Tuesday, June 14, 2016

Character & 8th Grade Promotion

Yes...a promotion ceremony for 8th grade.  It's not as silly as it sounds.  My school has been doing them for about 160 years, when 8th grade would indeed be the last year of school for most kids.  Further, until about 35 years ago, my district didn't have a high school.  So after 8th grade the kids went the separate ways.

Anyway...we practice for a few hours this morning, then have the ceremony in the late afternoon.  While we practice, I give a little speech.  And here's what I say:

Promotion or graduation speeches typically pursue one of two themes—follow your dreams, or you can change the world.  Or perhaps a combination of the two—if you follow your dreams, you can change the world. 
I want to say a word—714 actually—to all of you about something much more important—your character.

Historically, when people thought about how to live a good life, philosophized about how to live rightly, they emphasized character traits—honor, humility, integrity, thoughtful regard for others, and so on.  These are things one can cultivate, by choice.  You can choose honorable or dishonorable actions.  You can choose to express humility or arrogance…it’s up to you.  In other words, the decision to be a person of good character is yours to make, not somebody else’s.  And nobody can take those character qualities from you….You can GIVE them away, or SQUANDER them, but nobody can take them from you.

About a 100 years ago—around the beginning of the 20th Century, the focus on how to live rightly and well shifted from character to personality.  And people seeking to live a good life began trying to align the qualities of their personalities with the situation they found themselves in.  How can my expressiveness fit best in this situation?  How do I overcome my shyness so I can be a vibrant member of this group?  And this fateful question—How will every around me deal with my sense of humor—which all too often means my very self-oriented sarcasm?  The questions of living well shifted from how to live properly with and for the people around me to the issues of how to make my personality fit comfortably in my environment, or better yet, how to bend or shape that environment so as to satisfy my own personality desires. 
In the intervening 100 years, we’ve come to value personality—having a good personality, being a personality, being “yourself”—as just about the highest moral goal you can pursue.
But you’ll find the personality is always yearning, seeking after its pleasures and desires, because we’re always wanting something new and interesting, and because the circumstances around us are always changing.  The harsh reality of seeking to satisfy the personality’s whims is that you and your personality become subject to forces outside your control or authority.  When friends drift from you, or significant others disappoint you, or colleagues frustrate you, or bosses impose upon you, your personality will have to cope in order to remain happy or fulfilled or committed.  You’ll have to readjust your personality needs to the changing circumstances, and the circumstances will be in charge…of you.
But if you cultivate a strong character—and be clear, everything you do is always cultivating a character…good or bad, strong or weak, selfish or selfless—I say, if you cultivate a strong character, your circumstances will not overmaster you.  Instead, since you—and you alone—have authority over whether you will be honest or not, thoughtful or not, patient or not, you can—with good choices—maintain your integrity, your character in spite of the changing situations. 
You can, as the saying goes—keep your head while others about you are losing theirs.  While others around you might lie and deceive, your honesty can remain intact.  While others might seek credit and glory, your humility can stand uncompromised.  While others might manipulate people around them, your selflessness can remain consistent…
if you so choose.
In this way, good character—doing what is right—is actually quite liberating.  You’re not dependent on what is happening around you.  If you choose honesty, patience, humility, etc., then you know what to do in all circumstances…you don’t have to figure out how best to “play” your situation.
But if you want to live as a “personality”—to be funny, or the life of the party, or to be the force shaping everything around you, get ready to compete with other personalities who are either seeking their own attention or trying to shape your shared circumstances to best fit their particular personality needs…jostling and bouncing your personality and its needs along the way.

So, you’ve got a choice—seek to satisfy your own particular desires in an ever-shifting and often competitive social environment and be one of millions of personalities, or be what is—unfortunately—more like one in a million, and cultivate good character.
This choice has deep and serious consequences. 

Choose well.

Wednesday, June 1, 2016

Standardized Testing Season

...is just about over for another year.  

800 students, 300ish computers, 16 days of testing, undetermined number of days for make-ups...it all started May 3 and will end about June 8 or 9.

8th graders took 6 days of tests, 6th and 7th 5 each.  But all test days disrupted for all students.  For instance, the library was closed (the library computer center was in use for test-taking) every day of testing until about noon.

Other parts of the schedule got messed up, too.  On our shortened day (Wednesday), those who aren't testing have 4 regular periods of classes, then the last 2 are 1/2 length.  That means what you do with 1-4 can't be done the same in 5 and 6.  

No particular disruption is particularly difficult, but it's a bit of death by a thousand cuts, where all the disruptions become hard to even keep straight.

Add to that the inevitable technology disruptions--laptop batteries that die in the middle of testing, web access disrupted (as mine was when I was supposed to be logging in to the test administration web site), and so on--and it all makes for stress...mostly on the adults.

The students are fine.  They know what they're supposed to do so well that they're often logged in and ready to go before I've even finished reading the directions.  And when the laptop batteries died some students just plugged theirs into the carrying cart's power cords and worked in the corner, with the laptop actually on their laps.

