Learning from others..

Yesterday, I watched someone dear to me receive news which was hard to hear.

She received the news with dignified acceptance, and with warmth towards the news-bearer. That kind of strength of character can only come from a lifetime of responding to each day's challenges with grace-- from building that strength throughout the press of daily details. (In this instance, that would be for more than eighty years!)

That's how I want to live my life--that's how I want to respond to the challenges of teaching, of living: as opportunities to build the kind of strength of character which will enable me to respond to life with dignity, warmth and grace.

...and with gratitude for the gift of knowing others who are already walking that path with style.

Working to make it right

Seth Godin's take on the structure, function and philosophy of our current education system neatly compacts nearly a century of public school education in a few short paragraphs. He articulates a common understanding of the institution of public education as shaped by the financial needs of our country, rather than the educational needs of our citizens.

I think this is a fairly accurate assessment for much of our public school system--but not for all. Even within a system that is largely failing, there are many schools that are getting it right.

Of course, it should be ALL of the schools that are getting it right.

That would be why we're working so hard to make it right.

What's your opinion? Read the full article here.

Getting to the core (sometimes it's a slow reveal...)

Exploring the motivation in being a writer, Jennifer Gresham asks, "How many of us choose to follow the crowds instead of obligating ourselves to the things that matter?"

Rainer Maria Rilke's advice was to "Go into yourself. Find out the reason that commands you to write; see whether it has spread its roots into the very depths of your heart; confess to yourself whether you would have to die if you were forbidden to write.

This most of all: ask yourself in the most silent hour of your night: must I write? Dig into yourself for a deep answer. And if this answer rings out in assent, if you meet this solemn question with a strong, simple “I must,” then build your life in accordance with this necessity; your whole life, even into its humblest and most indifferent hour, must become a sign and witness to this impulse......A work of art is good if it has arisen out of necessity. That is the only way one can judge it."

Teaching calls to the very center of who I am. The actual experience of teaching, that is. However: teaching, as a profession, is crowded with requirements which seem superfluous, which serve more to draw us away from the 'things that matter' than to strengthen and build the toolkit.

Yet most of us comply. Is that 'following the crowd', or is it simply fulfilling the required but mundane duties of the work?

Kids tend to be most engaged in learning when the teacher functions more as a coach--and as an active learner. Sometimes that means putting aside whatever is currently being touted as the 'next best thing' when we know it conflicts with best practices. But where does that fall, along the spectrum of responsibility to the requirements of the job and to what's most important: responsibility to the creative nurturing of young minds?

I'm not entirely sure yet, but you can bet I'll be thinking about this one for awhile. What do you think?

Transforming spaces

I ran across a great story over at BoingBoing about graffiti artists reclaiming decayed urban spaces with vibrant artwork.

Perhaps I should have saved this link for "Art in our schools" month?

Full story, here.

Daily Life

While kids were setting up for Summer Jazz Band rehearsal this morning:

Sam* Yeah, so I was hanging out with these people who kept talking about books, and I said, "It's the middle of the summer! Come on already!"

Me Then what happened?

Sam Well, they said that books were better than movies, so I was like, "You guys need to get out more".


(The funny thing is, Sam is a bright kid who loves to read...)





*Sam is, of course, not the real name of this relaxed vacationer...)

Process and Product

Which matters more, process or product?

I've been playing upright Bass this summer: for the first time, working to improve simply by playing, rather than through endless hours of drills and theory.

It's working: I can hear progress.

Been thinking about how that process can be applied to the school year. As an educator whose medium is music, the product (concerts & student music journals, mostly) tends to be a primary focus.

What if it weren't? And what if the focus on end results simply leads to what Seth Godin calls 'cul de sacs'?

Immersion in theory and preparation, for me, has sometimes meant that my tools are quite sharp, but lacking in the comfortable usefulness that only experience can bring. Merlin Mann, writing for the site 43 folders, characterizes this particular cul de sac as "tool mastery vs. productivity....– Finding and learning the right tools for your work vs solely dicking around with the options for those tools is just so important, but also so different." (Read the entire article here--heads up, though: sometimes he uses strong language--not for the faint of heart. But a great article nonetheless, with some valuable insights. )

Too much 'hands on learning' leads to lack of foundational knowledge.
Too much 'theory' and talk leads to understanding without functional skills.

