Financial Questions

This week I heard the astounding fact that 48% of our children are in poverty. I don’t know where to verify the exact number but when we see how many adults are slipping into poverty daily it sounds right. Think of this- that is almost half of the children in this country.

The other news this week is that the members of Congress are again playing “chicken” with everyone’s taxes. The fight is semantics and yet again who can be the “winner”. There are 10 days before everyone’s payroll taxes will increase if nothing is done. Like many voting Americans, my disgust reins. The media has “done the math” and reports with no tax cut there will be an average of $1000 less in take home pay for each working American. That’s a big difference for many – it includes lot of basics (clothing), heating and light, food, or even housing for families and therefore the children. What if choices need to be made between medication and food?

Going a step further- being hungry, not having coats, going to bed when the sun goes down because there is no electricity also means it makes it to be a scholar. Some of the things affected include making it more difficult for children to read, study, do homework to prepare for a rigorous day in school or have a chance to write or play a game (not a video) with a friend. Instead it means going to bed early to stay warm or forget the hunger. In some cities there is not even electricity for the street lights- unfortunately that makes the neighborhood less safe. Yet we expect students (children) to focus, to learn, practice and in the next few years have an even more challenging set of requirements to complete in school. Are we missing connections here?

How many of our soldiers are under the age of 25? How many are coming back and finding their families struggling or in poverty and no sight of jobs? Are we taking care of our own?

And Congress is quibbling over a jobs bill and whether to renew a tax reduction! How many members of Congress grew up in a homeless shelter or moved often to stay ahead of creditors, or lived in a car at times, or found themselves hungry and no nutritious food or in some form of poverty? Are many of our Congressional members truly aware of the current situations of the people that put them in office?

In contrast how much money has been spent on the 2012 campaign for President and Congress? Did the public really need all that has gone on in the name of the 2012 campaigns during 2011? Again how much has been spent on all sides in contrast to what is spent to help children? Only a few states got $ money for education and people think that is ok? What about the other states?

This week is Hanukah as well as Christmas and those with a little extra of their own are giving what they can to help a family member or neighbor or child. A special thanks to public education teachers who spend part of their own salary to make sure there are pencils, notebooks, enough books, and all the basics for every child in his/her classroom. Thanks to those teachers, their families, and others in the local communities that are finding ways to make sure the children in classrooms have clothing, food, heat, early medical care or anything else needed so that the children are able to feel comfortable and able to think about learning. This is so the child isn’t hungry or cold or ill or worried about the family- all of this interferes with learning. (Yes, even younger children worry.) A very special thank you to all the Secret Santas that are showing up around the country. These people are helping others in many ways without expecting publicity. These giving people recognize that the children are our future problem solvers and logical thinkers as well as our leaders. These givers are well aware of the fact that children (and adults) aren’t asking for the frivolous but for things like food, clothing, shelter, warmth, early intervention for good health, and the means to support those basic needs. Why don’t our politicians recognize this?

So again I ask how much campaign money is being spent and could campaigns be more fiscally responsible? I also ask: when will the voice of reason once again prevail?

Occupy- A Different Way

We have all heard of Occupy Wall Street as it has grown and become known around the world. It has gotten lots of media coverage- those involved have been noticed. The weather however is getting “wintery” and the law enforcement short on patience. I would like to make the proposal for a different kind of occupation. WRITING
Part of being a citizen of our great country is having the right to express concerns in a non-violent manner. When watching the various occupy groups it is noted that hand written signs are often involved. Let’s transfer those words to paper or e mail. How about picking up the pen which we all know is “mightier than the sword” and express the concerns of a particular individual. Although snail mail letters are always appropriate, it has become even easier to contact the Senators and Representatives with e mail. Not only could this be for national but the same is true for state and local governments as well. A step further might be to write companies and financial groups.
One of the largest complaints around Occupy Wall Street that the media has highlighted – has been that there hasn’t’ been a single focus but rather everyone seems to have his/her focus of concerns. The loose relationship among the demonstrators seems to be that there is a general discontent with what is happening in the financial world as well as the world of politicians.
By using a letter writing/ e mail campaign each person is able to write from the heart his/her specific concern. It would be great to flood mailboxes and remind those who work for the citizenry what kind of representation is expected. It may have a bigger impact because it is addressed to an individual- it becomes personal from the writer and the reader. Perhaps if the politicians know specific concerns or changes that have the constituent’s attention those constituents can be better represented. (Hopefully)
As a consumer, using the pen often makes an affect. Looked what happened with the petition drive and names collected when several of the banks decided to add yet another fee for the privilege of being a depositor. It is a sure thing that fellow members of the financial world were paying attention. Especially when actions went further with a petition and even people becoming active in using their own money to show displeasure. The media was helpful in highlighting how people were showing the dissatisfaction by moving their business.
The big message here is in an appropriate way – make your ideas known- positive as well as negative. Get in the habit of writing!

Note: The evening I first wrote this article, the national news shared a story about a young lady of 14 who wrote a letter to a producer of video games. Long story short she was able to have the game writers upgrade the game to be more gender neutral.
A friend shared that a former student – now in high school- wrote a letter to the editor of a local newspaper.
Let’s all applaud both young ladies and realize that we are raising a generation that is developing writing skills in schools. Join them and write concerns and occupy the mailboxes.

Conferences- Get the most out of the time

November is close at hand and that of course means teacher/parent conferences. For parents and teachers a like it is a time to discuss a child’s school experience. To make the best use of this time preparation can be the key since the amount of time is usually limited. Hopefully parents have already had some type of interaction with the teacher- Open House, phone call, or an e mail. If a teacher has a website or sends email or snail mail newsletters parents keep up with what is going on in the class. This will help with feeling more informed as the conference proceeds.
For parents of a middle schooler and/or high schooler most assignments are placed on line. This is to help keep parents informed as to the expectations for their students as well as keeping students on target.
The conference is a time to share concerns regarding a specific child. Time is usually very limited, usually around 20 minutes – 5 minutes more or less. Middle School and High School parents have even less time with each teacher. Maximize the time. Because the time is so compact a great idea is to make sure there are two people listening- if it can’t be Mom and Dad perhaps an Aunt, Uncle, or Grandparent should be included.
Parents of Middle and High School students (or when a student has multiple teachers) take a current picture of your child and just set it on the table as you introduce yourself. Different names can be confusing so ask your child how she/ he sign school papers. When two students in the class have the same first name be sure to identify which child you are talking about (Ask your child so you are prepared). If you last name is different than your child’s last name, hand each teacher a card with your name and your child’s name on the same card. If it applies, even add the scheduled period/time and subject your child sees that teacher. If your name is the same as your child’s, still be sure to have asked your child what period the child is with that teacher. It all saves those precious minutes for discussion of your child. Perhaps for all parents add to that card the best way to connect (e mail, cell phone, home phone) with you.
Your child is the main topic of conversation, before you walk into the conference talk about school /class with the child. Hopefully this has been an ongoing discussion but do sit down and ask the child to share with those attending the conference any questions or concerns regarding school. Perhaps ask the child about his/her goals and consider any goals and expectations you have for your child.
As the teacher starts talking about your child it may be a surprise that your child acts very differently at home than in the classroom. Remember teachers see your child in a different setting than the family and home. At home a child is with family and friends and at school children are interacting in a larger environment of their peers. There are different customs to follow in each of these situations.
Teachers want to hear your concerns as well as share what strengths they see. The teacher may have concerns and questions as well. This is a time to discuss the child that is in the class. Teachers find that with the time restraints it is best if everyone stays focused on the child the teacher is currently in the class. A teacher doesn’t have time to listen to stories about the entire family or former students. Save that for another time. To make the best use of that precious time- take a list of questions or thoughts you want to cover. That’s right – write it down and pull out that list when in the conference. The teacher will have some items written down to share and probably a sheet to hand you with academic assessments. As we all know there is more to school than academics. There are the social aspects, the class behavior, as well as strengths and weaknesses academically that may need to be addressed.
Don’t hesitate to take notes to help remember, especially suggestions for helping to be more successful. It is also a good reason to have that extra pair of ears. Remember this is a conference – more like a business meeting than a social call. Compliments as well as suggestions are not given idly and there is the need for active listening from all entities.
Teachers like the parents have the goal to help your child be successful. The teacher may have questions for you and will draw on different insights that you have concerning your student. The teacher is a highly trained professional with lots of experiences to draw from and can help a parent better support and help the child be successful. If the teacher uses terminology or you are unsure what he/she is saying ask for clarification. Like medical specialist there are some terms that are used so much in that field it is forgotten that that is not a generally known term.
When leaving the conference if the parent or the teacher may feel there is more to cover, set up another appointment as other parents are waiting a turn anxious to hear about their child. This could be to continue the current conversation or follow up in a month or two.
The next thing to do is review the notes taken, talk with the second person, and debrief with the student. Parent participation in conferences and follow ups give the message to the student that parents are interested and an education is important. This is a great time to help your child set goals and discuss your expectations. As we all know personal involvement of the student helps with ownership of learning. If suggestions were made by the teacher, take those suggestions seriously. It never hurts to call or e mail a follow up a month or so later.
Enjoy your child and the experience.

