Ok, it has been awhile, but as the school year began my life got too hectic to even think about posting a thought. Meanwhile, I was fortunate enough to attend the Utah Montessori Council Fall Conference featuring the author, Jane Nelson, who has spearheaded the "Positive Discipline" model of working with children to resolve problems and issues. It was a fantastic reminder of the ideas I read about many years ago when I first began teaching in a Montessori environment.
This article relates some of the ways this method can be implemented in the classroom but one of the main reasons I feel so strongly about the humanistic philosophy of conflict resolution is that the kind of adults we are helping to create and nurture are the real focus. When Nelson was speaking she asked the audience of Montessori educators and parents what kind of people we hoped we were cultivating. The list of possible characteristics was endless: compassionate, peaceful, cooperative, happy, productive, responsible, curious, educated, generous, literate, healthy, etc. The list kept growing throughout the day.
Because these are the kinds of adults we are hoping to see walk through the door one day, we need to keep in mind what we model for them now. If we continually model that they have no rights, no integrity, no responsibility, no ability, and no choice because we are the grown-ups and we know best, how can we possibly expect them to one day be able to function without our never ending stream of advice and great knowledge? Of course, if they are in danger or cannot resolve an issue, we will be there to help and guide them, but can't we give them a chance to think about their problems and come up with some possible solutions on their own?
Sometimes I really need a reminder of what the point of all this is anyway. Thanks, Jane Nelson! The web site also has many interesting resources that are not only for teachers, but also for parents and families: Positive Discipline.
Wednesday, October 13, 2010
Saturday, July 3, 2010
International Baccalaureate Programs?
An article in the NY Times today International Program Catches on in America discusses the popularity of the International Baccalaureate Program (I.B.) in America. I don't know if it is a coincidence but in May in the Montessori Foundation publication "Tomorrow's Child," the President of that foundation, Tim Seldin, argued that the I.B. Middle and High School Programs would be a good fit for Montessori students and suggests current programs consider this as an expansion possibility. He suggested that one reason Montessori parents often change their students to more traditional schools after age 6 is because of their worries about the student continuing in later years in more traditional settings. In our area there is a possibility that Ogden High School may be introducing this program with its more worldly, interdisciplinary curriculum. It sounds like a great fit. For more information go to http://www.ibo.org/. Some people worry that the I.B. curriculum is too focused on creating students with a broader world view.
One interesting tidbit Seldin points out is that the I.B. program was not originally intended to be selective based on student academic performance, but that it should be offered to all students within the school. I have doubts this will be the case in Ogden because of the costs associated with it, but I was recently surprised to learn that Ogden High's AP Program is actually open to anyone and that no one is required to take the AP test. That is great news for anyone who believes all students deserve an equal education in the public system. I think all students should get the same opportunities and treatment regardless of their test scores (smaller class sizes, more interesting books to read, high expectations, etc.). I guess I don't know much about all of these options locally, except that some Ogden parents choose to send their children down to Salt Lake City to West High for their I.B. Program. If you have any ideas or opinions, I'd love to hear from you! What do you think of this world-citizen type program? Should only the smart kids get to participate?
One interesting tidbit Seldin points out is that the I.B. program was not originally intended to be selective based on student academic performance, but that it should be offered to all students within the school. I have doubts this will be the case in Ogden because of the costs associated with it, but I was recently surprised to learn that Ogden High's AP Program is actually open to anyone and that no one is required to take the AP test. That is great news for anyone who believes all students deserve an equal education in the public system. I think all students should get the same opportunities and treatment regardless of their test scores (smaller class sizes, more interesting books to read, high expectations, etc.). I guess I don't know much about all of these options locally, except that some Ogden parents choose to send their children down to Salt Lake City to West High for their I.B. Program. If you have any ideas or opinions, I'd love to hear from you! What do you think of this world-citizen type program? Should only the smart kids get to participate?
