Posts Tagged ‘making education meaningful’

What’s Your Time Perspective?

Monday, July 6th, 2009

In an earlier post, I explained how I begin all my courses – regardless of the subject matter – with a lesson that challenges my students to think about their lives into the future in order to make what they’re doing today more meaningful. It makes my teaching more effective. It makes their learning more relevant. It makes education more meaningful.

This TED Talk on “Time Perspective” not only supports that lesson, but it’s given me lots to think about – both personally and as an educator.

  • It’s fast; you’ll likely need to pause it (like I did) several times to read the charts.
  • It’s a super simplification; I’m suspecting that it’s the tip of brand-new iceberg.
  • It’s largely common sense; we’ve all thought of this stuff before, but now it’s in tidy tables and supported by academics.

I hope this provides you with some new insights both personally and professionally; especially if you’re an educator or manager looking for new ways to approach your lazy or directionless students/employees … because helping them think about time a little differently could be the best thing you could do.

Talk To Your Students, Not At Them

Monday, June 15th, 2009

One of the best tips I received early on in my teaching career was to talk to my students as if they were adults, not at them as if they belonged to a different human sub-species. Here are some reasons why you should consider talking to your students instead of at them as well:

1. The most obvious reason: You talk to your friends, colleagues, and adult strangers. You don’t talk at them. Why would it be any different with your students? Are they members of a different human sub-species?

2. You reduce the chance of being viewed as a hypocrite. If how you talk to people depends on their station in life relative to your own (i.e. inferior, equal, superior), how can you ever hope to become an “integrated” person?  On the other hand, if you talk to everyone the same – whether they are friends, students, and/or colleagues – you increase your integrity (from “integrated”) and reduce the risk of being perceived as a hypocrite (from Greek hypokritēs which means actor).

3. When you talk to someone you’re indicating respect. When you talk at someone you’re broadcasting your own arrogance. Respectful people are liked. Arrogant people are not. In fact, I’m willing to bet most of those teachers who say, “My students just don’t respect me,” talk at their students.

4. You reduce the occupational hazards that come with teaching (e.g. bossyness, complusive social planning & ogranizing in social situations, not admitting to not knowing something, etc.). Put another way, when you talk to your friends, you don’t boss them around, you admit you don’t know things, and you don’t organize their lives for them. But when you talk at someone (even your friends), it’s easier to do all these things.

5. You’ll develop confidence as a leader amongst your friends and peers. When you talk at someone you view them as inferior, but when you talk to someone you view them as an equal. Teaching requires one to give orders, determine worth, enforce consequences, and manage people. Most people in life do not have to do such things. These are leadership tasks.  Teachers who view their students as equals learn how to do all these things in a fair, respectable, and positive way. Teachers who view their students as inferiors don’t. Teachers who talk to their students learn how to become positive and well-liked leaders.  Teachers who talk at their students don’t. It all starts with how you talk.

Conclusion ~ When you talk to your students, they’ll know that they’re working with “the real you.” As a result, they’ll respect you more, they’ll listen more when you do have to talk to them seriously, you will develop enviable leadership skills, and life will become easier because you’ll be able to be the real you.

TIP: Ask yourself on a regular basis, “Would I say it this way to a friend, to a colleague, or I’m standingbeside in a movie theater line-up?”  You’ll be amazed at the results … both in the classroom and in your personal life.

We’re All Big Kids

Monday, May 25th, 2009

A few times this year my wonderful wife has sent me to work to help with our “VISA repayment plan” (it’s the least I can do considering she’s pregnant and working full time). So I’ve embarked on a few stints of substitute teaching. It’s been, surprisingly, amazingly educational.

Last week I found myself in a gymnasium with two classes of Gr.4 boys, organizing and refereeing “The Super Hockey Championships” between team green-hockey-sticks and team orange-hockey-sticks. We had a mini-training camp where we did stutter steps until there were two kids standing, lines with push-ups and sit-ups intermixed, and running races. It was serious business. And if it was something other than “The Super Hockey Championship” right afterward, they would’ve been too bagged to play. But it wasn’t, and the training-camp made the game all the more important.

I noticed one of the little boys right at the start of the class. He was very athletic and a couple of times I caught him whispering things to his teammates. What he said couldn’t have been nice considering how deflated the recipients of the messages looked once the whispering ended … and the scowl on the whispering boys face confirmed my suspicion. I thought to myself, “I better keep an eye on this one.”