Testing

This week begins statewide testing for many public school districts. Across the country this is true as well; the dates may be changed. Unfortunately the results of these tests have become paramount for politicians therefore school districts and the media. They are cloaked in security and secrecy until the scores are revealed. Politicians have deemed these results are the proof of how well a teacher teaches and supposedly whether children are learning anything. The merits of all of this will continue to be debated but right now it is a part of the school experience.
Unfortunately, there are many children (and adults) who hear the word test and become filled with stress and anxiety. So as parents, how best do you help your child reduce that stress and anxiety?
We all have various assessments and tests going on throughout our lives. Depending on the use of the outcome helps determine the value of the test. For the professionals the validity (the effectiveness or strength of the test) and reliability (long term dependability/accuracy of the results) of the test becomes important. Testing is helpful in determining strengths as well as what needs clarification and helps determine what the next step or direction of learning.
So as parents how do we “help” our children prepare for any test. Usually it is easier to do a little bit of work daily. This work includes completing homework, reviewing, checking for understanding. If a child can “teach” someone what he/she is doing so that the someone understands, then chances are the student has learned the material.
Just as important is mind set or attitude. This can be helped by having routines.
Not just the first day of the test but consistently (yes including weekend) every student needs a good night’s sleep. This of course starts with a routine the evening before. Sleep specialists suggest a quite calming routine to prepare for a restful night.
The beginning of the day should be smooth also. Everyone has heard that breakfast is the most important meal of the day. A calm morning helps as well. Perhaps that means before going to bed making sure that homework and clothes are ready along with the arrangements for lunch.
A hug and word of encouragement and affirmation is the best way to help a child feel confident. That feeling of confidence and acknowledgement leads to a disposition ready to face the day.
For everyone it should go back to being prepared everyday for school. That will help students be ready and help each individual achieve a personal best.

Quality Children's TV

Screen time gets a lot of bad press as it should. Please see the preceding article. Since almost everyone finds their way in front of a screen especially the TV screen what is watched should be quality. A reminder here adults need to monitor the total screen time for everyone especially the young- this includes computer, videos, video games/activities, text time, and movies.
If children are going to watch TV then look for some shows that are age appropriate and address and expose children to a variety of ideas that help in learning as children grow in age. There is some great quality out there for children including “Sesame Street”, “Between the Lions”, “Little Einstein” “Disney’s Club House”, “Special Agent Oso,” and “Sid the Science Kid”.
If you haven’t watched Sesame Street lately I want to applaud the Children’s Network. The Sesame Street of today is right up with the changes of society as well as preparing students for the National Core Curriculum. They are focusing on more than just the letter and number of the day. The show gives name (vocabulary) and introductions to some of the science and math concepts children will be studying as the child gets older. I saw the idea of air being invisible, one to one correspondence in counting, and the vocabulary sides and angles demonstrated with a triangle. This program has consistently through the years given great introductions to materials and vocabulary that children will encounter again and again. Researchers tell us that a student needs to be involved at least 18 times before a word or idea becomes part of the mindset. Their “Electric Company” is great for children interested in or struggling with reading and writing. It of course helps to support children learning English.
Disney Club House is also working on concepts like counting, conservation of materials (matter), even and odd, and fractions, matching, alike and different.
One of my favorite early reading and pre-reading shows is “Between the Lions”. It addresses so many ways to word attack including repetition, phonics, and working with word chunks (rhyming) as well as whole word recognition. One big underlying theme is transfer of knowledge. For example if this chunk “at” works in the word “bat” it also works in “cat” and “catch.” And if cat is read/spelled this way in this book, it is the same word on the bag in the store, or on a card, or wherever you see that combination (consistency). The characters and various segments are wonderfully varied and diverse.
I also want to mention Jim Henson Company’s “Sid the Science Kid”. This is one of my very favorite children’s shows. It is so appropriate and Grandma wears slacks, and dances, and knows and shares ideas and is definitely a positive character. Anyway there are so many things that are right about this program. The science themes and activities are age appropriate (preschool, kindergarten). The four young students go to a preschool and learn about bones with joints, dirt, animals, senses and all those things children are curious about. Each child is very different and that works well. The thing that impresses me the most is the science journal. At this young age the students draw and tell about their picture which relates to the theme/lesson. I love that the children are writing- yes picture writing in a little notebook. The children often play or act out something about what they have learned. It is “children” working and trying or singing-working and playing together. Sometimes when on the playground they use the old Rowen and Martin “Laugh in” shapes doors to open and ask a question which someone else answers about the day’s topic or tell a joke that only little ones can appreciate. Sid and his friends are joyful and full of energy and conversation involves children interacting and communicating with each other. The writers have caught the essences of children.
Appreciate the idea that many of the children’s shows do incorporate movement. As the significant adult get up with your child and move. Many concepts are understood best by doing and moving is something we all need.
The idea here is to choose carefully for your child since screen time should be kept at a minimum and realize quality is important. That means sit down and watch and interact with your child and use some of the vocabulary or help transfer. A child learns by what others model in real life and on the screen.

Screentime

Before beginning to talk about television programming there are some issues I need to clarify. When researchers talk about screen time – they are referring to anything with a monitor involved- not only TV, videos, computers, but all the other electronic monitors that are in our lives currently (I pads, cell phones, etc) or in the future. For the very young it can affect actual vision such as myopia or a near/ far vision transfer (trying to adjust vision from close items to far items). Add this to what researchers are telling us about how screens affect weight, focus length, as well as academic success.

I have not seen or heard any research on what screen time does to hearing and listening skills. We do know that continual loud noise does evoke early deafness. There is also the know concern for headphone use and volume. People say that for many people the sounds of TV. IPods and videos are often background noise. If there is background noise it blocks the other noises within the environment. There are times when parents and teachers are talking with students and it would appear that students are not attending to the conversation. So the question is posed: is too much screen time contributing to the inability to stay focused let alone attend to an oral exchange? Are students oblivious or missing sounds of nature, the city, or their habitat?

In this day and age I would be surprised if there is any one of us who has not experienced a time when a screen is in use (any, from TV to IPads, and videos) which affects the situation. Either something disturbs (a ring tone or motion on a screen) to draw attention to the owner or the other person finds it necessary to immediately respond to a screen of some kind shifting the attention away from the concentration of the experience. Perhaps someone has walked into you or ignored you because of screen time. An experience may even be spoiled because everyone’s focus is shifted.

Consider the lack of communication that is going on because of screen time. Have you ever felt belittled because you don’t have someone’s full attention? Think back often some screen is involved.

All screen time is not horrible. The point here is- be aware of screen time and how screens are now affecting your life and those of children. Consider the ramifications.

The Beginning

The Beginning- blog 9-8-11
Within the last three weeks all traditional schools have started- prekindergarten through graduate school. It is always a great time for students and staff alike- filled with excitement, anticipation, a little apprehension and a realization that this is a new beginning.

The excitement of getting supplies and new books, meeting new people and catching up with friends is now turning into organizing and developing routine. This is the time when parents hear that to help with a successful year they “need to be involved in their child’s education.” But what does that really mean. Politicians are even getting into the act. A governor has suggested that businesses allow parents 8 house away from the job for interaction at a child’s school.

There are stay at home parents or part time parents who are willing and volunteer to come into the classroom or building which is absolutely wonderful and can be helpful. There may also be jobs that can be done at home and sent back to the school. Of course there are parent associations that meet and have events in the evening that are always looking for volunteers.

There are many ways for a parent to be involved in the education of their child that does not include many hours in the school. For many parents it is not possible to be on site. There is much involvement that can be done without stepping into the school except for conferences.

Let me repeat that, there is much involvement that can be done without stepping into the school except for conferences. At home and in the community is where the educators would ask for your help.

Perhaps the most important way a parent or guardian can support a student is to listen daily. The question to ask is not “What did you do today?” We all know that answer, “Nothin.” Instead dig deeper, “What did you learn today?”, or “”What was difficult? or “What was the most interesting class today?”, or “Teach/show me something you did”. It is a twist on the old parent trick of not asking a yes or no question.

It will take a few weeks but now is the time to start routines. Children feel comfortable with routines both in and outside of the school.
Morning routine is a great way to be involved with a child’s education. After a good night’s sleep with that 8 to 10 hours each child needs, starting the day with a breakfast and a positive attitude and even a hug will send that special child into the day awake and ready to go. Breakfast should happen (at home or school) before the academic day starts. Leaving the house calmly may mean an evening routine of choosing clothes, and checking that everything for the next day is addressed and ready by the door the night before.