Wednesday, June 23, 2010
The National Writing Project - Wasatch Range Writer's Institute
Ok, Because it is summer I know I should be dying to sleep in each day, hang out and read the newspaper each morning and eventually get dressed, but I am not. I am actually sad that the Wasatch Range Writing Project will conclude next week. After meeting with about 18 other teachers Monday through Thursday from 8:30 am - 3:00 pm for the past two weeks to talk about teaching writing, you would think I would be done and over it. However, it has been a great process. We participate in demonstration lessons given by our peers each day so we go through the same process a student would in our classes. It is a chance to experiment, try something radical or improve a lesson you have given numerous times before. The teachers range in age, years of service, types of experience, and schools they represent. What a cool group of people. All of these teachers are interested in doing a better job. Yes, there are sometimes digressions into various frustrations of the job, administrators, bureaucracy, etc. But all in all, the people are positive and inspiring.
We are bringing up all kinds of revolutionary ideas by asking "burning questions." These questions sometimes seem elementary but the root of all of them is the key. We really want to find out how can we help students learn enough about themselves through our classes to become confident writers. We are exploring the many ways we can help students use writing to learn, to express, to clarify, to process, to create, to instruct, to become better thinkers. If you want to find out more visit http://www.nwp.org or http//community.weber.edu/WRWP/
If you are a teacher, I highly recommend this institute. You will become a better writer and teacher of any subject. You also gain a community of like-minded teachers who are always looking to better themselves for the sake of their students.
I also have to do a big shout out to Weber State University as they offer the four-week institute for 6 graduate credits for free! Thanks WSU!
We are bringing up all kinds of revolutionary ideas by asking "burning questions." These questions sometimes seem elementary but the root of all of them is the key. We really want to find out how can we help students learn enough about themselves through our classes to become confident writers. We are exploring the many ways we can help students use writing to learn, to express, to clarify, to process, to create, to instruct, to become better thinkers. If you want to find out more visit http://www.nwp.org or http//community.weber.edu/WRWP/
If you are a teacher, I highly recommend this institute. You will become a better writer and teacher of any subject. You also gain a community of like-minded teachers who are always looking to better themselves for the sake of their students.
I also have to do a big shout out to Weber State University as they offer the four-week institute for 6 graduate credits for free! Thanks WSU!
Wednesday, June 2, 2010
What Makes a Community?
While lying in bed (as an insomniac often does) this morning, my mind races in many differing directions pondering the issues of the day. Today my heart is aching and broken because I have been wondering how my school community has become so torn apart. I thought I was a part of something important and valuable in the world. I have made choices regarding my own career and my childrens' educations based on some ideals I thought I shared deeply with others. This effort was being expended to create a place/community that was different and special. But something has gone terribly wrong for my community has shattered. Factors beyond my control and my ability to completely comprehend have changed the essence of the community I thought I was building. That very essence being the actual people involved. So now what? How do I begin to build again? Can I muster the strength and pull it together to trust that there might be others that will again share the same vision for my children? I am not asking for much. Only some evidence that some believe in the same kind of community I do.
What makes a community? To me it is a group of like-minded individuals that care deeply about the essential elements of something enough to have some feelings of loyality and commitment to it. This might entail some trails, but it should also involve communication at a deep enough level to incur some real feelings of responsibility to our relationships with one another. Some argue that all of these choices are not personal, but to me a broken community has some lasting effect on me (and my children) personally.
Any thoughts about what makes a community? How do we build one that will last?
What makes a community? To me it is a group of like-minded individuals that care deeply about the essential elements of something enough to have some feelings of loyality and commitment to it. This might entail some trails, but it should also involve communication at a deep enough level to incur some real feelings of responsibility to our relationships with one another. Some argue that all of these choices are not personal, but to me a broken community has some lasting effect on me (and my children) personally.
Any thoughts about what makes a community? How do we build one that will last?