Each team had an A-shift and a B-shift. They were to take turns playing every three minutes. Four minutes into the game and one minute into B-shifts first shift, I noticed that a frumpy and clumsy looking boy hadn’t played yet. I walked over and asked him if he wanted to play. He nodded fiercely. I asked why he wasn’t playing and he looked up at the whispering/scowling boy. “Hmmm … ” I thought.  I gave whispering/scowling boy a penalty and insisted that frumpy/clumsy boy play during the penalty plus another shift to make up for his lost time.

Ten minutes later I announced, “4 minutes left!” At the same time I caught the same team trying to keep frumpy/clumsy boy on the bench … but this time it was another boy. This meant that new-penalty-boy would sit on the bench, and someone else from that team would have to come off so frumpy/clumsy boy could play. I chose whispering/scowling boy. He slammed his stick on the gym floor.

It was a close end to the game. The team taking all the penalties was trying to protect their one goal lead, and swarms of orange and green hockey sticks clashed and banged in that tiny little gymnasium. For these Gr.4 kids it meant everything. It was epic. And out of the corner of my eye I saw whispering/scowling boy wipe a tear from his eye. I realized he had only played about 4 minutes of the 20 minute game. I recalled how hard he worked in training camp. I thought how badly he wanted to win. How excluded he likely felt. How unfair it was that this strange man was making him miss the most important game of Gr.4 hockey. His tears were so real that I felt silly and ashamed.

And then I thought how we’re all this way. We’re all big kids. Some of us scowl and whisper, some of us klutz around, and most of us do other sorts of things. But at the end of the day, we all just want to be included. We just want to be part of the action. To be liked. To be acknowledged and validated by our peers and the people we look up to. But we forget these things as we get older because we get so good at hiding our feelings, forgetting that all of our own feelings – and other people’s too – come from the same place regardless of our age.

So I let the whispering/scowling boy with the face full of tears start playing before his team penalty “officially” ended with a nod and a smile. And I don’t know if it was the fact that he could play, or the knowing, warm look I gave him, but you should have seen his eyes light up. And maybe that was all the little tyke needed in the first place … just a bit of acknowledgment and validation.

And maybe that’s what all of us are looking for … the same things kids are: fair rules, solid boundaries, high-expectations, and a little bit of encouragement and validation along the way.

“Pay Attention” ~ a video

Sunday, May 24th, 2009

I know most of you have seen this, but in case you haven’t, this is a good little video full of facts and thoughts on education in the 21st century and digital learning in particular.  Although I don’t think what it suggests would make education meaningful on its own, a good view nonetheless:

Follow-Up to “Education Needs Better Tools”

Wednesday, April 29th, 2009

My last post – “Education Needs Better Tools” – instigated several conversations this week, and each time I elaborated on what I meant, I just couldn’t quite nail it down.

And then I came across a picture that Christopher D. Sessums (a brilliant educational blogger) used in his most recent post … and it communicated in such a better and more simple way what I was trying to say.

tools make change

tools make change

Granted he refered to the toast and toaster differently …

  • Sessums: “Toaster = Teachers” and “Toast = Students”
  • Me: “Toast = Educational Learning Resources [or tools]” and “Toaster = State of Education” …

The picture and his opening McLuhan quote nonetheless helped me capture what I’m trying to communicate:

Change is more likely to occur when we invent new tools that make participating (in the change) fun and easy and worth it.

I’m not saying that theories and philosophies are useless. Far from it. Everything starts with an idea, and we have the great thinkers of the ages to thank for laying the groundwork for most of our advancements. But what I am saying is that, given how much tools accelerate and make change, I think Education would hugely benefit if more ephasis was placed building tools to make the change happen … instead of talking about the change that should be happening.

Some Final Thoughts:

  • It wasn’t the idea of looking for better land and game that spawned human expansion across the world as much as it was clothes and arrow-heads and fire-starting techniques.
  • It wasn’t Martin Luther that fueled the Reformation as much as it was the printing press and the use of a common linguistical tool … German.
  • It wasn’t the idea of settling the West that settled the West as much as it was the steam engine and the locomotive.
  • And it wasn’t the computer that got all of us using the internet in the 1990’s as much as it was the web browsers that made it so fun and easy.

If we want educational change, we need to think about changing our educational tools.