Both are needed--but it's not an easy balance, is it? Not in our own learning, not in our classrooms.

I've been mostly happy with leaning towards a classroom full of active musicians, with enough music theory to enable independent progress.

Somehow, though, that's been more difficult to attain in my own learning. Pushing past the comfort zone--in music, in using technology more effectively, whatever--can heighten the desire to postpone 'shipping' in favor of 'preparing'. --Something I'm definitely continuing to work on.

How about you? Where are you, in your classroom or in your own journey of learning?

Reality: daily life

Today, one of the First Grade kids gave me a mug with music notes on it. 

I said, "Let's see what this music sounds like", and went over to the piano to play.

She looked at the piano as I was playing, and then at me, and then said, "Are you playing those notes that are written on the mug??"

"Yes."

"Wow!!! That's sooo cool!"

Well, uh, yeah. It kinda is, isn't it.

Reality: Balance

Well, it's been a while since my last post....lots of stories happening, though!

Here's a First Grade interaction, after playing my fiddle & Bass, then giving each child a turn to  play the Bass.  (The two instruments had a little 'discussion' about who had the better sound, accompanied by delighted giggling from the students...)


Me   What do you think about the instruments?

Kids   Well, they're a little bit the same, and a little bit different.  Just like us!

Resources and Rejuvenation: Tunes

Some joy from Louis for your Monday morning: "St Louis Blues".

1933 talks to 2011...technology is amazing, sometimes.

Catch it, here.

Reality: daily life

Second Grade, this afternoon...


Me    Oh, would someone close the door?  Matt  forgot.

Arthur  (another student)   He always forgets.  He'll never learn.

Me (and other children)   Arthur!  That's not fair.  Just because someone made a mistake doesn't mean they'll never learn.

Arthur    Well,  he won't.

Me     Hey, wait a minute.  Everyone makes mistakes.

Arthur    Not me.

Me  (laughing)  All right then! In that case, that was your first one---because EVERYONE makes mistakes.  Even grownups.  It's just part of being human.

Arthur    Nope.  Not me.  I'm nearly perfect.

Me (smiling incredulously, because he was clearly utterly serious)   Well, good for you. But no one is perfect.  That's why we have to give each other some space to learn.

Arthur   Well, not me.




*Arthur and Matt are, of course, not these 7 year old students' real names.

Reality: daily life

From a First Grader, as she walked out of the Music Room door at the end of the line, back to her classroom:

Leslie*    I want a little sister.

Me          Really?  Little sisters rock, you know. 

Leslie*   Well.....I want Mommy to have another baby, but she said that I'd have to ask Daddy, 'cause he makes all the rules.



*Leslie is, of course, not this hopeful big sister's real name.

Reality: daily life

From classroom teachers' stories about talking about Martin Luther King, what racism means, and how kids can help to change things:

from the First Grade Classroom....

Teacher    Does anyone have anything they'd like to add?

Francine*    Yes! My Mom shows racism, 'specially during the winter time.

Teacher   What do you mean, Franny?  Can you explain that a little more?

Francine*   Oh yes!  She's mean to mice, she catches them in a trap, so she shows racism.

and from Fifth Grade:

Teacher   Would anyone like to add anything about the movie and discussion we had today?  Did anything confuse or surprise you?

Danny*    Well, I would.  I was surprised to hear  that Martin Luther King worked to end puberty.

Teacher    Hmmm....he worked to end puberty?

Danny*   Oh.  That's not the right word, is it?  It starts with 'p'.   Let me think about this for a minute.
 Oh!  I meant, 'poverty'...



*Danny and Francine are, of course, not these students' real names.

Reality: daily life

There are often times when listening, and caring about our students as people first, changes everything.