At home there is a place to do homework. Never ask the question, “Do you have homework?” Rather discuss the day as your child unpacks his/her backpack in your presents. Put aside all you need to read and have your child explain what needs to be done. Sometime review your homework; those papers you set aside that are for you from the school and or teacher.

Parents- in this day and age assume there is always some homework. Rule of thumb is that your elementary school child should finish his/her work by three times their age in minutes. For example a 6 year old should be able to complete everything in 18 minutes. Middle school and high school will have homework but that too should not take all evening.

Have some contact with each teacher a note, e mail, or phone call as well as attending conferences. We have all found out that being involved with nature and play reduces stress and seems to clear the mind.

Showing your interest to your child (is being involved)will help him/her realize that education is important. Share stories about your experience and life growing up.

Soon many children across the nation will be involved in state testing. On those days routine, sleep, a good breakfast, and leaving the house with a hug and positive attitude will help a child face a very daunting task with the knowledge that someone cares.

Being involved with your child’s education means being involved with your child- be aware and listen.

Poverty

So why is everyone so surprised that more of our country’s children are “in” poverty? According to the recently released study 1 out of 8 of our children are affected by poverty.

When the media recently announced the results of the Annie E. Casey Foundation Study may people referred to the strides made in the 90’s and expressed shock at the new results. That was a decade ago! Many teachers could tell you that many of their young students are suffering for a variety of reasons: parents do not have full time jobs, children are losing housing, medical aid, welfare income, and unemployment compensation to name a few. Much of this is because of decisions made at the state and federal levels. Perspectives are different perspective for those who do not work close to our young children. There appears not to be a large concern in Congress (federal and state) for prenatal, well baby, and child care funding or even education- let alone creating jobs! There has been an increase in the deaths of teens. Educational funding is deteriorating. Very recently and not as well publicized there was an honest survey released which showed that a more nutritious diet is more expensive.

School is starting in the next few weeks. Children are great at sensing if not verbalizing when there are problems in their lives. Sometimes this appears as worry, withdrawal, nervousness, acting out, mistrust, wariness, and lack of concentration. Teachers will notice that children are looking for attention and a comfortable, safe place to spend time, and more children (certified or not) will need extra help and support. Often times they are looking for an adult to listen and a feeling of consistency and caring. There will be more children getting free and reduced lunches. School districts will try with less funding, fewer professionals and/or support staff, and larger class sizes to support and give these children an education.

CBS Sunday Morning July 31, 2011 gave Tavis Smiley a forum to speak on poverty. He started with Martin Luther King Jr. words, “I choose to identify with the underprivileged, I choose to identify with the poor, I choose to give my life for …. Those who have been left out of the sunlight of opportunity.”
Mr. Smiley then proceeded to share the notion that in the last couple of elections candidates have rarely used the word poverty. I found this thought something to noodle around and become aware of. I realized that the word “poverty” puts a visualization of malnutrition, hopelessness, and devastation in the mind and a feeling of comfortableness in the heart.

Mr. Smiley is right, I very rarely hear the word poverty or poor come from a politicians’ mouth. Yet with the current social situations day to day poverty is affecting a larger and larger part of the social order. It is like a puddle that when fed grows across our country. From down here in the “grass roots” of our country, we know there is poverty. Pass the message on to our state and federal leaders.

From my point of view, children will be better prepared to become adults if we start at the beginning and break the poverty cycle as well as helping children be ready to start the school year, with a nutritious diet, a good night’s sleep, and clean clothes to be alert and ready to go. There is no surprise here: this is what a child needs to be free to learn. We have poverty and because of the situation of the adults around them more children will need some legs up. A healthy mind and body should be a right for all the children- not an entitlement.

What Next?

With all that is happening in our country I have been doing a lot of thinking and find myself reflecting back to my high school classes. More specifically my teacher for history and government classes comes to mind. Mr. Buccimi was a man short in stature with a powerful mind. Yes he had that Ph.D. but he was always “Mr.”. He had the respect of students, staff, parents, and community alike.

He was the teacher we all had who said “Know your history to avoid repeating mistakes.” Through the three semesters I had him, government and current events was always a big part of our discussions. As part of our classwork, he imbedded the importance of voting and more in all of us. He also kept reminding the young minds that in this country it is “We the people….” which involves rights but also obligations. So for many of my grown up years, I have been amazed that so few people seem to vote for local issues (including school boards), state issues, and even national elections. Many adults have been happy with the status quo and figured whatever happened was ok so a relatively few make the effort to vote and made decisions. Thanks to the media we have all been shown proof that every vote counts (and that’s history!).

This past year I have heard rumblings from many citizens of various sectors. People are realizing that bargaining rights are being eliminated and voting is becoming more difficult. Friday Standard and Poors gave everyone a bucket of cold water. I’m not addressing whether what was done was correct or not it did get everyone to take pause. Many people are realizing that it is time to leave the comfort of compliance.

I am thinking there will be (should be) a surge in voting this November as well as next. Mr. Buccimi would be pleased that people are noticing what is going on in all areas of government. He would say “start paying attention, ask questions, and speak up.” He was one to remind us that we always needed to read and listen with a discerning eye or ear remembering that even factual information is delivered with a point of view.

Since Congress is on break (or having recess) many of our representatives and senators are home in their districts- hopefully listening to constituents. Remember it is your tax dollars that run this country and you have the right to voice your opinion- with respect.

Start now knowing the facts, paying attention, and doing what you can: listen, talk, write, sign petitions, do surveys, demonstrate, call, ask questions, or e-mail your governmental leaders who serve you in Washington, in your state capital, as well as in your local community. Then be ready to vote.

You are right Mr. Buccimi and thank you.

Playground Compromise

I have been trying to find humor in the situation in our capital. Laughter is good for the soul and I was brought up to find a little humor in the situation. So let me paint a picture of a moment of laughter for you to relieve some of the current tension. There is big drama and big concerns no matter what your political views may be concerning the use of the tax dollars you pay. Perhaps we don’t pay attention until some issue personally affects us- and this one affects everyone.
Do you remember being on the playground and watching other kids (or maybe it was you) trying to hold on to your “territory”, a spot on the playground where you and your friends always played, a game with a certain rule, or a thought you would not change thinking there is just one answer?
Picture the children on the playground with their arms crossed, one hip out, heels in the sand and lower lip extended- maybe even a line of some kind between. There were glares and usually some verbal sparring as well- usually short phrases. This continued until either the teacher or principal came over and with or without the help of others, mediated or the bell rang and everyone went into the building. Of course each group involved blamed the other for the situation.
Sometimes the frustration continued and the positions remained the same the next recess or it was forgotten and friendship was restored the next day. The line in the sand became blurred and usually ended up in a compromise. This is where collaboration skills and for many, peer mediation skills and the idea of win, win (compromise) or even core democrat values were learned and practiced.
Although what is going on in Washington is much more serious, I picture the major players being the kids on the playground. Take a moment and smile/chuckle- it’s good for your health.
Since the issues of the budget affect all of us this is where we need to practice those skills we learned growing up. We (the people) value our democracy. Many of us just take it for granted. What is decided in the next week affects each of use to remember we each pay taxes. What decisions are made affect us all as well as the health and happiness of us and the future of our children. There is no recess bell so who is going to mediate?

