” or, in briefer words, “I am overpaid!”
So yes, they’re overpaid. And the louder they get, the surer you can be.