I have been moved to tears by two movies lately, but I will get to that in a moment.
I do not matter. Nobody really reads my blogs, or notices when I do not tweet, or update my Facebook status. This is my fist year without any coaching responsibilities, and I miss it, but the games go on. ESU 10 will not shut down if I am not there, or even if I move on. I do not matter on a grand scale. But I will get back to this in a moment.
One of the themes that connect the two movies is the importance of the everyday. The importance of finding the meaning in life by our everyday struggles. Whether we write poetry or work hard for our family. These two films express the why behind those struggles and relates the power we have to make each moment matter.
I do not matter, except to a few people, most importantly my family. I have made difficult decisions that I felt would be the best for my family. I strive to create a better life for my wife and children.
I matter to a few students. For all my failures, I have simply tried to empower my students to find their own voice. Have I succeed? Not all the time, not with all the students. But I have tried. Every day.
For whatever reason life has been reinforcing the idea that every day matters. For me, for you, for the people we interact with every day.
Dirty diaper dropped into the diaper pail. Clean diaper secured. I stand my youngest daughter up so that I can get her pants pulled up in a single motion. She looks at me, spreading her arms out wide. I mimic her move. A single second passes before she falls toward me, trying to wrap her arms around my shoulders with all her strength. Her little hands just reaching my upper arms. I return the motion with my own arms, wrapping her tight against my chest. A giggle escapes her and we release our hug. I set her down on the floor and she is off to her next adventure (usually hollering out her big brothers’ names to see where they went).
Every morning I get my three-year-old daughter up for the day. She grabs her blanket as I lift her out of the crib. She then finds her spot on my shoulder. Her head snuggled into my neck and she whispers, “I take care of you.” Almost everyday I have to just stand there and hold her, knowing too soon she will be able to get up on her own.
If we take the time, we can see and feel those small moments when others tell us they love us. If we take the time, we can create a small “I love you” with an action that is just a part of our everyday routine. If we take the time… the smallest thing can have the most powerful effect in our lives. Take the time.
(This video is for my beautiful wife… remember our concert date?)
Technology and education have been at the forefront of my thoughts lately. Last week I got to be a part of a school’s discussion on moving to 1:1 instruction with the iPad for high school students. The teachers shared their concerns, their fears, and their excitement.
I remember being at that junction when I was a teacher at Centura. Yes, as an English teacher I worried about the loss of the book. I wondered how my position as the teacher would be affected in the classroom. Years later, I find myself teaching from an office through technology only.
Yesterday, I got to teach my American Literature class from Centura. It was energizing to be in front of the students. To have the room filled with laughter, with questions, with that energy that comes from a group of people working and sharing. Today, I am back at the office getting the lesson plan tweaked so we can use Socrative during the class.
One of the themes we are covering in the American Literature class is education. We have seen how Frederick Douglass educated himself by tricking street kids in writing contests. Frederick Douglass understood that education was one part of his path to freedom from slavery. Ralph Waldo Emerson revealed in The American Scholar that true scholars hold a powerful responsibility to our world, to reveal truth. Emerson also states that if nothing else, a true scholar has the ability to live and by truly living we learn. My favorite poet, Langston Hughes, stated in the poem “Theme for English B” that,
The instructor said,
Go home and write a page tonight. And let that page come out of you— Then, it will be true.
I wonder if it’s that simple? …
…It’s not easy to know what is true for you or me at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you: hear you, hear me—we two—you, me, talk on this page.
To simply state it; the message has been that true education is a reflection of ourselves and continues our entire lifetime.
But in class we are now reading The Street by Ann Petry. And the message has changed. The book expresses an idea that education is just something we go through to gain a better job that allows us to have more money. I’m not sure this doesn’t reflect what education is today.
And no technology will change that. As no pencil will change it either. Teachers have the power to change the view of education. And yes, tools like the iPad do empower teachers to make a difference, not just for the students, but also for their own love of learning. I’m excited as a teacher for the things I can produce with technology, like my own textbook, or a web app that will help my students learn.
So, why doesn’t my son get his iPod? Because he has been spending too much time with it and is in trouble of not making his A.R. goal this quarter. And it is my job to teach him the balance of using technology. As it is a responsibility of teachers to be that person who sparks real learning in students, as Langston Hughes writes,
I guess being colored doesn’t make me not like the same things other folks like who are other races. So will my page be colored that I write? Being me, it will not be white. But it will be a part of you, instructor. You are white— yet a part of me, as I am a part of you.
That’s American. Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you. But we are, that’s true! As I learn from you, I guess you learn from me— although you’re older—and white— and somewhat more free.
Truth be told, education makes us free and connects us on deeper levels than any Facebook statues update could. At the heart of learning we become the best of who we are.
Emerson states in the American Scholar “Life is our dictionary.” What are we helping our students write in their life?
In a 2008 study, “What We Regret Most … and Why,” by Neal J. Roese and Amy Summerville, it reveals that our top three regrets, in order, are Education, Career, and Romance. The research basically showed that we regret those opportunities where we could improve our life and that most of our regrets center on what we could have done. Not on what we did.