Wait Time

The old saying “patience is a virtue” needs to make a comeback. I am seeing impatience everywhere. I don’t know what is causing the diminishment of patience but I have noticed it in many places I go: in line at a store, in many restaurants, on the road, even at the pool.
In my state, turn right on red is an option. I was pulling up to a red light and the gentleman behind me immediately started honking the horn. This is a familiar crossroads for me so I have some idea of the light cycle, including arrows. I was looking to see where in the cycle the light change was. This person was not a teenager or a young twenty; this gentleman had gray hair I noticed as I peeked into the mirror. The gentleman was still sounding the horn. My thought then became maybe he is ill. It was time to go so I turned the corner into a school zone so as the sign stated I was going 30 miles an hour during the hours of….Long story short the gentleman tailgated me and honked some more. I pulled to the shoulder and got the finger as he drove by very quickly. (And yes it was one of those times I wish the friendly policeman had been close- we were in a school zone and yes there were children on the playground and yes he was speeding around me.) At the next light (left turn) I ended up right behind him (and I wasn’t speeding) and the light was yellow and again the aggravated driver began to honk at the car in front of him as the driver braked as the yellow arrow light turned red. I was behind THE driver until he turned into the nearest store. Nothing looked wrong as he got out the door.
There could be many lessons and directions to this story but two things came to my mind. I became aware of more than a few similar incidents in these weeks since my jarring experience. Just to be clear, I wasn’t always the person in front and I wasn’t even always the driver!! As we all learn in drivers training the person at the head of the line is in the right position to make the choice; the rest of us can’t see the entire picture of the intersection. We need to give that person the respect, safety, and patience to allow the driver to make a safe choice.
Second I connected it with teaching. In working with students for many years I have become aware of the impatience of some students toward the student that either needs or chooses to take a few extra moments to respond. When a student is thinking , forming a thought, or working through a problem, and chooses to take a few extra moments he/she is too frequently looked upon as not being as smart or bright or quick by others. Often times a waiting student chooses to respond by just saying their own answer out loud, or making a snide cutting remark about the student who is supposed to answer. Is there a fear of silence? That immediate answer may be correct but may not be the complete answer or a quality answer. To me this is another form of disrespect. Society is asking for thoughtful, problem solving, and creative students who can communicate well. Let’s give them the chance to do just that.
I am realizing the benefits of being patient when working with others. In teaching we refer to “wait time”- meaning the time a question is asked and before a response is given. About 10 years ago educators were reminded that everyone needs to allow time to formulate a good response; “think before you speak” in a new definition. In this case it is to formulate the answer not to necessary keep from saying something inappropriate. Children (and adults) need the respect to feel comfortable using that wait time. Some highly respected teachers won’t allow anyone in the room to raise a hand for maybe 40 seconds or not at all. It gives everyone an opportunity to formulate an answer or perhaps come up with more than one response. Everyone is expected to be engaged in a response. Formulating a logical thoughtout response seems to then be a priority.
I am becoming more conscious of conversations and I’ve become acutely aware of many people not giving wait time as well as cutting the sharing of a thought short. Not really listening but jumping in with an answer. And then there is the issue of volume.
I hope to never forget Mr. Lantz my junior high math teacher, who said you raise your voice, you lose the argument. Our conversations are becoming louder and more biting in general – just listen all around you- live and on the media. Our children are using adults and media as models. It is no wonder we are hearing the horns, hearing the arguments, hearing the loud put down conversations. Is it any wonder that our students don’t think before they talk?
I wonder if impatience is then a lack of understanding diversity as well as a lack of respect for others. “Patience is a virtue-think before you talk.” We need to give everyone wait time- instead of honking our horns.

Manners

“Mind your manners,” is an old fashioned saying that many people have heard. A lot of people tend to dismiss “old fashioned” and that seems to include manners. With the development of new ways to have contact such as computers and hand held devices the need for new practices of etiquette or manners are coming onto the scene. Have you ever been in a theater, church, class, meeting, or library and had a phone ring? Or have you sat with someone who started texting or answered a phone and stopped your face to face conversation? Curious, I looked up etiquette on Wikipedia, “Rules of etiquette encompass most aspects of social interaction in any society, though the term itself is not commonly used.”
Consider this; those people who use manners are showing respect. Often the same people receive in kind. Manners offer a way to present oneself that is socially acceptable as well as presenting a comfortable acceptable atmosphere for all involved.
Perhaps it is my age but I have been watching and thinking about manners as I people watch-not just children. Consider these two ideas; first impressions are important and everyone wants to present themselves in an acceptable format.
My Mom would say, “First impressions come once” and “it takes work and time to change a first impression.” From experience all of us have had the do over wish. How often does that “do over” involve some form of etiquette: not listening, talking too much, talking with our mouth full, rambling, or not knowing how to interrupt. Just not knowing how to handle the situation?
I propose the thought that by helping children learn manners we are helping children feel more comfortable in social situations. Anything goes is often not acceptable. I’m talking here about manners such as not interrupting, eye contact, not talking with a mouth full, dressing for the occasion, and thinking before speaking: using “ please,” a sincere “thank you,”, and” yes” instead of “yeah” in a formal situation. It is an appropriate way to show concern for others, appreciation and interest for others, and with that giving respect to people. These are life skills that save embarrassing moments and show anyone in a positive light.
I propose the theory that the reason we have children acting out (at those inopportune times) is often because they are not equipped with an idea of what they are supposed to do or what is expected of them. Children may hear “don’t do that,” or “that’s inappropriate”. The flip side is that the child needs to be given direction on what should be done, and yes what is appropriate. Children want to be a part of a situation and want attention but have no skills to get that attention in a socially acceptable way.
I would like to suggest that there is still a place for manners. Taking it a step further, it shows a sign of respect for other people. I propose that in this day and age even if we don’t use the word manners and rarely us the word etiquette society considers a person’s presentation and reputation. In this time of competition for scholarships, jobs, and even social relations, I’m wagering that first impressions and etiquette may often make the difference. Etiquette is a life skill that is currently taking a beating with attitudes of entitlement and “me” first.
A friend sent me this from Life’s Little Instruction Book. #420 says, “Take care of your reputation. It’s your most valuable asset.” Manners may be old fashioned but it affects how you present yourself and forms your reputation. If you think about it- manners are your personal form of public relations.

No Sliders

Summer break is here which means a change of pace and routine for everyone. For children it means a chance to get outside- get lots of physical exercise, lots of practice interacting with peers (formally and informally), and a chance to explore nature. And no sliders!!!
These are great activities and should be encouraged along with the activities to maintain and strengthen what was learned during the formal school year. It is a natural and great time to incorporate academic learning in daily activities.
Reading a variety of materials with your child opens the practice of oral communication. Children of all ages have lots of ideas and love to be heard. Include poems, magazines, newspapers, comics, menus, advertisements, labels, signs and the posted pool rules or even something found on line. Discussions may include the sequence, main idea, problem and resolutions, predicting, character study, the setting and the illustrations. On a more casual side, discussions can go to family rules, safety ideas, opinions, comparisons, implications, logical thinking and problem solving, reflections, and creating your own game or story.
Visit the library with regularity. For a change get a selection with no or few words. Have your child write or dictate to a tape the text s/he has created to go with the story. I’m sure the children’s librarian knows more. Don’t forget that the library has a great summer reading program. Perhaps during the summer the entire family can have “BEAR” time- Be Excited About Reading. Even though your child will choose books, you might add one or two. When you come across a book that was a favorite of yours when you were little, revisit it. That’s special for your child to know and its fun to share. Most importantly have your child read daily.
Encourage your child to write: write letters to friends and relatives, take notes or messages, help write the grocery list, write notes to you, write a story, and keep a summer diary or journal and make one for a special trip with pictures of course. Please have your child edit and revise. I also understand the many libraries have passes to get into local museums free or with a reduced charge.
Have your child use measurement, tell time, count money, make change, read a calendar, read recipes, read prices as well as to continue practicing facts to mastery, counting objects by 2’s, 3’s, 5’s, 10’s, read large numbers , start at a random number and count on or back, and make up story problems. For example how many centimeters are there across the bed or kitchen table? Work on constructive responses which are having your student explain how s/he arrived at the answer. The other option is to do have your child do a think aloud. The answer of “I just thought about it” is no longer enough- have your child think about how he/she thinks (learns). Point out all the math around them (including making change, reading amounts, and estimating). I’m talking about all ages here. For those older have them help prepare for new floor covering (finding the area) or check your work etc.
While watching TV together, ask your child about what is happening. At the end ask what happened, or who the characters were and what a character did. It is also fun to have your child predict the out come and discuss if this could really happen (great for sports). Decide if a program is fiction or nonfiction. Have your student support their opinions with some reasons. Have your child make a summary or do a retell (write or tell). A fun thing to do is to rate the TV program by making up a rubric- for value, of use of time, expectations etc.
Don’t forget that board games, card games, and jigsaw puzzles are all good exercises for the brain. Play dough, bread dough, cookie dough, and garden dirt help strengthen the wrist and finger muscles when kneaded, formed, and rolled. Cutting coupons or pictures are good practice with scissors. Your child can help sort coupons and laundry. If you hang clothes, spring clothespins use the same fingers as are used in writing. Let your child help. Insist on neat, legible, well spaced handwriting.
Outside your child might enjoy drawing pictures on the driveway with chalk (it washes away nicely) or use water and clean paintbrushes to make disappearing pictures.
Remember that your child should have regular responsibilities no matter what age. Summer is always a good time to add one or two more. It gives your child a chance to learn the task correctly and have it become routine before school starts again. Since telling time is something to work on it is often a good idea to say such and such needs to be done by a certain time. This helps develop a sense of ownership and independence. This should not be you having to remind continually- being independent and responsible is what we, as parents want for our child. What are some strategies we use to remember things? That’s a great discussion to have with your child. Teach everyone to wash the car and help in the yard and in the house.
Have a great summer. Above all relax and enjoy this time with your child. Talk with your child; listen to his/her dreams and concerns. Remember your child needs relax time and alone time too. Encourage some self-direction and use of independent skills.

