During spring break, we visited with a 24-year-old relative who was travelling through town. He and his wife travel in an old RV most of the year living at campgrounds and staying with friends and family.
I'm not sure what to call their lifestyle; "alternative" doesn't seem to quite cover it. I think he has created a lifestyle that allows him to cope with modern society in the best way he can, which is in brief periods. He has battled schizophrenia since high school, and has suffered from the consequences of some bizarre anti-social behavior at times. I have only met him a few times (he is a cousin by marriage and grew up in another part of the country) and basically know him from the stories that are told about him.
His appearance can be unsettling if you're not familiar with him--mostly black, ripped up clothing, piercings, lots and lots of elasped time since his last shower. He does have an unusual creative talent, however. He apprenticed and worked hard to become one of a handful of people in the US who can handmake a hurdy-gurdy. It's a beautiful-looking medieval French musical instrument that sounds alot like a bagpipe.
But since no one knows what they are or wants a new one, or even wants to hear one, he doesn't make a living at it. So he drives around in his RV, playing the hurdy-gurdy for people that he stays with.
So, so what? Why is this on my blog? Well, he has been on my mind ever since he and I talked school--my thoughts and work toward teaching as well as his school experiences.
I should point out that he is extremely easy to talk with, very engaged and thoughtful. In fact, he is a better conversationalist than many "normal" people that I know.
I can only imagine how damaging his school years were and how frustrated both he and the teachers were. Not only did he not fit in because of his choice in appearance but he was dealing with mental illness, too.
He spoke about teachers hating him and never feeling like he was accepted at any point. It must have been a torture chamber for him most of the time especially because his home life was not so great either, from what I've heard.
I find myself using Justin (his real name) as an example when I think about future similarly difficult students in my classes. How will I create an atmosphere that lets him know he's welcome and safe? I personally have a giant soft spot in my heart for people who don't fit in, but let's face it, most kids do not. How will I get the other kids to feel it's safe to befriend a Justin? Also, for a kid who is simply not motivated in any way to aim for high grades, how will I encourage him to try and how will I reward him for trying? Would he see through the "A for effort" approach and become more cynical? Will trying to really help a Justin in my class totally wear me down? Would my principal support my efforts to help, even if they are somewhat unorthodox, in terms of grading for example? This particular Justin is clearly extremely creative, hardworking, and determined, but not in a way that currently matters at schools.
Justin is off meandering the country in his RV now but is planning to stop by again in the next few months. I look forward to talking to him again.
Saturday, March 19, 2011
Friday, March 4, 2011
Payne's Poverty
So I was re-reading part of Ruby Payne's work on poverty and was considering the backlash against her book in class.
We as a class dismissed the work pretty quickly and I think we have really been trained in our society that we're supposed to immediately reject any sort of categorizing of people by shreiking, "prejudice!!" and write it off.
I think her section on the Hidden Rules is actually extremely useful in starting to understand an economic group other than your own, especially if you haven't thought of it in those terms before. And yes, I know, there are some broad generalizations, but she does clearly say, "Please remember that these hidden rules are patterns that one sees in the collective group, however individuals within that group may or may not exhibit those patterns."
I also think there's an assumption that students of wealthy families have got it made, and yes they certainly aren't wondering if there will be enough food for the next meal, but there can be plenty of other massive issues related to the lifestyle. Considering my own extended family, the wealthiest people are the most miserable with their lives and situations. The main difference is that wealthy people have the resources to hide their problems better, and to buy lots of Xanax to help pretend that they're happy. Someone ought to do a study on how many upper-middle-class folks are on anti-depressant medications. But I digress...
Anyway, overall I thought the Payne article was very interesting and was surprised at how it was received.
We as a class dismissed the work pretty quickly and I think we have really been trained in our society that we're supposed to immediately reject any sort of categorizing of people by shreiking, "prejudice!!" and write it off.
I think her section on the Hidden Rules is actually extremely useful in starting to understand an economic group other than your own, especially if you haven't thought of it in those terms before. And yes, I know, there are some broad generalizations, but she does clearly say, "Please remember that these hidden rules are patterns that one sees in the collective group, however individuals within that group may or may not exhibit those patterns."
I also think there's an assumption that students of wealthy families have got it made, and yes they certainly aren't wondering if there will be enough food for the next meal, but there can be plenty of other massive issues related to the lifestyle. Considering my own extended family, the wealthiest people are the most miserable with their lives and situations. The main difference is that wealthy people have the resources to hide their problems better, and to buy lots of Xanax to help pretend that they're happy. Someone ought to do a study on how many upper-middle-class folks are on anti-depressant medications. But I digress...