But why do we let those opportunities go by, both the small and life changing moments?
This morning I helped drop off my children at daycare and school. My second son and oldest daughter rode with me to their school. We got there before my wife, so we sat in the car and they wanted to play our version of “I Spy Alphabet” game. My first instinct was actually to not play, to be quiet and wait. A small moment (by the way Parenting is number four in the above study)… that I didn’t let go. We got to the letter L and laughed the whole time. The rule is to name something you see as you go through the alphabet. My daughter kept hollering out random things. As my wife pulled up “LION!” filled the car.
“Where?!” I hollered in mock surprise. We got out of the car laughing.
But there are big moments, life-changing moments. My current position places me at the edge of change. Technology is always improving, changing, and education is the most powerful aspect I know that positively affects our lives (and the number one regret for people).
Courtesy of Centura Student Angelica
Later this week I get the privilege of attending a teacher in-service for a school that is working on the idea of going 1:1. Last week I got to speak, as a dad and teacher, about my view of technology in education. I am still finding my feet in regards to expressing my philosophical views with my job. Every teacher I have ever had in class or worked with had their own talents. Even though I work with technology all the time, one of my personal goals for my job is to help teachers be at their best. Technology or not. Because the classroom, everyday, is one of the most powerful places in the world. I am proud to be a part of that moment for students, teachers, and education in general.
Education is the number one regret people have… our most powerful regrets are those things we didn’t do, especially with things that would make our lives better.
This post doesn’t have any answers; it is simply a small moment I had to share with you. To maybe plant a seed for your next moment in life, big or small, to not regret it.
In the last 24 hours I got a real look at what technology can do for us in our lives. I will try not to bore you with an extensive look at my day, but I think it is important to share with you how technology can be a great tool for us.
24 hours ago I posted a blog on shoveling snow. The weather didn’t improve and I decided to work from home and that started a great 24 hours.
The Scratch Cat
I needed to communicate with the teachers for both of my class responsibilities, which meant email. But that was not the only email I wrote (as I watched Storage Wars). I sent an email to a TECH student who is interested in app development. I also sent an email to a teacher about the Scratch program she was interested in teaching.
I then had to revamp some assignments for class. The TECHS class wasn’t too much trouble because we were watching informational videos on Java Script that were already posted on Angel. American Lit had to be changed to a purely online assignment.
I was then going to grade assignments for American Lit but got into two conversations about life. One conversation on Facebook and one conversation on Twitter. Both were with former students. The kind of conversations that energize you because they go beyond the basic; “Hey, what are you doing? Nothing. What are you doing?” routine. The conversations covered deep aspects of life (Fatherhood, Highs and Lows of Life).
I finally got to bed just before midnight. I got a little extra sleep because the kids’ school
The Blue Moon Coffee Shop
had a late start because of the weather. I got to drop off my two little girls at day care and then headed to my other office, The Blue Moon coffee shop.
As I drank coffee I was involved in a Twitter conversation about connecting with students on social media sites, sending information about Symbaloo for someone and read a couple of powerful articles.
I headed home so I could Skype into a Social Studies Teachers meeting a colleague (Deanna Stall) was hosting. I demonstrated Socrative to them (a cloud based clicker tool for the classroom).
When my time was up I noticed a friend and colleague (Mr. Badura) was on Skype, so I shared Socrative with him.
I ate lunch (but didn’t tweet about it). 😉
Then I called each of the schools individually in my American Lit course with my iPad using the Polycom app. I spent about 15 minutes with each school covering the guidelines of the assignments, answering questions about upcoming essays, and a few classes got a small tour of the house.
And now I am posting another blog. To build on yesterday’s post, what technology did in the last 24 hours for me was to make small meaningful connections. To share, to laugh, to help, and to make real personal connections with a wide range of people. Now, I will take face-to-face conversations any day, but honestly, what happen in the last 24 hours could not have happen without technology.
We have a hard rule in our house; you can’t say you dislike anything until you have tried it. Yes, it helps us to get the kids to eat their vegetables at dinner (there are some vegetables that are not served in our house, but it is because we have at least tried them), but the rule stands also for other issues. From Justin Beiber to reading The Chronicles of Narnia. We don’t let the kids just spat out other peoples’ opinions. Or to just dismiss something without at least knowing something about it so that they can form their own opinion.
This approach isn’t always easy, even as elementary students the playground conversation can get negative and degrading. I am amazed at times with the negative opinions my children express at the dinner table and the range of topics these opinions cover, from songs about Barney the Dinosaur (not happy songs!) to political issues. With just a couple of questions, I discover that the opinion comes from the playground. My wife and I then lead the discussion for them to express what they know of the topic. We help them to formulate what their opinion is based off what they actually know. Other times, sadly, we have to simply say, no that is not appropriate. Usually with songs they learn, but it still expresses an opinion.
As a dad, this saddens me in a number of ways. I actually enjoy helping them learn about the world. To discuss issues, to question them and yes, sometimes I over analyze things (did you know how many different themes are present in Disney’s Beauty and The Beast?). But when did this all become so negative? What is wrong with liking something? Why do we have to fight so hard to have our own ideas?