Nutrition

The other day I was half listening to the national news and one line caught my attention. “...the recommendations for nutritional school lunches are being turned down due to cost.” I wanted a rewind which did not happen but my mind kicked into gear with thoughts, questions, and argument.
My first thought was the idea that we are a nation of unhealthy eaters. This led to many more thoughts including the amount of people who are encouraging healthy living and that this nation is looking for ways to reduce health costs. One of our First Lady’s initiatives has been the idea of healthy eating, healthy body- reducing and preventing childhood obesity. There are currently medical shows and reality shows that encourage developing positive eating habits or work at exposing the difficulties in health, mental health, and the fight/struggle to reduce obesity. Daily we are inundated with weight loss programs. And last week we were all introduced to a very user friendly plate that is a guide to balanced eating.
Lots of implications relating to education came into my mind concerning nutrition. For many children the school lunch is the only or largest meal of the day. With the current economy there are many children on free or reduced lunch programs in public schools. Shouldn’t it be a tasty nutritiously balanced meal? The lunch program in elementary schools is where some children develop their food tastes as well as seeing a variety and what portions are appropriate. I see school lunch programs as an opportunity for paying forward and developing healthy eating habits and attitudes. For the child that brings a packed lunch it is the same situation. What is in that lunch is important to that child. A question running through my head was how much of a money maker is the lunch program for school districts?
Just an aside, there are many and a variety of lessons and educational experiences that could be part of the many areas of curriculum involved with what a child is eating and health.
We as educators see how food choices affect our children during the school day. Elementary educators will tell you a healthy breakfast gives students the advantage. We notice that students with a healthy breakfast start the school day being more alert, more focused, more positive, and more ready to work than the child who didn’t start with a nutritional breakfast (and a good night’s sleep). Many educators could share stories of children whose days were affected by what they ate not just whether a breakfast was eaten.
After lunch there are days when the children are not as focused; downright cranky, or lethargic and not ready to go forward with a continuation of their academic day. I wonder how often that is directly related to the nutrition in the lunch?
Medically we need to be looking at the fact that many of our children are overweight, or suffer from malnutrition, and some are dealing with medical situations so well balanced meals are a must. As my dentist reminds me- the body is a closed system so what you feed it affects the entire system. Many of us have heard- “you are what you eat’’.
As a country we are looking for ways to reduce medical and insurance costs. We all know that our habits affect our bodies. This includes our nutrition. How often are the media sharing with us that eating this or that can affect the chances of various diseases?
It would seem to me a nutritious lunch at school and daycare might be an excellent way to start healthy eating habits, introduce a variety of foods, and affect long term mental and physical health. Obviously it would give many children that competitive edge everyone is looking for. Perhaps the overall health of the next generation could be better because we begin young to help each child to gain knowledge and take ownership and responsibility of food choices. Healthy living choices could become the norm for the majority. Let’s pay forward-that could lead to …………..

Push Down- part two

Think about your own education. What topics addressed in middle school are now being pushed to earlier grade levels? In theory this sounds like a wonderful idea since the world of information has exploded. However reality presents a question mark for this line of reasoning.
The first issue is development. Our children are born with physical features like adults however full brain development and life experience is not present at birth. Young children learn by exploring and checking often using the senses to become familiar with the world. Their world is usually small at birth then grows. The first impressions are of feeling comfort and safety hopefully. There is much intake of information using all the senses long before the first word is spoken.
We know that young children mimic what has been modeled and begin to learn the names of things at a very young age. Along with learning physical movement and speech (including singing) children explore and become familiar with the physical world around them. As children begin to grow there is recognition and the beginning of connections with symbols. Visualize learning as a continuously growing solid cone with continual increase in depth and diameter. There are layers and connections. Learning leads to or builds to more learning. Learning needs to start with what is known and comfortable to build understanding and make connections. If a child is given the opportunities to build a strong foundation by using and exploring knowledge that learning will support the student to move forward and accomplish much.
We all know that positive self-worth is built on the inside. When a person feels good about an accomplishment, it builds worth, self-awareness, and pride. Learning how one learns, logic, and reasoning develop with age and success develops that positive self-image. We know that children who are developmentally younger don’t understand or realize that there are 2 symbols for each letter in English and many of those letters and letter combinations have more than one sound. This inability to recognize this relationship is due to brain and growth development not to the inability for a child to learn. When a child reaches a certain stage of development and has the prior knowledge it comes together. In the real world a solid item maintains it shape no matter how it is sitting- but depending on how you turn a p,d,b,q, this shape becomes different letters and sounds depending on how it sits on a line (visible or invisible). This is a much more complex piece of learning that takes time to practice, learn, understand, and maintain and then use.
What about what is interesting to children? We know everyone (including adults) learns what catches their attention first. Often a young child will spend hours looking at categories. At first the category may be general such as animals, toys, cars, or shapes. This then turns to sorting in a variety of ways, how many legs, color, uses etc. Often children are touching, tasting, turning, looking, and smelling- all as part of learning about attributes. There needs to be time and opportunity to experience (experiment) with a variety ideas and thought. Although it may be nonverbal, that child is experiencing and observing same and different, patterns, and comparisons, theories and strategies for future problem solving. Of course none of this is verbalized but children are developing a foundation of strategies to handle experiences in the future- practicing how to learn.
Children in the preschools K, 1, and 2 are still involved with understanding and working on connecting the symbolic world with the real word-picture and word connected to the real thing. Social skills are starting but it is an eye opener for children when they become aware (around 7 or 8) of peers and what others do. Learning social skills take off at this point as well.
There are some children in the elementary schools that are struggling and not liking school because they are daily meeting with frustration. Educators are continually observing and helping the child revisit what got missed, forgotten, or miss understood. Often it has to do with a child’s previous learning and development. These children are NOT BEHIND in learning yet society chooses to treat them as though they are behind rather than allowing time and giving experiences that will strengthen understanding.
There are adults who believe that children can be taught anything. I agree because children memorize or mimic anything to please the adults around them. However, retention without learning and understanding is not there and the information needs to be retaught. One prime example is the child that is able to read any word shown to them however, there is no understanding (comprehension) of said text. Time and again as I talk with educators in upper elementary, middle school, and high school I hear them say- that students have not made the connections or don’t remember what has been learned in in the early years. I even hear college professors talking about lack of the basics. Think about the simple premise of where in your life you start remembering.
Perhaps if I may, we as adults need to allow children several years to develop strong reading-writing-speaking and math foundations in a positive environment and then all children can build from there. Educators need to be given the time to allow students to manipulate and practice the learning for understanding, connecting, retention, and transferring.
If we truly want our children to be successful, adults need to remember that every child/person has a different developmental time line that needs to be considered as it affects a child’s outlook, strategies, mental health, and ability toward learning. Has anyone asked the educator in the classroom what children need to become strong, confident lifelong learners?????

Push Down- part one

I was thinking the other day about an observation that came to me many years ago. I had the opportunity to hear David Elkind and later read his book- The Hurried Child. What resonated with me through the years is how society keeps pushing everything to younger and younger ages. Elkind went on to talk about how “age markers” are disappearing. The book and Elkind’s premise comes to mind when I see children in early elementary grades discussing and wearing designer brands, talking about dates, owning the latest in electronic equipment, and wearing makeup.
Society is strongly pushing education in the same direction- more formal instruction at a younger age. There is a push for academics in playschool/preschool. Kindergarteners are now expected to be reading and writing and performing math functions before exiting. Educators realize that some children are ready for this but many children struggle to please and try to understand. What is upsetting is that parents believe something is wrong with their child if he/she is not reading, writing, or doing math at an early age. This leads to parents with one more thing in life to worry about and to feel the need to pressure and/or do more for their child. It could easily be that their child is just not ready (developmentally not ready the educators would say) and is just fine but needs time to explore material and practice. I see this push tumbling into much bigger issues; a young student not developing a positive self- image or a healthy attitude toward learning rather adopting an inner worry that he/she is not good enough.
Jim Grant said, “Childhood is a journey, not a race.” Yet in this instant-do-it –right-and-get-it-the-first-time attitude many children are starting their educational journey feeling confused, stressed, and out of control of their situation.
States, districts and soon to be national expectations appear to be narrowing in on information to be learned during a specific grade level. In the beginning of trying to develop standards and benchmarks, said benchmarks were developed in clusters of grades; for K, 1, 2, then 3rd, 4th and 5th. This allowed time and space to become confident by many exposures and time to practice. With the current emphasis on testing, flexibility toward learning is becoming more structured.
The curriculums that today’s students are being taught, appear to be highly packed with “need to know” academic knowledge. Content is plentiful causing little time for a student to absorb the knowledge (process) for understanding, long term learning, and transferring and application of knowledge. So, many people who have not studied learning and brain development are pushing educators to teach more academic knowledge and processing at younger and younger ages not realizing that the brain may not be ready. Curriculums are becoming much more involved for our students in the younger grades. The societal and political feeling is that our students need to learn more. Some educators will tell you that we need to have higher expectations but are the expectations realistic? Children need time to play with knowledge, practice processes, and use what is expected to be known, to become competent strong learners.
Society seems to have forgotten that lesson we all learned during our early education: we are each unique, have individual experiences, each person learns in his/her own way and time.
Educational research and brain development research shows that knowledge becomes stronger and lasting when connections can be made and the new information is meaningful and useful. Students and adults learning information for a specific experience or test or to please others soon forget. Long term retention depends on the usefulness, connections developed, and relevance to the learner.
Currently people appear to be looking for the competitive edge. I would like to suggest that to get that edge young learners need time and practice for the first skills in life that form an all-important strong foundation for learning and creativity. Each student needs help to find self-esteem and a joy of learning by being given time to explore learning, time to practice therefore building a strong foundation, a positive self-image as well as a lifelong love of learning.