I'm sure future generations will look back on this process and won't believe it.  Just like we look back on any number of things that used to be done and can't believe it.  

Solomon got it mostly right...It really is that even the new things under the sun aren't any different in their fundamental uselessness.

Friday, November 6, 2015

Brains and Electronics...again

Did the annual Brains and Electronics work with my 8th graders.  They took the attention tests again, did the electronics usage survey and tried to imagine Mark Twain texting, tweeting and instagramming (is that the verb?).  This year, the parents of my 8th graders also took the survey.  Some interesting things...all noted here.

Wednesday, August 19, 2015

What's in a (demographic) name?

Here's the list of the various ways that Washington's Office of the Superintendent of Public Instruction demographically breaks down results of student performance.



In my school, more than a third of students have parents in the military, stationed at Joint Base Lewis-McChord, which hosts several of the units that have done numerous deployments to Iraq and Afghanistan in the last 10 years.  Indeed, it has been my privilege to meet Medal of Honor winner, Leroy Petry, whose children attended my school.

The educational and personal stresses that follow from parent(s) deploying, then returning, are numerous and significant.  And that's on top of the consequences of frequent family moves.  (Last year, I had an 8th grader who said that my school was her 9th...in 9 years of schooling.)

Yet, we take no demographic notice of that.  Not sure I understand that, but, of course, there's much I don't understand.

Friday, April 17, 2015

Standardized Tests Ruin the Curiosity Required for Real Learning

We just finished reading Lord of the Flies, and we're doing some culminating work, which includes analyses of the sources of government legitimacy, causes of violence and warfare, and the lack of governance in our digital lives.

The book is outstanding--raising a variety of issues, offering a richness of ideas, and generally stimulating thoughtful analysis of our lives in society.  But when asking my 8th graders (pretty good students, pretty effective standardized test takers--we pass at about 80% every year) to make conceptual connections from the book to ideas like the difference between rational-legal and charismatic sources of legitimacy, they resist doing so.

I think the problem is that we've spent so many years training them to read to answer questions (about finding the main point, the author's purpose, etc., and do so just how the test writer expects) rather than find and do interesting things with what they read that their intellectual curiosity has not been very well nourished.

I think the idea behind the testing is that we're making sure students have the preliminary skills to gather and organize material so that they can move up to the interesting and engaging work with it.  The difficulty is that the skills practice stuff can become so dull as to weaken enthusiasm for doing the next level of more interesting work.

All of my 8th graders gleefully acknowledge that they've read a book and argued with a friend about something in it (a character, a behavioral decision, etc.), or watched the movie version of a book and argued over whether the movie "got it right."

Nobody ever goes home and argues over what they read in the standardized test material.  The reading is boring, and the activities connected to it aren't much better.

I try to explain to them that what I really want is for them to make the interesting connections among things, and show that to me...I'm interested, too.  But their first reaction is too often, "How long does it have to be?"
Where I want to encourage intellectual omnivores, I get minds accustomed to working toward uninteresting goals and getting there as expeditiously as possible--it's the destination, not the journey.

Standardized testing reinforces this in students not particularly inclined toward omnivorousness.  For those students who are so inclined, the problem is even more grave.  The testing process we're so enthralled with may actually beat their curiosity out of them by demanding they do mind-numbing tasks that discourage involvement with interesting material.

Wednesday, March 18, 2015

Pithy is easy

If you've told a kid a 1,000 times & he still doesn't understand, the kid isn't the slow learner...
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I saw this pithy tweet today.  Like so many such statements, it sounds good, but really doesn't hold up to the complexity that teaching is.  (I'm speaking here of the formal role of teacher.)

First, "told" and "understand" are words that cover a wide range of meanings.  If I've told a student a complex idea a thousand times in the same way and s/he doesn't understand, then I've done a bad job.  I should find other ways to "tell."

If I've tried a variety of explanations, asked student colleagues to help explain, asked the student to explain what s/he does understand and tried to fill in the difference, etc., then we've got a more complex situation whose solution is also more complicated.

If I've told a student the same simple task (don't do your math in our English class, don't tip your chair back, put your name on your work when you turn it in), and s/he doesn't understand (which is really 'doesn't do it'), we've got yet another situation.

Youngsters (I work with 8th graders) do indeed have natural and "normal" brain development variations (from each other and from adults) that cause reasonable and legitimate explanations for each of the scenarios described above.  One such difference from adults is that the neural pathways in those portions of the brain that deal with both more complex thinking and administrative details (the much discussed "executive function") are still getting myelinated--more myelin means those neurons operate more effectively and efficiently, so in a technical sense most teenagers are a little slow(er) in the head (than most adults).

And teachers need to be cognizant of this.  But delivering a barbed jab at teachers or parents in the form of this sarcastic statement is not only cheap (sarcasm is, after all, the last refuge of scoundrels), it offers no real insight.

Thursday, March 12, 2015

If Einstein were alive....



While this statement has great merit, it is doubtful Einstein ever said it.
He couldn't have...to suggest a fish should be allowed to not meet standard (in tree climbing) disrespects the standardized test process, which I just know he'd support.