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!
Wednesday, June 23, 2010
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!
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