Graduation and Beyond

This is the time of year when most young people are looking forward. For some it is a time of decision and turmoil. For others (often the young) it is a time to worry and wonder what comes next. That may be as soon as this summer and for others summer becomes a hyphen and the worry is for the following fall. K-12 teachers will tell you that spring fever is really the wonder and uncertainty of how the changes will go and affect a student’s world.
There is a great deal of talk in the political arena for high school graduates to go to college. I feel that we are forgetting some of the real issues- the importance of public education K-12. A K-12 education is a lot more intense and involves tough curriculum expectations and advanced education with expectancies much higher than in even the last ten years. One of the foremost jobs of the state is to educate which leads to the right of children and adults of a state to an education through the high school level. A person should be able to graduate from high school with options. I do not understand this push that everyone needs a college education. College should be one of the many options following a successful high school completion.
So this is a really a joint venture- the state needs to provide districts with the teachers and the materials and the student takes responsibility and ownership of his/her education and the future. Again I mention college is an option- one option a high school graduate may have. The choice of “the next step” depends on goals and options and needs for life. There appears to be a big push that college is a must for everyone. For so many reasons I don’t agree. Not everyone for a variety of reasons wants or needs what college offers. There are so many different directions including going into the work force, enhancing a talent, military, perhaps fulfilling a commitment, obligation, or dream or even realizing that some decisions take time and patience.
One issue is that of economics. An interesting statistic I heard was that over 17% of the working population is working with more education than the job requires. There is also the issue of the cost of a college education and the amount of loans that are outstanding for many college graduates. Along with this is the wrong assumption that a college degree means you automatically start somewhere other than an entry level type position.
I heard an interesting report regarding U.S. colleges. The reporter mentioned that in a recent study it was found that college students only studied 4 hours a day but socialized for 14 hours. The reporter went on to say students didn’t get as much learning in comparison to the cost. The comment was made that the college faculty was to blame. This report angered me on several levels. Talking with college students many of them commiserate about the amount of work that is expected as well as time in hands on experience in his/her field. So if someone is socializing for 14 hours then perhaps college is the wrong place for the socializer that studies so little. I think it is all perspective- in the recent past a college education was not considered a right but something you had to work for; both to get in and to “prove yourself” to stay in. Just like any career. You had to work hard – a college diploma isn’t something deserved but something to work toward.
Having said that, friends have heard me say on more than one occasion- not everyone should be in college. I have shared my theory that the responsibilities of college being the cause of so much drinking/drugs and out of control behavior that has been in the news. Being clear here - college shouldn’t change for the students but the student needs to take ownership and responsibility and ownership of his/her life and learning. Some of the behavior has been tragic and well publicized. Could it be that students feel stressed and overwhelmed and are attending only because parents and politicians feel that is the only route of success for everyone?
We need a paradigm shift. I take issue then with a society that feels everyone needs to follow the same path and be in the same nitch. I firmly believe that everyone has talents to offer and those talents need to be encouraged and strengthened so that everyone has options upon graduating from high school.
Many people have great talents that many not need to be part of academia but make wonderful careers. These people have much sought after skills in areas like cooking, baking, art, music, carpentry, masonry, make up, design, massage, tailoring, writing or mechanics, people skills to name only a few. Many of these talents if given the nurturing and opportunity are just as vital and esteemed as academics and research. Not every career needs the backing of a college degree. For these talents it is not sitting in class that helps explode the talent but apprenticeships and courses and workshops that enhance those talents and whatever is needed to be successful in the real world.
After congratulating a high school graduate the question you need to ask that graduate is not “Where are you going to college?” But rather, ”So what are you thinking about for your next step in life?”

Questions

There are many numbers and phrases being thrown around these days to gather agreement to a particular point of view. Often two things happen. First they are thrown out to the public without background information or explanation. Second, interpretation of those numbers and ideas can be misleading because of the semantics and often emotions involved in the presentation. The general public is bombarded by information accurate, complete, detailed, or not.
In public school, late elementary and middle grades, I had teachers who taught us to question and not take numbers or catch phrases at face value. We were encouraged to ask questions such as: What is the source of this information? What is the background? What is the purpose? What kind of instrument was used to get these results? How many people were involved? Does it follow common sense? Is a definition needed? What has been omitted? What is the context from which this is lifted? Compared to what? Is there a second source with similar results? Do these numbers involve people? What should be looked at next? What was the intent for these results and what are the purposes of sharing this information? So what does the information tell us?
In this age of instant information and “short bites” many people often forget to ask those questions and jump to quick uninformed decisions or opinions. I give many journalists lots of credit for checking and asking the questions for their in depth stories. This should be each of us asking before starting to believe and repeat what we hear or see. Instead when questions are asked of the person who is speaking and giving information the questioner is often ignored and dismissed. The questioner is often felt to be a foe that is challenging or ignorant for asking rather than being respected or even given an answer that satisfies the question.
In this time of access and inundation of information everyone needs to be automatically asking questions. Think about all the places we are inundated with untested/unconfirmed information. Everyone needs to be wary; to ask questions.
Years ago there were public school educators who developed lessons involving questioning around advertisements. It usually involved families developing questions around a product the family was interested in. Then in class there was the sharing of questions and adding more, finding results and much discussion. With today’s curriculums there is not room for this type of education.
With the current packed mandated curriculums there is often no time to directly develop strong questioning skills which are part of critical thinking which leads to problem solving and creative thought. Many experienced educators realize the importance of questions with depth and add it to the classroom on their own.
In friendly, comfortable gatherings what fun to throw out some of those ideas for great discussion. Try asking questions rather than just making statements and then hearing what others are thinking. (Hint: Not as a challenge but to really listen to others.) Ah, truly listening is another critical thinking skill that needs to be cultivated.
Comments and statements that inspired me to ask questions and write this blog include; only 16% of our students are graduating ready for college, Race to the Top, 17% of people are under employed for their education, our fourth and seventh graders don’t know how to write.
In my opinion this condition of just accepting and blindly repeating everything is dangerous to us all. Constantly questioning is a skill that in these times of access to information, voluntarily and involuntarily, everyone needs to develop.

Educators

There has been a lot of media connected to education and educators. According to the politicians our educational system is full of “bad” teachers. Excuse me but where are they? There are educators as well as people in other fields that I many not personally like or that I might disagree with philosophically but that doesn’t make for a “bad” professional. In my career (as well as being a parent) which included having educational experiences in five states and 30 years, I came across very few “bad” educators. I met a few teachers that were less effective than others and those teachers were being helped to improve. I have seen a few teachers dismissed because they were not working at the expectations of the administrators as well as seeing administrator’s dismissed usually because of ethics.
Before being certified, there is the four plus years of college. This time gives the educators the theory and current research of what is behind teaching- this is the history, the background, and inquiry. Simultaneously, the college students are involved in preteaching activities by observing and participating in schools and classrooms with much supervision. Before becoming a certified educator then, there is student teaching. The student teaching is very eye opening as that pedagogy is put into place and techniques are put into practice. These are the times when people realize that teaching is not babysitting and not an easy career with a lengthy time off. Most colleagues I know either had a summer job (often tutoring or summer school), were working on an advanced degree, and/ or attending seminars and workshops to keep skills current, and add new techniques to the repertoire. At the same time all of them are beginning to plan for the next year. Throughout the college years the college student has been in a classroom enough before and during student teaching to realize if this challenging career is the one to personally pursue. A friend of mine upon completing her student teaching admitted that the classroom was not a place she wanted to be and immediately changed course after thinking education was where she wanted to be for most of her life. Reality set in as to what all is expected of an educator. I have seen this on several occasions since starting my career. Of course there is the test for certification, required in some form by each state, that also must be completed before entering the field and begin the job hunt. It weeds out even more candidates. There is so much that test does not reflect such as values, organization skills, or even character of the person. This certification testing is required and done each time a teacher moves to a new state and requires a fee.
When a teacher is hired no matter where, there is orientation. The philosophy and procedures of a district and school start the continuing education process, usually paid for by the educator. In some states there are requirements of an advanced degree in as little as 5 years. This is along with all the daily expectations of classroom educators and whatever yearly expectations are part of a contract. Like the medical profession there is continually new information to add to the educator’s repertoire. Everyone of course is aware of the amount of technology that is continually updated. During those student days off – educators are looking and studying student work to adjust and address specific issues.
Tenure has become an “inflamed” word. Tenure is not carte blanche for job security. As in any job an educator can be let go for many reasons. Please realize that continuing education expectations including yearly requirements of workshops and some form of evaluation involve every educator.
There may be educators I don’t agree with what they have to say but with very few exceptions in the roles of a parent and educator I have not met “bad” teachers.
It’s Teacher Appreciation Week. Thank an educator and let those professionals know they are making a difference and their efforts are noticed.