Saturday, May 15, 2010
Is there a place for opinions in the classroom?
http://www.npr.org/blogs/tellmemore/2010/05/14/126826529/diverse-life-experiences-enrich-the-classroom?sc=fb&cc=fp
While reading this, I can't help but wonder how teachers could frame discussions of opinions in the classroom. I don't think they should share their own opinion represented as fact, but they could begin a discussion by addressing both sides of a debate and then guide the students to find their own opinions. Students are heavily influenced by not only their teachers, but also other friends and adults. Let's teach them how to think of their own opinions. This would be a way to spark some research projects and further study. It is a challenging job, especially when you feel strongly about a topic - but shouldn't this be our job? We need to model appropriately researched debate and discussions. Also, we need to teach students to question their sources as well. Is wikipedia or a random person's web site a valid source? We can do this at all ages; I start with my fourth graders. The classroom is certainly not a place for dictating propaganda.
This is one problem I see with putting the teacher in a position as the all-knowing one in a more traditional system. The teacher is expected to dictate to students what they need to know and students are expected to take that as rote and spit it back out. This forum makes it challenging for a student to process their own opinions and share them appropriately. Sometimes this creates an adversarial relationship between teacher and student. (Of course, I know there are some wonderful teachers in this position that do not do this, but the system does make it possible.)
Maybe someone else has some thoughts. Share them here!
While reading this, I can't help but wonder how teachers could frame discussions of opinions in the classroom. I don't think they should share their own opinion represented as fact, but they could begin a discussion by addressing both sides of a debate and then guide the students to find their own opinions. Students are heavily influenced by not only their teachers, but also other friends and adults. Let's teach them how to think of their own opinions. This would be a way to spark some research projects and further study. It is a challenging job, especially when you feel strongly about a topic - but shouldn't this be our job? We need to model appropriately researched debate and discussions. Also, we need to teach students to question their sources as well. Is wikipedia or a random person's web site a valid source? We can do this at all ages; I start with my fourth graders. The classroom is certainly not a place for dictating propaganda.
This is one problem I see with putting the teacher in a position as the all-knowing one in a more traditional system. The teacher is expected to dictate to students what they need to know and students are expected to take that as rote and spit it back out. This forum makes it challenging for a student to process their own opinions and share them appropriately. Sometimes this creates an adversarial relationship between teacher and student. (Of course, I know there are some wonderful teachers in this position that do not do this, but the system does make it possible.)
Maybe someone else has some thoughts. Share them here!
Thursday, April 29, 2010
Music Education: Is it a Luxury?
This was in an email from my daughter's Suzuki piano teacher summarizing a recent lecture about the value of music education. Apart from the grammatical errors I think it is worth thinking about and discussing. The Suzuki method of learning how to play an instrument is based on listening to the music, learning to play from listening first and then learning to read the abstract symbols. Suzuki also emphasizes a nurturing relationship with the teacher who offers positive feedback and encouragement. The parent works closely with the student until they are older. Some Suzuki students begin at 3 years old.
Please share any thoughts or ideas you have about music education and the place for it in our society.
"Music is a Luxury. Isn't it?"
Notes taken from the SAU Parent Lecture by
Cathy Hargrave
Most people think music is a luxury, but it is not. Our past ancestors lived at a time when only the rich could play an instrument. Today we have so much research that shows how music helps us in our society and with our own brain development. When a music program is cut in the school to save money, the grades of the students will go down.
Suzuki music training is character training. Many think that teaching music is just teaching the music and accepting money. Teaching is much more than the music. It is about the character training. We develop mutual respect between child and teacher. We help the children learn the skills needed to build great character.
Parents work hard to get their children ready for college or even just to be an adult. It is hard to know what to do to get them ready. There is a lot of information that we expose ourselves to TV, cell phones, internet, and video games, but it is better time spent to develop character. We as Suzuki teachers are teaching them to be sensitive to music. Teaching children to develop beautiful tone helps them develop more sensitivity. When a child applies this to everyday life, they become more sensitive to others and more sensitive to how violent movies or video games affect them. We are creating world peace.
Neural musicology is a new major at college. It is the study of how music affects the brain. The first graduate from this field was a Suzuki flute teacher. The research from this field shows that music actually trains the brain for higher forms of thinking. Listening to, and participating in music also creates new neural pathways in your brain that stimulate creativity. When babies are exposed to classical music it helps connect all the new neural pathways.
People tend to believe that your IQ is a set number, but it can change. Even the people who created the IQ test will tell you that the number can change. You can increase you intelligence through music.
