From a definition early in the show:
A library: one of the few places left in America where you can enter without requirements, where you don’t have to buy or believe anything.
It’s an interesting idea, though, one to think about: how rarely or how often does school provide a room of requirement? How do we distinguish between what we think we want, what we think we need, and what we require?
This American Life: The Room of Requirement
I keep trying to have the substance vs. style conversation in circle. I want students thinking about real work, authentic work, work with substance. And I want them thinking about how to maintain a consistent approach to work in all aspects of their lives.
But I have to do it in indirect ways. This week I’m asking them to think about how a person of substance navigates the world.
We began this week by trying to define this…
For me, substance is about follow through, which I worry about, at least for myself, during this time of year when I’m just trying to stay afloat.
The miraculous circle conversation happened again today on expertise.
Here’s a drawing as I asked them to consider what an expert has in their head, their hands, their heart, and their feet.
Trying to refocus our CSpan work by looking at how other documentarians have approached things.
Used this interview. Some of the questions that resonated during our conversation:
Why make documentaries?
How do we achieve raw emotion when talking about the US Constitution?
Should we see ourselves as insiders or outsiders?
There are two things I have to nail in the coming months:
One, there is a complete and total lack of understanding of how much work needs to be done on projects outside of school in order for the students to be successful. I need to find a way to get students to spend at least one hour working on projects and college assignments at night.
This is one of those troubling conversations to have with adolescents because social pressures quickly shape the conversation — nobody does that, my cousin at Central does no work and has straight As, the kids at SLA do nothing — none of which are true and all of which render additional conversation difficult. I’m going to build slowly into this by asking them to chart the one hour they spent at home on the work. I might provide suggestions for what work they could do and let them decide which parts they take on.
Two, there is a complete disconnect between quality projects and grades. While I spend a significant amount of time talking about what makes a project outstanding, I still hear the following things way too much:
* “My goal is to improve my grades.”
In some ways, this is an empty statement because we’re much more interested in the quality of the final project and talking about that. It’s not that grades are irrelevant, it’s that if you develop and complete a quality project the grades will always follow. It’s worrisome on my part — why are they still talking about grades instead of the quality of the work?
* “I worked hard so I deserve a good grade.” Maybe. If I’ve done my job right, the work required for a project can’t be done in one sitting. If I’ve done my job right, you understand that working hard the day before something is due is not the same thing as working all along. If I’ve done my job right, they’re learning to (sorry cliche police) work better.
Found this article to be provocative and powerful.
This description of the impact of technology on teen anxiety was particularly telling:
At a workshop for parents last fall at the NW Anxiety Institute in Portland, Ore., Kevin Ashworth, the clinical director, warned them of the “illusion of control and certainty” that smartphones offer anxious young people desperate to manage their environments. “Teens will go places if they feel like they know everything that will happen, if they know everyone who will be there, if they can see who’s checked in online,” Ashworth told the parents. “But life doesn’t always come with that kind of certainty, and they’re never practicing the skill of rolling with the punches, of walking into an unknown or awkward social situation and learning that they can survive it.”
A quibble: there’s three all of three paragraphs on the students I’ve taught in West Philly. True, “addressing anxiety is low on the priority list in many economically disadvantaged communities” but that’s because more often than not, students, parents, and teachers are worried about basic needs being met, not because anxiety doesn’t exist. Even if I’m dubious about the political will or economic resources necessary for a treatment protocol to develop, it doesn’t mean it isn’t necessary.
Read this article.
Another opening conversation designed to get at the relationship between organization — how do I keep track of my work — and ownership — how do projects become mine?
I did a paper folded in three: left side where students wrote bullet points for what it means to be organized and right side where students wrote bullet points for what it means to own a project.
We used the middle space to discuss the overlap between the two.
Some key insights:
time management is much easier when it’s your time, your choice, from your decisions…
pride helps make you organized.
“When you own a project you need to be organized to keep up with your work and have good time management to get your work to its best.” –SP
“When you’re organized you’re taking ownership over your projects because you’re focused on getting your work done.” — JC
I saw Tom Petty with Bob Dylan five times in the summer of 1986, including on my eighteenth birthday.
I loved this song then, love it now:
Traveling Wilburys favorite:
My favorite TP song:
I gather this is in a schoolyard in Berkeley. I may try and make it a poster for the food corner of my room.
Source:New York Times