Anyway, overall I thought the Payne article was very interesting and was surprised at how it was received.
Sunday, February 27, 2011
Reflections
So I'm not sure that anything really productive comes from discussion about and reading of an article like "White Privilege." At least among the people it is complaining about, anyway, because its tone and generalities make the author's offenders defensively think of all of our personal exceptions to each of the crimes on the list.
For this blog, I first thought about listing all of my personal experiences that have been exceptions to the list and how the list makes assumptions about some things and how I couldn't relate to some of the things on the list at all, etc. But, I have this feeling that that is what the author wants me to do, then she will tell me why I'm wrong for feeling that way. And I don't feel like playing that game right now.
In the article's first paragraph, McIntosh reports that men say that they will work to support women's advantages "but they can't or won't support the idea of lessening men's." Really?? How shocking!! Since I can't think of any examples myself, please remind me of any group of people, of any race, in the history of mankind that worked to truly lessen their own power.
I just doubt that articles like this are going to have much effect on a true re-distribution of power because they don't inspire the people who need to change, they just aggravate.
And that's how Susan "C" 's it.
For this blog, I first thought about listing all of my personal experiences that have been exceptions to the list and how the list makes assumptions about some things and how I couldn't relate to some of the things on the list at all, etc. But, I have this feeling that that is what the author wants me to do, then she will tell me why I'm wrong for feeling that way. And I don't feel like playing that game right now.
In the article's first paragraph, McIntosh reports that men say that they will work to support women's advantages "but they can't or won't support the idea of lessening men's." Really?? How shocking!! Since I can't think of any examples myself, please remind me of any group of people, of any race, in the history of mankind that worked to truly lessen their own power.
I just doubt that articles like this are going to have much effect on a true re-distribution of power because they don't inspire the people who need to change, they just aggravate.
And that's how Susan "C" 's it.
Monday, February 21, 2011
2015 Teacher of the Year
A math and science teacher from Roosevelt Middle School in Tijeras was honored Monday as National Teacher of the Year.
Susan Parkins, a graduate of Indiana University and the mother of two children, recently completed her master's degree at the University of New Mexico and has taught middle school for 5 years.
Parkins was recognized for her unique middle school program that combines an introduction to the sports of rock climbing, orienteering, skiing, and whitewater kayaking with a math and science curriculum. After learning each of these sports "after age 40", Parkins says she realized the confidence she gained from them carried over into every other part of her life. She wanted to help others develop that self-confident feeling, and started an experimental program for middle school, a notoriously difficult time for many students. Eighth grader Marissa Smith said, "At first I was too scared to start to climb the rock wall. But everyone encouraged me so I tried it. Now it's easy for me and I love it." Marissa's mom, Jane Smith, agrees. "I have watched Marissa change from a shy, awkward student to one who wants to be involved in everything. She's now mentoring the sixth graders, teaching them beginning climbing strategies."
Students devote a part of every week to studying the science involved in one of the sports: a recent lesson, for example, had the students discovering how water flow is recorded and measured at various gauging stations along the Rio Grande. They compared past years' water data with current water levels. They also studied erosion patterns along the river and discussed what these features mean to kayakers.
Fellow teacher Denise Turner, who co-directs the program with Parkins, has seen a remarkable decrease in student bullying in the classes. "These sports are new to almost all the kids--everyone is starting from square one and has to work together to be successful. I enjoy watching the enthusiasm grow throughout the year and helping the kids see the true connections between math and science and physical activity."
Students raise money to fund at least two trips per year to practice their sports. Recent trips have included rock climbing in the Sandia Mountains and whitewater kayaking on the Rio Grande near Taos.
As enthusiasm for the program has grown among the kids, so have test scores. Roosevelt Middle School has seen a steady increase in math and science scores, an increase that Principal Cee Kaye Nation attributes to the camaraderie and self-confidence that the program inspires as well as Parkins' enthusiasm and dedication to each student. Nation said, "I see the pride that the students have in their achievements, both academic and physical. It is a launching point for continued success, in whatever endeavors the students choose next."
Parkins, who arrived at the White House only minutes before the Teacher of the Year ceremony because she was completing a 24-hour-long Adventure Race in New Mexico, said when accepting the honor, "My dream is to inspire kids to learn to achieve their own dreams through the hard work and determination it takes to learn these challenging sports. Whether they continue in the sports is up to them; what I want is for them to take the incredible feeling of self-confidence and achievement with them. The ability to combine my love of teaching with sharing the sports I love is truly a privilege and honor for me."