Lessons

Today on the news I saw students supporting their teachers by demonstrating with and for them. I think the media covering that situation were shocked. Applause to those students that are paying attention to what is going on in the political realm that affects their present and future. The public comments the media received are supportive of the students as well as adults. In another report this week a group of students and one teacher were arrested for protesting the closing of a school that has been educationally successful. These students realize that their educations hence there futures are in jeopardy. Education should be a high priority in all fifty states. The voting public needs to stand up and take notice.
I feel that we are forgetting some of the real issues. A reminder: it is each state’s responsibility to provide an education of K-12 for all citizens. This in turn is to be over seen by a local board that is also elected. Each board then makes decisions on behalf of its citizenry. The idea is that the local taxpayers take an interest and have ownership of the schools and the government by being activity aware and involved and by making responsible voting choices. The elected officials and boards should then in theory listen to their constituents and act accordingly. Many people/families find residences based on the quality of the education offered. K-12 is foundation and preparation for a person who graduates from high school to have options and choices for the future.
So this is a joint venture-the state needs to provide the teachers and the materials and the students take individual responsibility and ownership of his/her education and future. I feel however that educators, voters, taxpayers, and parents as well as students are not being permitted to be part of making those choices.
We tend to be doing some big sweeps of judgment. For example the rhetoric is that all public schools are not preparing our students to graduate. That all charter schools are good and public schools are bad. That the all or none attitude continues onto the public school teachers who we are told are not doing their jobs well. This of course has led to the law that can at the state’s discretion eliminate the local government and education boards that voters have put in place and an emergency financial manager is given sweeping powers to take total control.
Help! We need to stop and take a look at all the generalities. We have many schools across the country that are excellent as well as many excellent teachers. Thanks to dedicated teachers our students have the right (if the student so chooses) to build a strong diversified education with width and depth while in K-12 public school.
In most states it is a requirement of graduation that a person take a government course. Our students are looking at those lessons and looking to the significant adults in their lives for support and direction. As citizens we need to draw on that learning and remember the definition of a democracy. There are three branches of government for the purpose of checks and balances to use. The first amendment gives every citizen the right to free speech and peaceful demonstration. Being a citizen has privileges and responsibilities including voting as well as monitoring the various governing boards. Many taxpayers feel burdened by having to balance many aspects of life like spinning plates. This is one “plate” that needs to be looked at very carefully before the right to local government and choice is overtaken. Take notice, speak up, and be aware.

Mental Health

I heard an interesting and at the same time, startling statistic - this year 1 out of 5 people has had/has mental health issues. This is just one of those statistics thrown out there without details however the current social and economic climate would appear to lead to stressful times. I want to know more; what is the definition of a healthy mental state and does this statistic include children and how young? Like autism, is there a spectrum?
Then I heard that there are 15 million children with mental health issues. First I was shocked then I started thinking about the enormity of this. This is children- not young adults. This is the future! Although I want details my concerns for today’s children are very real. Many children are dealing with life changing issues such as loss or change of home or school or both, loss of friends, stressed adults, and other issues they do not understand. Children often don’t have the words to express how they are feeling and often internalize their emotions. Children take on the burden of cause or guilt even though in most cases the situation was not their doing. A child will try to please or make a change although he/she doesn’t understand.
I have always been aware of mental health for all ages and the seeming lack of preventative as well as supportive and healing care. As early as 20 years ago, I remember having a discussion with my father-in-law concerning children and depression. He was a family doctor who was doing his continuing education. Childhood depression was one of his workshops at one of the outstanding teaching hospitals in the state. I had already begun to see depression as well as other mental health concerns in varying degrees in the classroom. At that time, professionals and society were just coming into the position of awareness of children dealing with mental health challenges. I remember discussing how to identify and help a child with mental health issues. At that time many medical professionals were treating adults with issues and not looking at mental health as an illness concern for children. These same adults were beginning to notice that often mental health concerns begin in the early/younger years. The realization that perhaps early identification and intervention would reduce the severity and/or length of difficulties came to consciousness. I think for both of us as well as for many other professionals involved with children we saw the early intervention need. All of society needs to remember that children are not small adults but are developing and growing and learning and need perhaps different interventions and support. The earlier detection and intervention means in most cases an easier, long term healing- in many cases wellness for a life time.
Since that first conscious conversation and thoughts, I’ve noticed, mental health care services have closed and economic supports have dwindled because of political and economic choices in various states. In education the trend of having counselors in the elementary schools has been eliminated. At the same time inclusion of all students in the classroom has been initiated. Many children with physical, social, emotional issues should be included in a general education classroom; however it should include extra support for the child’s specific needs. Demands and expectations of noneducators is that these children with special needs should have no problem keeping on the same pace as their peers. Along with the increase of students per class room, there is not the specific support of the child with needs because identification is often delayed. The support, information, and perhaps training for the general education teacher and the parents to increase understanding of how best to help the child who is dealing with mental health issues is not then available.
There are many people looking for help and not finding it. Those suffering and their families need help finding the kind of care needed to begin living a productive life with coping skills to meet life’s daily challenges, disappointments, anger issues, stresses, problems, and “hiccups”.
Just thinking out loud as a taxpayer and educator; I wonder if we work on mental health while the issues are small or to maintain wellness how much less expensive it would be for all families, health companies, and the taxpayers than waiting until someone is having a major issue. Perhaps proactive work for healthy situations and preventative measures can be initiated. Mental health needs to be part of the wellness health care awareness that is growing. Could we avoid expensive treatment by being proactive as a society? I’m thinking this could save time and big money for the judicial, educational, and political as well as the medical systems. Currently, we seem to be playing catch up with mental health around the country.

Bully Behavior

There is a lot of talk about Bullying these days. What is coming across the media airwaves are comments that schools need to stop Bullying. A reminder here- as we hear many times “it takes a village to raise a child”. That to me means parents, neighborhoods, media, idols, athletes, politicians-everybody.
Let’s be clear here, we are all teachers – not just the classroom educator; everyone becomes a model for our children. Bullying behaviors develop from observing others most often- that modeling is found all around a child. It could be picked up through family, media, neighborhoods, and business, peers, schools or most likely a combination.
To help students understand that bullying is wrong people need to be on the same page. So let’s make it a national priority and start by identifying/defining bullying. Currently there appears to be very different understandings about bullying. Let me state the obvious, as an adult I see it going on a lot in our world not just among children. The social networks have added to the realm of bullying with cyber bullying that we all know has been overwhelming for many teens.
This is a social issue everyone needs to be addressing. Bullies often do not see themselves as being in that roll. Many see themselves as “leaders” or “in charge”. The act of bullying often but briefly makes the participant feel better and unless physical that bully has no idea how hurtful he/she is being.
With children people often ignore the bullying and feel content with comments like “Not my child,” (read this one several ways- they all count), “He/she is young and doesn’t know what is he/she is doing,” “She/he is just teasing,” or “It’s just kids play and it toughens them up.” How often do we hear this? A useable definition to be able to help address issues around bullying may help reduce the amount of times we hear this.
There is the victim, the bully, and often times the by standers. Many of us have been in at least two of those roles on more than one occasion. The point is we all need to stop looking the other way and help children as well as teen and adult bullies understand what damage is being done to others and help the victims learn behaviors to shut down the bully behaviors.
We all know that real behavior change is difficult and takes time. So let’s all give it a name and definition, make some plans and start working on changing the behavior of bullies and victims and bystanders now.