Dr. Suzuki taught that when people practice their music in repetitions the brain waves work in a certain way that helps you think clearer. We are teaching students how to learn. It is not about teaching piece to piece but how to learn so they can apply it to other fields of study.
Musicians are desired for many careers such as computer tech, architect, and navigations. Almost all navigators are musicians. Musicians develop logic, eye hand coordination, self control, self discipline, patients, seeing things through from start to finish, the ability to can talk in front of people, commitment, great memory, working together in groups, leadership and much more.
Cathy relayed a story about a family she taught and about the effect that the Suzuki method had on them. Natalie had developmental problems with talking and walking. Her older sister was taking piano lessons from Cathy when Natalie started her lessons at three and a half. Even at this young age she enjoyed practicing the piano for 2 hours a day because she wanted to spend the time with her mom. Her mom wanted to put her kids in music lessons because she was wild as a child. She thought that if they were busy practicing they could not be wild. Natalie graduated with top grades and is now at Ithaca College majoring in piano performance. Her older sister, Sarah, is very energetic. Her school teachers thought she was attention deficit and wanted to put her on meds to help her. Her mother was a nurse and said "no way". She grew up and got perfect score on her ACT, and now is in veterinary school. When Sarah was checking out all the top Ivy League schools she found that they have practice rooms for all students not just for the music majors. Every dorm had a grand piano to practice in the lobby. Their youngest sister, Loran, is just graduating from High School and has been given a scholarship at a top university has a rear opportunity with a full ride scholarship and a chance to be part of a group of eight people to work on special projects and live in a special dorm. All these girls over came great challenges and now are reaping the reward for their hard work.
What does it mean to be well rounded? Cathy met the admissions advisor from Louisville University recently. Cathy asked her what it meant to be well rounded. The advisor listed, "good grades, helps in community, and a musician." She told her that some colleges are getting 22,000 freshman applicants each year. Parents tend to think that well round means lots of sports, good grades, AP classes, tutoring, civic duties, and keeping kids so busy that they don't have time to be great at any one area. The problem is that when these kinds of kids get to college they can't think things through. When you develop the skills you learn from mastering an instrument you become an asset and a highly recommended person.
As with Natalie, her music helped connect the things need for her development of her body. Music is not a luxury it is a necessity. In the teenage years kids tend to go crazy and don't practice much, but don't stop. It will help them in the future. Our goal is not to make musicians, but to help them develop the skills needed for their future careers.
(This document is created by Connie McCullough from the teaching of Cathy Hargrave presented at SAU's parent lecture on April 23, 2010.)
Teachers - please forward this message to all your studio parents.
SAU Logo
Please share any thoughts or ideas you have about music education and the place for it in our society.
"Music is a Luxury. Isn't it?"
Notes taken from the SAU Parent Lecture by
Cathy Hargrave
Most people think music is a luxury, but it is not. Our past ancestors lived at a time when only the rich could play an instrument. Today we have so much research that shows how music helps us in our society and with our own brain development. When a music program is cut in the school to save money, the grades of the students will go down.
Suzuki music training is character training. Many think that teaching music is just teaching the music and accepting money. Teaching is much more than the music. It is about the character training. We develop mutual respect between child and teacher. We help the children learn the skills needed to build great character.
Parents work hard to get their children ready for college or even just to be an adult. It is hard to know what to do to get them ready. There is a lot of information that we expose ourselves to TV, cell phones, internet, and video games, but it is better time spent to develop character. We as Suzuki teachers are teaching them to be sensitive to music. Teaching children to develop beautiful tone helps them develop more sensitivity. When a child applies this to everyday life, they become more sensitive to others and more sensitive to how violent movies or video games affect them. We are creating world peace.
Neural musicology is a new major at college. It is the study of how music affects the brain. The first graduate from this field was a Suzuki flute teacher. The research from this field shows that music actually trains the brain for higher forms of thinking. Listening to, and participating in music also creates new neural pathways in your brain that stimulate creativity. When babies are exposed to classical music it helps connect all the new neural pathways.
