Teaching Active Learners

When I first saw this video, I did not have the same reaction as everyone else in the room who oohed and aahed and thought that it was so cool that these hip and happening kids are digital natives and learn in such different ways.  Out with the old way of learning (and teaching) and in with the new!  

I was horrified and wondered what was going to happen to the art of conversation and the whole notion of personal connections.  Are all these kids marshmallow eaters?  Do they really not need to memorize anything ever because the device at their fingertips will access it all for them whenever they need it?  What will they do with the information once they get it?  Do they know how to determine whether a source is credible or not?  And what exactly is wrong with actually knowing some things from memory?  Doesn't the knowledge that we have internalized allow us to make connections and make sense of things when new stuff comes along?

Remember Wall-E?  

I thought that movie was wonderful for its social commentary.  The humans in it  were fat blobs who blobbed around in blobby floating chairs with their faces glued to screens in front of them.  Food and drink magically appeared for them and they never had to interact with others in person because everything was done via the screen in front of their faces.  When they actually bumped into each other skin-to-skin they freaked out and didn't know what to do.

As an educator, I try not to be on the end of the pendulum as it makes its way to the top of the cycle.  When new things come along I want to find ways for them to add to what is already tried and tested, but I'm also not afraid to let go of things that don't work.  It is important to think of technology in education as a way to enhance learning, but I don't ever want it to take over and supplant human interaction and conversation.  

I truly believe that human beings are social beings and construct knowledge in social ways.  Some of this can and must take place in an online platform.  We are in the 21st Century after all!  But as educators, we have to continue to teach students how to share ideas face to face, how to argue a point in a respectful way, and how to honor each other for the valuable and unique people they are.  We cannot replace human interaction.

So I can't say "Good Job!"... Now what?

How about any of the ideas offered up by this blog post from a Montessori teacher?  Check it out: "Trying to break the "Good Job" Habit?  These 21 Suggestions are for YOU."  Frankly, most of them could be adapted to be used with older students and... dare I say it... adult learners as well.

As a lifelong learner myself, I appreciate specific feedback.  The more detail, the better.  Perhaps I have transitioned from a praise junkie to a feedback junkie.  But that's what gets me engaged in learning and practicing and making the kinds of changes that result in improvement.  Imagine what would happen if an athletic coach only ever said "Good job" or "Bad job".  Athletes would not know what they were doing well or what they could change to get better.

Getting beyond "Good Job" takes a little practice, but it's worth it.  Using any of this blogger's strategies or any others like them can help our own children or our students more fully engage in their learning,  strengthen their growth mindset and increase their grittiness. 

Moments of Gratitude

Moments of Gratitude

Grateful to spend time with Harper!

 

Grateful for the view in the parking lot on the way in to work.

Grateful for this collaborative group of learners in MB3

Grateful to see this beautiful moon as I walked out my front door.

Welcome to the world Harper Elizabeth!

I am grateful for a safe delivery and for the honor of supporting my daughter and her husband as they welcomed this little pink blessing into their lives.

 

!

Play!

"Play is often talked about as if it were a relief from serious learning. 

But for children play is serious learning. 

Play is really the work of childhood."

~ Fred Rogers ~ 

It's unfortunate that many children today will not have the same experiences with Mr. Rogers that my children and I did, unless they catch him on Netflix.  We spent a lot time in the land of make-believe with Mr. Rogers, wondering what Lady Elaine Fairchild and Daniel Striped Tiger might do next.

It is also unfortunate that some schools are cutting back on or eliminating altogether recess and unstructured play time for students. 

During my school finance course our groups researched the implementation of all day kindergarten in several suburban school districts.  I was shocked to find that St. Louis Park had eliminated all unstructured play time for kindergarten students, instituting instead "purposeful play" do be directed and supervised by adults.  How does this teach or encourage self-direction?  Kindergarten classrooms in Shakopee were stripped of their toys, including their play kitchen sets.  Teachers were upset by this new policy, but could do nothing about it.

"Play is the work of the child."

~ Maria Montessori ~

According to Montessori, the essential dimensions of play are:

• Voluntary, enjoyable, purposeful and spontaneous
• Creativity expanded using problem solving skills, social skills, language skills and physical skills
• Helps expand on new ideas
• Helps the child to adapt socially
• Helps to thwart emotional problems

I heard this often when I was a kid, "Go outside and play!"  I am amazed and I love it when I see children in my neighborhood running or biking or playing kick-the-can in the park.  Surely this is good for kids.  Surely this helps kids learn valuable life lessons.

Lest we lose heart completely, here is a story about a group of Florida parents who are fighting to keep recess in their children's public schools.  They will not go quietly, and I support their efforts!