Piece of paper and get ready to draw:

Left side: the people and situations you can get yourself in that will allow you to push through difficulty. Be as specific as possible.

Right side:the people and situations that get you in trouble. In other words, what kinds of feelings, mindsets, and places help you fall away from a difficult situation.

Discussion questions:
where does our class fit on this sheet?
where does our school fit on this sheet?
where does your workspace at home fit on this sheet?

Examples:

Reflection:
We pretty quickly got to the question of whether or not it’s about individuals or about the group. Can another person really distract you or is it about what you let other people do?

DD made an incredible point “It’s more important to motivate yourself but it’s stronger when other people do it.”

KM also said “choices I make affect the stuff I want to do.”

AH claimed “how is yourself your biggest obstacle?”

KM noted as did many others, “sometimes it’s a ‘me vs me’ thing, sometimes it’s a ‘me vs. a situation’ situation”

Example from Clapper world:

We travelled to the multipurpose room/gym/cafeteria. A student sat on a stool and shared a thought they’ve had during a time when they didn’t want to do something.

Surrounding them were four students each holding a card:
Negative Ned or Nelly
Positive Polly or Peter
Social media Sal or Sally
Long-term Len or Lisa

After the student shared the thought, the other thoughts were allowed to argue among themselves. As usual several of our actors ruled this activity, leading to social media Sal declaring “Smash that like button! Forget about everything!”

We debriefed and talked about all humans have multiple voices, multiple impulses and some strategies to acknowledge all them. Someone once said to me that it’s like having fifty televisions going at once; your job is to focus on one and not try and continually turn them all off.

Step one: Write down 4-5 reasons why people start to feel like not doing things.

Step two: Trade papers with your neighbor. Rate each reason from 1 (totally unreasonable) to 5 (eminently reasonable).

The discussion that followed was pretty powerful.

This document catches much of our conversation:

This document is good too:

Our circle activities this week are designed to explore the idea of how we learn to do things we don’t want to do.

Q: How do we deal with it when we don’t feel like doing things?

We had a great opening conversation yesterday especially when someone declared immediately:

“See, that’s why I can’t wait to be an adult. Adults never have to do anything they don’t want to do.”

Yep, that’s why we do this work: puncturing that illusion early. I would love to hear This American Life talk to strangers about all the things they had to do over the course of the day that they didn’t want to do.

That being said, part of our goal and it’s certainly a goal of mine, is to help our fellow human beings figure out how to structure a life where nearly everything you do has a purpose and that the things you don’t want to do (say making a real lunch for your children every morning at 6:00 AM) support objectives that are important to you (having healthy children).

It’s shocking how much time there is in a quarter. Just shocking.

In trying to fill this out, students struggled mightily to envision how this time might be used. Some of this emerged from unwillingness to think about how many hours ought to be spent gathering background information, i.e., reading closely. Some of this emerges from the choices made about the actual project. You can’t spend 125 hours building a bookshelf. Some of this emerged from project ideas where kids struggled to identify different academic components. There’s good academic work in building a youtube channel but it’s not readily identifiable.

Thoughts and ideas after watching five presentations:

MH
In video making, is it fair to ask everyone to envision what should be on the screen when they’ve not necessarily done that before? As a facilitator, I thought this would be a good intellectual exercise and would make the filmmaking process easier. Maybe I was wrong.

How much of life and project work is “pretty annoying to do it every day but at the end, it’s pretty cool.”

How do you teach people to grind? Or…how do you do too much so you have cut down as opposed to just trying to get over the finish line?

How do I get people to continually refer back to the requirements of the contest/project? In other words, if you’re submitting to a contest for CSPan, how often should you be referring to their rules to figure out what should come next?

AH
“I don’t know if it’s a skill or not, but I basically can get through anything.”

Yes, A., that’s a skill.

KH: “Can’t teach these kids nothing these days.” Oh, K.

MT
Do we allow an individual and a group project during the second project block? What would happen if we did so? Could kids handle both in 75 minutes a day or is this a recipe for disaster?

DW
“Rather than being a completed project, it was more of a great experience.”
“In order for it to be a complete project, you always gotta be doing something.”

“You can see poverty in a lot of things.”

Should I eliminate voice overs as part of next year’s project?

(Realization that the students are aware of how quickly triggered I am by saying publicly things like “we don’t have enough time.” That’s a good thing. A very good thing.)

DD
How important the origin story of a project is… D., you’re talking about how a conversation with an old teacher combined with a book we were reading to lead you towards an idea for a project. That’s awesome. I need to develop a circle activity for this.

Students began day two of exhibitions by reflecting on yesterday and what we learned from the first day of exhibitions:

* You will feel overwhelmed if you try and do a lot at once. -KM
* Save your work continuously because the technology will let you down. -KM
* Make sure to document all your work and take pictures every step of the way. TC
* Make it yours and be proud of your work. -TC
* Make sure your stories are told from start to finish. -TC
* I learned how much work and dedication some of us put into this project and video. -SH
* I liked how the people reflected off their work and gave honest feedback; I like how they talked about how they can go back and edit their work. -LS
* Never give up no matter what. We are all here to help each other when we need it. -DD
* Take ownership of your work, stay honest, and talk about the work you did, the work you didn’t do, and why it is or isn’t done. -DD
* The main thing that I learned is how other people deal with stress. -AM
* One thing that I learned from exhibitions is even though you don’t like a project still do it because you never know how good you will do. -AH

I do try and do this every quarter. Each student gets this piece and 2-3 paragraphs of reflections on their work.