People tend to believe that your IQ is a set number, but it can change. Even the people who created the IQ test will tell you that the number can change. You can increase you intelligence through music.
Dr. Suzuki taught that when people practice their music in repetitions the brain waves work in a certain way that helps you think clearer. We are teaching students how to learn. It is not about teaching piece to piece but how to learn so they can apply it to other fields of study.
Musicians are desired for many careers such as computer tech, architect, and navigations. Almost all navigators are musicians. Musicians develop logic, eye hand coordination, self control, self discipline, patients, seeing things through from start to finish, the ability to can talk in front of people, commitment, great memory, working together in groups, leadership and much more.
Cathy relayed a story about a family she taught and about the effect that the Suzuki method had on them. Natalie had developmental problems with talking and walking. Her older sister was taking piano lessons from Cathy when Natalie started her lessons at three and a half. Even at this young age she enjoyed practicing the piano for 2 hours a day because she wanted to spend the time with her mom. Her mom wanted to put her kids in music lessons because she was wild as a child. She thought that if they were busy practicing they could not be wild. Natalie graduated with top grades and is now at Ithaca College majoring in piano performance. Her older sister, Sarah, is very energetic. Her school teachers thought she was attention deficit and wanted to put her on meds to help her. Her mother was a nurse and said "no way". She grew up and got perfect score on her ACT, and now is in veterinary school. When Sarah was checking out all the top Ivy League schools she found that they have practice rooms for all students not just for the music majors. Every dorm had a grand piano to practice in the lobby. Their youngest sister, Loran, is just graduating from High School and has been given a scholarship at a top university has a rear opportunity with a full ride scholarship and a chance to be part of a group of eight people to work on special projects and live in a special dorm. All these girls over came great challenges and now are reaping the reward for their hard work.
What does it mean to be well rounded? Cathy met the admissions advisor from Louisville University recently. Cathy asked her what it meant to be well rounded. The advisor listed, "good grades, helps in community, and a musician." She told her that some colleges are getting 22,000 freshman applicants each year. Parents tend to think that well round means lots of sports, good grades, AP classes, tutoring, civic duties, and keeping kids so busy that they don't have time to be great at any one area. The problem is that when these kinds of kids get to college they can't think things through. When you develop the skills you learn from mastering an instrument you become an asset and a highly recommended person.
As with Natalie, her music helped connect the things need for her development of her body. Music is not a luxury it is a necessity. In the teenage years kids tend to go crazy and don't practice much, but don't stop. It will help them in the future. Our goal is not to make musicians, but to help them develop the skills needed for their future careers.
(This document is created by Connie McCullough from the teaching of Cathy Hargrave presented at SAU's parent lecture on April 23, 2010.)
Teachers - please forward this message to all your studio parents.
SAU Logo
Saturday, April 10, 2010
Are we killing creativity in children?
I have watched this a couple of times and think it deserves 20 minutes of everyone's time.
Are we killing creativity in children?
Are we killing creativity in children?
Friday, April 9, 2010
Finland's high test scores
http://news.bbc.co.uk/2/hi/programmes/world_news_america/8601207.stm
Is Finland's big secret the high socio-economics, the two teachers in the classroom or the shorter work day? I'd love to hear from you all about what you think!
Is Finland's big secret the high socio-economics, the two teachers in the classroom or the shorter work day? I'd love to hear from you all about what you think!
Sunday, April 4, 2010
Why I love the school my children attend.
I love our school for many reasons but one of them is that both children feel at home there. They walk in the door and it is as if they were coming home. Olivia exudes confidence as she greets her friends in the morning and is often very upset if she is too sick to go to school. She is eager to enter the class in the morning to find out what the morning message might ask her to begin the day contemplating. I have seen her struggle to find her voice socially at times (as all of us must do at some point) but then round a corner to find her true self again because adults are there to model competence and guide her through the process. She has been taught that she can handle this complicated world through tools and techniques taught in the peace curriculum, and also through the sense of empowerment she has been given through choosing her own works to complete each day. The adults in the environment have given her the time and opportunity to learn through discovery as well as make adjustments with self-correcting materials rather than from an adult always pointing out her mistakes. She may not be able to recite all of her multiplication tables from rote, but she understands the concept of multiplying deeply from touching, seeing and working with them. She has a sense of wonder about the world that I hope she never loses because of the awesome curriculum she has been exposed to regarding the big ideas in our universe.