Here's just such an example, drawn not from the classroom but from real life....a brief vignette which surprised and delighted me, when I read it.  Reaffirmed the real need to establish connection first, whether in the classroom or out on the city streets.

Read the rest---or hear the story--here.

Reality: daily life

It's been a ride, this week has--- fatigue,  not enough outdoor time, and general crankiness (hmm....for children and adults!).

In Kindergarten and First Grade....

Me   "Um, you guys? Would you please tell the aliens who kidnapped you in the middle of the night and sent me these (sleepy-tops, silly beans, grumpy-heads...) instead, to send me back my kids?"

Kids  giggle giggle giggle....

or, just recently:  "Oh Ms N, you know, we just got up on the wrong side of the bed."

Me   "Uh, yeah, I can see that."

Kids  "What does that mean, exactly, anyway?"

:-)

Reality, Poetry for kids

OK, fair warning:  this poem contains puns.    I wrote it a very long time ago.....(no, I'm not implying that I've matured since then into someone who doesn't like puns....!)

At the Zoo


We went to the zoo
to see what was gnu.
We saw a duck-billed platypus
who got extremely mad at us,
and a stone tyrranosaurus
who seemed quite carnivorous.
We passed a group of Anglo-philes
who were staring at the crocodiles.
Next was the cage of the aardvark
who startled us with a loud bark
while feeding on the anopheles--
he didn't seem too hard to please!
Last we passed a large warthog
whose face looked something like a log.
We really enjoyed our trip to the zoo--
didn't ewe?


Karla, 1980s

Reality, Poetry for Kids

Every once in a while,  I'm posting one of the poems I've written---ones I think children might like.
(Don't worry though---you'll always know it's coming, because 'poetry' will appear in the title.)

Here's today's poem...(.written when I was also a very young kid.)

Memories


Alive, yet dead.
Tucked away in bed.
Sad and sweet,
folded neat.
In the back of your mind,
they're not hard to find.
They linger yet, not willing to go---
they're memories of things
you used to know.

Karla, 1970s

Poetry for Kids, 2

OK....here's the thing:  I write poetry.  (I know, many people do.)  I'd like to be able to share my poems with other people...so every once in a while,  I'm going to post one of my poems.

Never fear:  you'll know it's coming, by the post title.

But for those who may just possibly enjoy it, here goes.

Words

I like the sound of words.
I like the crunch and crackle
as they chuckle in my cheeks.
I like their golden glimmer
and their bouncy, bopping beat.
I like the boldness of brave Bee
and the peppery popping of palpitating Pea.
I like the slithery slippery sliding
of Ssss, sneaking softly to silence.
I like the way words wet and gray
drip with rain on a sunny day.
I like their snazzy, jazzy walk.
I like the cuddly cooing of baby-talk.
I like the sound of words.

(Karla, 1980)

Reality: Poetry for Kids

Talking with my students about--and being introduced to--imaginary friends...reminded me of my big brother Joey, who had three imaginary friends during childhood.

Since one of our other topics was poetry and song lyrics, it seemed appropriate to post, this weekend, the story of Gonieony, Geengy, and PanPan--Joey's longlost friends.  Here it is, written (by me) when those friends had not been away yet, for very long...

Gonieony, Geengy, and PanPan

 Gonieony, Geengy, and PanPan
slept beside Joey's bed.

Gonieony, Geengy, and PanPan--
"My best friends", Joey said.

Gonieony, Geengy, and PanPan
followed Joey's feet...
up the stairs and down the stairs, and
up  and down the street.

Gonieony, Geengy, and PanPan
went exploring with Joey each day.
They conquered the yard, and sunk a few ships,
and turned  the bathtub into a bay.

Gonieony, Geengy, and PanPan
could hide in the dark or the light.
Why else could Mommy not see them,
when they're standing so plainly in sight?

Gonieony, Geengy, and PanPan
ran off to Wewash when Joey turned ten.
They liked it so much, they stayed for a while---
but he still sees them, now and again.
---Karla, 1980s


Not great poetry, I know---more, just a bit of fun for a Saturday morning.

See you tomorrow.

--K