Susan Parkins, a graduate of Indiana University and the mother of two children, recently completed her master's degree at the University of New Mexico and has taught middle school for 5 years.
Parkins was recognized for her unique middle school program that combines an introduction to the sports of rock climbing, orienteering, skiing, and whitewater kayaking with a math and science curriculum. After learning each of these sports "after age 40", Parkins says she realized the confidence she gained from them carried over into every other part of her life. She wanted to help others develop that self-confident feeling, and started an experimental program for middle school, a notoriously difficult time for many students. Eighth grader Marissa Smith said, "At first I was too scared to start to climb the rock wall. But everyone encouraged me so I tried it. Now it's easy for me and I love it." Marissa's mom, Jane Smith, agrees. "I have watched Marissa change from a shy, awkward student to one who wants to be involved in everything. She's now mentoring the sixth graders, teaching them beginning climbing strategies."
Students devote a part of every week to studying the science involved in one of the sports: a recent lesson, for example, had the students discovering how water flow is recorded and measured at various gauging stations along the Rio Grande. They compared past years' water data with current water levels. They also studied erosion patterns along the river and discussed what these features mean to kayakers.
Fellow teacher Denise Turner, who co-directs the program with Parkins, has seen a remarkable decrease in student bullying in the classes. "These sports are new to almost all the kids--everyone is starting from square one and has to work together to be successful. I enjoy watching the enthusiasm grow throughout the year and helping the kids see the true connections between math and science and physical activity."
Students raise money to fund at least two trips per year to practice their sports. Recent trips have included rock climbing in the Sandia Mountains and whitewater kayaking on the Rio Grande near Taos.
As enthusiasm for the program has grown among the kids, so have test scores. Roosevelt Middle School has seen a steady increase in math and science scores, an increase that Principal Cee Kaye Nation attributes to the camaraderie and self-confidence that the program inspires as well as Parkins' enthusiasm and dedication to each student. Nation said, "I see the pride that the students have in their achievements, both academic and physical. It is a launching point for continued success, in whatever endeavors the students choose next."
Parkins, who arrived at the White House only minutes before the Teacher of the Year ceremony because she was completing a 24-hour-long Adventure Race in New Mexico, said when accepting the honor, "My dream is to inspire kids to learn to achieve their own dreams through the hard work and determination it takes to learn these challenging sports. Whether they continue in the sports is up to them; what I want is for them to take the incredible feeling of self-confidence and achievement with them. The ability to combine my love of teaching with sharing the sports I love is truly a privilege and honor for me."
Sunday, January 30, 2011
Two blogs
First, apologies are due to Jesse and my fellow bloggers. Unexpected family obligations prevented me from having the time to read through and choose blogs until today.
Here are my two blogs:
http://www.soyouwanttoteach.com/
http://www.creatinglifelonglearners.com/
Both are written by teachers and have useful classroom information.
Here are my two blogs:
http://www.soyouwanttoteach.com/
http://www.creatinglifelonglearners.com/
Both are written by teachers and have useful classroom information.
Saturday, January 22, 2011
Purpose of Education
I think that societies have always recognized that there is a basic body of knowledge that is essential for one to have in order to be a productive member of that society. This idea is now a basic right of everyone instead of a privilege of the elite, which makes it much more complex and controversial in terms of what knowledge to include.
I see the word "schooling" as meaning the actual subjects that are studied and learned, while "education" is a much broader concept that includes all real world experience, too. Some of the most "educated" people I know don 't have a lot of formal classroom time in their past: they have just become wise about life along the way.
Many people in my family have advanced scientific degrees, but seem to stay in a very narrow corner of their academic world. They are very good at passing on their knowledge to their students, but aren't too savvy about what I think of at the business of real life.
So is one way of being educated better than the other? I think you have to play the hand you are dealt in life and don't always get a choice in the method. I think people from opposite ends of the education spectrum (real life vs. academic) sometimes look down on the other, missing a chance to appreciate their strengths.
I don't think my own schooling has been the most useful part of my life, although a lot of it has been very interesting. Most of that was because I didn't have a big-picture goal developed in my mind and just sort of wandered around academically (i.e. three semesters of History of the Mongols! Great stuff but it's a lot of waiting for Genghis Khan to pop up in conversation so I can dazzle people with my knowledge.)
As for the purpose of teaching, I think that great teachers use the framework of schooling, the formal learning of the required subject, and squeeze in a big dose of "education" in and around the edges. The subject knowledge may or may not be used later on, but the education percolates in the students' minds.