My toddler has a similar confidence as he enters the school. He has grown up in this environment where the adults have studied and understand the developmental stages he is traversing. At this time he is experimenting with asserting his independence and autonomy from others. He is given the opportunity to express his thoughts and is listened to when he talks (or yells or screams). I have not experienced this level of reverence and respect for a two year old in any other place. Everyone is there to help nurture this growing being by using positive reinforcement, peace and love. His teachers observe his behaviors closely to determine what his sensitive periods are on a daily(or momentary) basis. They create new works or rearrange the entire classroom not only for him, but for the other young explorers in his class as well. He trusts himself and believes he can do anything all by himself. The adults in his life allow him to try. They also make it possible for him to succeed in his endeavors.
While these are not the only reasons I love their school, they are huge to me. I would love to hear from other people this week about what they love about the school their children attend. Also, feel free to add your thoughts to prior posts. Happy Spring!
My toddler has a similar confidence as he enters the school. He has grown up in this environment where the adults have studied and understand the developmental stages he is traversing. At this time he is experimenting with asserting his independence and autonomy from others. He is given the opportunity to express his thoughts and is listened to when he talks (or yells or screams). I have not experienced this level of reverence and respect for a two year old in any other place. Everyone is there to help nurture this growing being by using positive reinforcement, peace and love. His teachers observe his behaviors closely to determine what his sensitive periods are on a daily(or momentary) basis. They create new works or rearrange the entire classroom not only for him, but for the other young explorers in his class as well. He trusts himself and believes he can do anything all by himself. The adults in his life allow him to try. They also make it possible for him to succeed in his endeavors.
While these are not the only reasons I love their school, they are huge to me. I would love to hear from other people this week about what they love about the school their children attend. Also, feel free to add your thoughts to prior posts. Happy Spring!
Sunday, March 21, 2010
Vision for the perfect world...
This week I would love to hear from some friends. Please post your ideas about the perfect education. What is your vision? What is the purpose for sending your child to school each day? What do we want our children to gain from going to school? What kinds of people do we hope to produce from this experience? What do we wish could have been different for us in our own education?
Sunday, March 14, 2010
Welcome to my new Blog!
Welcome to a blog created in order to facilitate discussions of great ideas about education. I hope everyone will feel they can post positive stories, experiences and ideas they have had or their children have had here. I am often involved with informal conversations regarding educational issues and ideals. Because I am a teacher and a mother I often read about, think about and want to talk about various issues in education. As a Montessorian I am often one of the only non-traditional voices involved in conversations, but I also want to become more of a listener in the conversation rather than the defender of my choices in educating my own children. Issues related to education are much more complex and deep than can be discussed in passing. These passing conversations often leave me feeling incomplete and sad that I was not really able to express my point of view in an objective way, but I either say something too negative about things I do not actually have experience with or I have a feeling others felt too defensive about their own choices to really hear my point of view. Thus, I thought, why not create a place where many voices could be heard in a more meaningful way. I began my teaching career as a teaching assistant in Chicago, IL, working with some students that came to college on the weekends for enrichment. Later, I taught middle school in Brooklyn, NY and today I teach in a private Montessori school in Ogden, UT. I have also taught remedial English to college students. Needless to say, I have heard a lot and thought a lot about how things should be in the classroom. To begin this blog I think it would be great to open the dialogue by asking readers to share their experiences in education. Tell us about a great educational experience you have had or your child has had. And if you are a teacher, tell us about a wonderful experience you have had in the classroom with your students. This forum is meant to be a positive and constructive discussion of these issues, not to be used for political rantings. Living in UT, you can imagine that I may have an opinion on these issues as well, but this blog is intended to help people explore philosophies and goals for the education of our future generations. This is my hope anyway.
Subscribe to:
Posts (Atom)