January 22, 2017

Dear Advisory,

We’ve come to the end of second quarter and two projects are wrapping up: one, the Studentcam2017 project, where given 68 days, you had to create a 5-7 minute original video that addressed the contest requirements and moved the viewer to consider your topic more closely. Two, you either had an individual project that flowed out of the Gateway process or you were part of a class project, The Greens in a Box (whoo). As a whole class, we read and wrote about The Curious Incident of the Dog in the Night Time; each of you also had an individual book that you began. Finally, we wrapped up our work at Penn with Dr. Pritchett and at CCP with Mr. Tim.

There are many positives from second quarter. There is a seriousness of work, of commitment to the process, of understanding what the Workshop School is about, that our advisory exemplifies as well as anyone in the building. You can walk into the room and feel it. You can watch the way all of you talk to each other. You can see it in the quality of much of the work. Most of you, most of the time, are pushing to get things done, and every visitor describes how amazing you are.

Another positive is the growing awareness of all of the different things people need to keep track of. In a perfect world, you’d only have one project each day, and all of your efforts would go to supporting that project. You can look at different jobs and think, oh, okay, she’s a teacher so all she has to do is teach. Sadly, this is not true. However, what I saw this quarter was that many of you have begun to realize that your work as a student has many components and that it is your responsibility to keep track of those components. Right now you have your parents and your teachers and all of the other adults who advocate for you; next year or in two years, these folks will not be keeping track of things for you. The sooner you develop your own systems for how to work, the better off you’ll be.

I’m also impressed by how many of you seized control of projects and moved them yourself. Think about the difference between, “Clapper, I had this meeting and I need you to look at my notes.” and “Clapper, you didn’t tell me what I should do next.” The best CSpan projects and the best individual projects all are built on this sort of initiative and commitment to your work. As teachers here, we’re often talking about how to develop this approach, what we have to do to help students find and develop it in themselves. Things like trackers support this: can you look at your tracker and find evidence of your own growth and your own decisions, or do you only see responses to things that I say?

One other positive for everyone: nearly all of you completed the work for Dr. Pritchett’s class (if you didn’t, I hope you’re making arrangements for summer school). I know that Mr. Tim’s class presented a great opportunity to dip your toe in college waters and most of you completed that work as well. College opens doors for you. Some of you may want to lose yourselves in the joys of advanced courses while others may just want the diploma. Wherever you stand, if you want certain opportunities, particularly professional opportunities, you’re going to have to figure out how to negotiate the college world.

And that takes me to what I worry about most: some of the projects and some of the individual work seem to stall unless I’m literally next to you. It’s the primary difference between the Workshop School and a traditional high school, the primary difference between project work and book-based curriculum: the student has to seize control of the destiny of the project. When you don’t, the projects simply don’t proceed, they don’t grow, they don’t go anywhere. As a teacher, I can’t be everywhere, and there are certainly moments where students need support and I don’t arrive in time, but your goal has to be to move your own work along. In third quarter, I hope that all of you can ask yourself this question: what can I do to move my own work along right now? If it’s helpful, stay positive: how will this project change the world if I make it the best it can be. Or go this direction: what the world and I miss out on if I don’t complete this project to the best of my ability?

To be continued,

MC

One great part about doing exhibitions over the past three years is that kids start to develop their own ideas about what exhibitions should consist of. We have four parts in our exhibitions this week:

Project block one, where we worked on the CSpan videos
Project block two, where they worked on their own projects
College: how their work in the college courses went
Future: how their work this quarter supported their future goals

PB1:
Why did you choose your topic?
How did your tracker reflect your work?
What was your process?
What would you have done differently if you had more time?
How did you work throughout the project?
Did you follow the rubric? if so, does your script reflect your film?
How did your interview impact the video?
Did you enjoy this project?
What was your favorite part?
What skills did you gain?

PB2:
Explain what your project is.
What resources did you use?
What were your deliverables? Did you complete them?
What is your final product?
How did you apply the W skills?
How did you apply our 4 words?
What did you learn in the process?
Who did you meet or connect with?

College:
What experience did you gain from being in college class?
How did the work prepare you for what to expect once you’re in the real world (college)?
Did the classes make you want to pursue college for 2-4 years?
One piece of work you’re proud of?
What was a challenge for you and how did you accomplish it?
Did you fulful your goal in that class?
How did you feel about the presentations we did?

Future:
How did my approach to this project help/hurt me?
Has my future map changed?
What skills did I develop that I can use in the future/other areas?
How can I use my problem solving skills now and in the future?
What do I want to do, and how does my work help me get there?
Who can help me now and in the future?
Have I lived up to the goals I’ve set?