Writing Journal

Last week I lost a family member after her long struggle with Alzheimer’s. Earlier on in the battle of this disease, I remember when people asked how she was doing I would quip, “She is changing family history.” Moving forward to the funeral, I realized too late that much much earlier I should have been writing favorite family stories before Mom confused them. As many families do, the cousins that are left got together for fellowship following the funeral. For us it was a time for catch up and renewal with some stories from the family.
As professionals we all know that writing had come into its own as a major part of the elementary curriculum. Writing was an important part of my classroom- written response and creative writing. (One of the few times a child can still be creative.) Unlike their parents’ classrooms, today’s school children really look at the art of writing and all that is involved. For current students’ parents and past generations, writing was basically graded on whether the writing piece had correct punctuation and proper grammar rather than content. There was little instruction on the craft of writing. Content was rarely considered even for checking on subject understanding. The written work was often returned to the writer covered in notes about what was wrong in the areas of convention. Thanks to the National Writing Project children are much more aware of their own writing and that of others. They realize they are writers. The realization of the importance of communication of thoughts and ideas was realized and raised up by many educators and the NWP made writing officially an important part of the foundation of learning. Today’s young writers are introduced to concepts including ideas, organization, word choice, consideration of audience, and becoming aware of how different authors create/work their craft along with the grammar and punctuation. Children of today are very aware of the strong entwined connections between writing and reading.
Most children become quite excited about their own work unlike generations before where many people avoided and disliked writing. Consider this as a contributing reason that the social networks have exploded. People are able to express themselves in written form. The older generations shy away for many reasons: one being “putting pen to paper” for fear of criticism.
Many teachers find that writing with the students is a great teaching tool. Some of this is done with modeling, some done together as well as time to write individually. In many classes there is time given for being creative to develop personal ideas and styles.
Taking this step further, students often record what happened in school at the end of each day in the form of newsletters or into assignment journals with a paragraph of the day.
This brings me around to the idea of family journals. Many of us do not have the time or inclination to write daily. So how about starting family rather than individual journals? Like creative writing, this can be developed in many ways. Everyone adds a line, or one person writes what others have shared orally or recorded, or a group effort or pieces collected from others. What should be included of course is up to the writers but need to should be recorded and kept before those stories are forgotten. I am so sorry that I don’t have more of the family stories and there are few people around with the stories. As I was sitting at the table at my cousin’s home I heard some of those stories to write but I also thought about how much fun people revel in the telling but not in the writing. (Remember I’m in the generation that considered writing drudgery because it had to be just so). One of my Mom’s dear friends was kind enough to quickly share some antidotes of my parents. For the past six years I have suggested to classroom families to start a family journal that is kept for anyone to write in anytime and to use the time of reunions to gather and write some stories or at the least take notes. I have to say each year I have had families come back to tell me they are doing it- not only that but with joy I tell you the number of families doing this has increased. For many of these families the actual writers and scribes are those from this upcoming generation. The adults then add or edit or word process the final copy.
Please as you read this consider starting a collection of family stories and spread the word. There will be a time when you wish you had.

Japan- Lessons to Glean

The earthquake that was followed by a Tsunami just a couple weeks ago of course has been devastating not only to those directly involved but to an entire country and a yes the entire global community.
As we become an even more tech world, we become more involved with global issues. The media helps us visualize and become a part of issues- making them more personal and long lasting. Just watching the videos that captured the destruction as it was happening puts us all there. There is no question- nature can gentle, energetic and is full of surprises.
Watching the aftermath and the people of Japan has been inspiring. Within in this aftermath the Japanese people are continually teaching us by example. Oh, how awe inspiring to hear the reports mention that there has been no looting- unheard of in many corners of the world. The stories of the values/characteristic of patience, kindness, sincerity, persistence, responsibility, caring, and generosity abound. The seemingly natural obvious concern of individuals and groups for their human community inspires and is part of the culture. It shows in the sharing of food and water when there is little, as well as the tireless work to help find missing people, and the quiet, private, and respectful burial of the many people who did not survive. It goes without saying those people left to tend to the nuclear cores are giving so much.
There are other global lessons that are being learned which are attached to this catastrophe. I so applaud the bosses that have been monitoring the air waves. Thank you for pointing out the tastelessness, uncaring, and seemingly crass comments showing the lack of concern by some individuals. I appreciate the reprimands for nothing more than getting attention and publicity or as some would say- cheap shots. Other people are finding and prosecuting selfish people who are creating scams around the collecting of monies for the victims who desperately need the supplies, medicines, and care. There is no room or tolerance for these kinds of behaviors. No wonder people often think of the U.S. (also spelled us as a 2nd grader will tell you) arrogant bullies when these behaviors are not put in check. Hopefully we can help shut down the bad scams and not allow thoughtless comments. Again we are all teachers no matter what we are doing. There comes responsibility with the freedoms we are given by our Constitution.
Each of us needs to take ownership and responsibility for our own actions and remember the world is watching. Our young learners need everyone’s help in sorting out the characteristics and values that are best for them. The Japanese and how they faced and continue to face the disruption and destruction of their world are great models for us to hold up as positive examples.

Classroom Size

I heard an interesting report the other day about personal work space. I chuckled as it said that the adult working in an office has lost some of his/her personal space in recent years. The average adult in the business world has been reduced to a personal work area of 70 square feet so roughly (7’ by 10’) which is 5 to 10 square feet less than a decade ago. The commentator added at the end of the piece that of course the average size of executive offices has not decreased at all.
Recently, during 3 different interviews, I heard three well known business men talking about large class sizes as a solution to the many problems in Education. I am convinced that these 3 men have never taught in a classroom and assume that children K-12 have that same 70 square feet. Not so and I fear that these gentlemen consider children as small adults.
The average classroom no matter how many students it holds is around 645-650 square feet, which means that if we gave children the 70 square feet that adult workers get, the average classroom would accommodate 9 students. In my state, licensing for preschools requires 35 square feet per child which then would mean 18 children in a room. Visually considering the size of young children, then 35 square feet per child is comfortable however children grow and class size for an elementary school usually is 20 + children. This is being generous, many public schools (and charter) have 20 to 25 and some even closer to 30 students per room. By the time students are in 5th grade many children (and yes they are still children) the number of students per class is increased “because the students are bigger”. These class sizes often run 30 to 32. Doing the math- 645 divided by 30 means 21 square feet per student. That doesn’t include the teacher or other adults that need to be in the room. Now add in the factor that these are children (not yet young adults) who need to move, must have some space to work and keep items to use. There is the question of common equipment as well.
Two of the men referred to above talk about class sizes of 60 students. I just about choked as I heard that statement. The reasoning given by one is it would be better for 60 students to have the benefit of an excellent teacher! Being at a conference this weekend I was in several presentation rooms setup for a reasonable amount of chairs and therefore people. There were more people cramming into those rooms for the purpose of learning. The presenters were full of expertise and had the credentials to prove it. Yet, being one of the attendees, I was uncomfortable in a confined tight space as the person next to me was shifting, 3 phones were on vibration around me after the first ring, a person dropped a book, and sitting along a wall with my “stuff” around me, not really able to see. Within minutes it became difficult to be able to concentrate on the excellent presentation, let alone take notes. Yet we now expect students to do that daily and we want to add even more students to a class! How can students reach their optimum if we can’t and don’t offer them a physical environment that encourages and allows students to be learners.
Visualize for a moment about the logistics of 60 students in a classroom. Each child needs a desk or is part of a table for working. Chairs should be available for each student as well. Somewhere in that room or just attached, there needs to be a place for coats, backpacks, boots, for each child and a restroom either in the room or close at hand. What about doors that are universal design for those in need of wheelchair access or children too small for the water fountain or even the toilet? Now consider the other necessary equipment that takes up space in a classroom. What good study habits can be developed when sitting with a coat on the floor or leaning against the wall or the low murmur of student learning that needs to be going on? Then the issues of safety and health: fire, weather, lockdowns and the passing of disease.
Students need to be facing an area to read a board with overheads, Smart boards or Prometheus boards, and all the other technology, as well as and hear the educator. Everyone in that room also needs to be able to move around. What about the need in science classes to have work areas?
Even more so, consider the process of learning particularly with the k-12 scenario. Children find it difficult to wait for help and wait for a turn. K-6 teachers need to listen to their children to know what learning is in place and what questions remain. Many students these days are in need of much individualized attention for many reasons. Remembering the varieties of learning styles, much foundation learning involves doing and moving.
Educators continually adjust and customizing lessons to the needs and personalities of the students in a particular classroom. All of that means getting to know each child well and how that child learns best. An educator is able to then be precise in building on the skills and knowledge of each child. Aside from developing and teaching lessons there is the need for continual informal evaluation to know if there is understand and learning. In elementary school this often needs to be done 1 to 1. When children are younger and learning they need assistance when revisiting and correcting work.
If this country is on the course of helping our students to reach toward potential then let’s give them the environments conducive to flourishing.