Bucks County thoughts

The terrible tragedy in Bucks County has taken up most of the front page of the Philly papers for the past couple of weeks.   It’s an awful story.   Four young men are dead and two young men are going away for a long time.

Questions I’d like answered:

How many other murders has the city experienced in 2017 where one person involved with drugs shot another person involved with drugs?  I can see that there are 166 murders as of July 15, 2017.

Have there been other individuals who have acted in concert to rob people attempting to buy drugs who have ended up killing them?

How many murders in Philadelphia have had this kind of extensive (and basically inept) cover-up by the perpetrator?  Is this a common thing or do we just know the details because of the reporting?

How many other murders have been on the front cover of the Philly papers this year?  How many of these murders received coverage over multiple days?  How many of the victims received this kind of coverage, detailing their successes and past lives?  All four of these young men were attempting to buy drugs.   Let’s say they had never dealt drugs before, that they were truly great kids, and made a single, tragic mistake.   How do I teach my own children, my own students, that you only get one chance, that there’s no margin of error for them, that anything that’s too good to be true probably is too good to be true?  How do I teach them to run away from anyone making an offer like this?

 

 

 

What we’re after

This article details a new business that has an elegant solution to a complicated environmental problem: desertification.

Money paragraph:

The cocoon is a bit deceptive in its seeming simplicity: a good deal of high-tech thinking went into it. “Everyone likes biodegradable,” Ruys said, “but it’s actually a tricky concept. You want a thing to work over a period of time, then completely disappear. It’s hard to do, which is why, as consumers, we still buy plastic.” Ruys solved the problem with a particular kind of wax coating that dissolves at the right time. He also spent a lot of time developing a wick that would precisely feed water to the plant.

 

 

Technology always lets you down

Some truisms about any school project that involves technology other than paper and pencil:

  •  It will take a week to ten days longer then you think it will.
  • No software is intuitive.
  • If the last time you used the software was more than a month ago, you are starting from scratch.
  • Any hardware, from a camera to a computer, will need an update the moment you start working on it.
  • Tool location and condition precisely mirror the culture of the school at that moment, which means that some days you’ll find a well-organized shop with everything at your fingertips and some days you won’t be able to find a thing and what you do find is missing a critical part.    Or broken.
  • The folks most likely to help you with technology were available weeks ago and had much more free time then.    The time crunch you’re feeling everybody is feeling.   No expert wants to help someone whose project is due tomorrow and who has done none of the necessary legwork.
  • There is no source of power for any computer or device that cannot fail to function.  At the very least, it will be inconvenient, i.e., you’ve found the right power cable (shocking) but you need it in a space that requires an extension cord.

 

Alive with possibilities

This is a tough time of the year.  Things are almost done.   Then standardized testing took much of our momentum away.

What’s hard, though, is that you can feel how alive with possibilities and potential each student is.   With deadlines approaching, the spark of genius is visible all over the school.

That’s awesome.
And disheartening.

Awesome because the students are seizing hold of their own projects.

Disheartening because you can feel how awesome those projects would be if they had grabbed hold much earlier.

Philadelphia Young Playwright’s deadline is tomorrow.  We’ll have plays that could be truly amazing that will have their last scenes written late tonight.   The judges will start and get that sensation of hey I’m reading something awesome and then it will all fall apart because the play had not been workshopped nearly enough.   Similar things are happening with the individual projects as components of their projects that cannot be done overnight (building and maintaining a partnership with a community group) remain undone.

Circle: 05172017

Thinking about habits and motivation.  Reading Charles Duhigg’s follow up book to the Power of Habit this weekend and took these two quotes as a starting point for today’s discussion:

If you can link something hard to a choice you care about, it makes the task easier…Make a chore into a meaningful decision, and self-motivation will emerge.   

Moreover, to teach ourselves to self-motivate more easily, we need to learn to see our choices not just as expressions of control but affirmations of our values and goals.   That’s the reason people ask each other “why” — because it shows them how to link small tasks to larger aspirations.  

Good student thoughts later…

Duhigg, Charles. Smarter faster better (New York: Random House Books, 2017), pp.30-31.  

Two questions

Our evil genius program evaluator had the students complete a survey; responses from two questions below. (N=17, which is all but two of my advisees).

I thought the result from Column I was particularly interesting given that my advisory all passed Gateway and half of every day is taken up with a project they choose and that they design.   I would hope that the result from the first column would look more like the second column, i.e., I feel like I’m taking their input all the time but maybe I’m not.

Am I giving them enough space to design and work on their own? Is my understanding of the structure necessary to complete a project being mistaken for actually overwhelming what they want to do? Is it a question of students working hard and me not appreciating it?  Or is it a question of students misidentifying activity as actual work?  Are my expectations too high?

Given that feeling, I figured I had to build a circle activity to hear what the students thought.  Two writing questions:

How much freedom should an eleventh grader have in terms of their education?
Should there be any limits or restrictions?