Why is our first reaction to something negative? As an English teacher this attitude is almost a cliché.
Courtesy of Flickr user piper caldwell
“I hate reading.”
“I hate poetry.”
“I hate English.”
I have no problem when a student says they dislike a poem, after they have read it. In fact, it means the poem actually affected them and gives me something to discuss with them.
What sadness me the most, and not just for my kids but for my students too, is the lost opportunities because of this attitude. The depth of our life is not created by others’ attitudes but through our experiences. And those experiences have to be both positive and negative. Those opposites give us the parameters to build our own views. To make this life our own.
The snow cancelled basketball. The girls stayed in pajamas. I shoveled the driveway. It was one of those relaxing snowy Saturdays when you eat too much, we made sugar cookies, and you get the chance to spend serious family time. We had a great moment at the dinner table where we all were laughing so hard we were crying.
We read stories; a few of us took naps (yes, I was one of them). But technology allowed us to do some creative things.
My oldest son wrote a song, “There ain’t room for both of us” as a Christmas gift for his grandparents.
He is learning to play the clarinet. If you remember a past blog (“Miles Davis: So What”) you will recognize the similarities of the beginning of his song.
This day gave my other son the chance to make his first Lego movie, “ARC Troopers: Ambushed”
I helped with technical parts, but he was the director and producer. He had the script done, a staging map for the Lego men, and ideas for the sound effects.
These projects are not earth shattering, but allowed my sons to pursue things they are interested in or working on. This day gave us the opportunity to build memories that we can experience for along time.
What do your students do with their homework once you have handed it back?
Photo courtesy of Centura student Angelica
I battle with this issue even today, in some ways even more now that I do not have a classroom to even display some of the work my students would do. What do my students do with their homework? There are times that a worksheet is a great tool for a lesson, and I expect those worksheets to end up in the recycle box. I might have used them as a note taking activity. Then using the worksheets, have a class discussion. As a teacher I try to build assignments that intertwine or build on each other. In the English Composition class, the students wrote two speed essays that are to be building blocks for their persuasive essay. But are my students already condition to see their school work as disposable, and worse, unimportant?
Photo courtesy of Centura student Angelica
This morning I checked my kids’ homework, the same worksheets they have been doing all year. My second son has a 100-math problem worksheet; he gets it right every day. When can he do something else? My second son also gets a ring of flash cards to study every couple of weeks. When the unit is over, he hands that ring of cards back in. Supposedly, never to interact with those words again (there is an app for that).
My second son has been participating in gymnastics this year. We started him with the beginners, a 45-minute session. He is a typical boy, knees and elbows always bruised or healing from a scrape. He jumps, he tumbles, he would live in a jungle gym if he could. Halfway through the first six-week session the gymnastics teachers asked us if they could move him to the next level. He had progressed quickly through the basics. If you have ever coached a sport, this is how it works.
Start with the basics; build on the basics to improve performance and expectations. The basics are never forgotten; they are reinforced in different ways throughout a practice. Both the coach and the athletes also develop their expectations of performance as skills improve. Then comes game time, the reason for the basics. The time to express the skills and expectations. The really interesting part is that no matter if the game was a victory or loss, there will be a practice. There will be adjustments, basics will be reinforced, and expectations set for the next game.
This morning I checked my second son’s 100-math problem worksheet. He got it right again…
My oldest son is learning to play the clarinet, and seems to be doing well. He makes sure he practices every day. Of course he learned to play a part of the Star Wars theme, which he likes to share every day.
So, I thought I would introduce him to Miles Davis. To expand his musical interest. To reveal to him some of the great artists, to show him how incredible music can be. To show him the deeper part of music.
It didn’t go well. Not that he didn’t listen with me, but he wasn’t much interested. I tried to get him to let the music speak to him, to feel the emotion behind it. He just wanted to be somewhere else.
I was disappointed. Over the last month I have been sharing movies with the boys that I watched when I was growing up. Both boys like some of my 80s music. I thought exposing him to Miles Davis was going to be a great moment. Why wasn’t it?
I started to wonder about all the times I tried something like this in the classroom. Sometimes it worked, other lessons failed. Why? I just assumed my son would like Miles Davis because he was learning to play an instrument. My son has no background knowledge about Miles Davis, hasn’t even heard him before. What did I expect? That he would just understand how great Miles Davis was.
As an English teacher I have fallen into that same trap, especially with literature. That my students will just get how awesome a book or poem is. I don’t want them to miss the opportunity to be moved by the literature, just like I wanted my son to feel the beauty behind Miles Davis’ music. Ironically, I become the barrier of that moment. Not in sharing the music, but by being the source of the selection. And worse, like with my son, not creating an opportunity to spark their interest, or to provide a real foundation to what they will be reading or listening to.
I want to share the great works of this life with my students, with my sons. But more importantly, I want them to decide what is great on their terms. To search out their own deeper moments. That is when real learning happens. And I want to be there, as a dad and as a teacher.
It is all Connected 