At the risk of exposing how practical and philosophy-adverse I really am, I will say that if there's not a clearly identifiable bunch of specific knowledge offered in a class, I struggle to remain committed. I'd rather go kayaking.
I see the word "schooling" as meaning the actual subjects that are studied and learned, while "education" is a much broader concept that includes all real world experience, too. Some of the most "educated" people I know don 't have a lot of formal classroom time in their past: they have just become wise about life along the way.
Many people in my family have advanced scientific degrees, but seem to stay in a very narrow corner of their academic world. They are very good at passing on their knowledge to their students, but aren't too savvy about what I think of at the business of real life.
So is one way of being educated better than the other? I think you have to play the hand you are dealt in life and don't always get a choice in the method. I think people from opposite ends of the education spectrum (real life vs. academic) sometimes look down on the other, missing a chance to appreciate their strengths.
I don't think my own schooling has been the most useful part of my life, although a lot of it has been very interesting. Most of that was because I didn't have a big-picture goal developed in my mind and just sort of wandered around academically (i.e. three semesters of History of the Mongols! Great stuff but it's a lot of waiting for Genghis Khan to pop up in conversation so I can dazzle people with my knowledge.)
As for the purpose of teaching, I think that great teachers use the framework of schooling, the formal learning of the required subject, and squeeze in a big dose of "education" in and around the edges. The subject knowledge may or may not be used later on, but the education percolates in the students' minds.
At the risk of exposing how practical and philosophy-adverse I really am, I will say that if there's not a clearly identifiable bunch of specific knowledge offered in a class, I struggle to remain committed. I'd rather go kayaking.
Saturday, January 15, 2011
Reflections on my education
My high school and college education would be classified as very traditional. Mostly lecture-style. I always felt a great sense of accomplishment when I took classes that seemed intimidating at first, but I learned the material, mostly by memorization, then got an A in the class. High school advanced biology, in particular, required a great deal of memorization and it gave me a lot of confidence. I am never intimidated by needing to memorize anything.
I went to a very large university where it was not unusual to have 200-300 students in some of the basic courses. I was comfortable with this, and always took the responsibility to go to the instructor's office hours if I needed additional help. The instructors were leaders and the students were followers. I do think this more formal approach taught me to become more resourceful and determined about figuring questions out on my own before asking for an instructor's help. This seems to be considered painfully old-fashioned by today's standards.
Several years after graduating and moving to Albuquerque, I took a undergraduate course at UNM in a subject that interested me. About two years later, I took another undergraduate course at CNM in another field. In both classes, I was shocked at the behavior of the students. Instructors for both classes had earned doctorate degrees and were well-known and well-respected. Most importantly, they were absolutely fascinating storytellers. When they could get a word in edgewise, that is. The students dominated the class with their yakking about themselves and their thoughts and opinions. I went to office hours in both cases, and mentioned how dissapointing it was that we couldn't hear more from the instructors. Both instructors said they understood and apologized and sadly said they were expected to let the students "drive" the class.
Had so much changed in a few short years since I graduated or is this the difference between a large (conservative) midwestern university and a more liberal southwestern college? I don't know. I think today's education system does not do much to establish respect by the student for the position of teacher and therefore many teachers aren't learning to function as leaders. Effective leadership is EVERYTHING for a teacher.
I went to a very large university where it was not unusual to have 200-300 students in some of the basic courses. I was comfortable with this, and always took the responsibility to go to the instructor's office hours if I needed additional help. The instructors were leaders and the students were followers. I do think this more formal approach taught me to become more resourceful and determined about figuring questions out on my own before asking for an instructor's help. This seems to be considered painfully old-fashioned by today's standards.
Several years after graduating and moving to Albuquerque, I took a undergraduate course at UNM in a subject that interested me. About two years later, I took another undergraduate course at CNM in another field. In both classes, I was shocked at the behavior of the students. Instructors for both classes had earned doctorate degrees and were well-known and well-respected. Most importantly, they were absolutely fascinating storytellers. When they could get a word in edgewise, that is. The students dominated the class with their yakking about themselves and their thoughts and opinions. I went to office hours in both cases, and mentioned how dissapointing it was that we couldn't hear more from the instructors. Both instructors said they understood and apologized and sadly said they were expected to let the students "drive" the class.
Had so much changed in a few short years since I graduated or is this the difference between a large (conservative) midwestern university and a more liberal southwestern college? I don't know. I think today's education system does not do much to establish respect by the student for the position of teacher and therefore many teachers aren't learning to function as leaders. Effective leadership is EVERYTHING for a teacher.
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