I wonder what the parents of terrorists say about their children's actions.
What could they point to as the reason why their children target innocents and create terror?
How would they teach us with regard to combatting the pain and suffering terror causes?
What would they tell us about how things might have been different for their children?
How has this terror affected their lives and the lives of those close to them?
How can we best parent and teach our young children so that they don't grow up to hurt and harm innocent people?
So much suffering is outside of our impact, but perhaps this is one area we can understand better in order to make positive change.
Monday, January 12, 2015
Sunday, January 11, 2015
Serving Children Well: What Can I Do?
Returning to school after a controversial week prompts me to shore up that list of actions we can do to make schools great places to learn and teach.
Treat Colleagues and Students with Respect
Use sensitivity with all in your midst. At times in our rush to get things done or right wrongs, we may err in this regard, and that's not right. If someone treats you or your students with disrespect, speak up and address the issue with care. I like the quote in Getting to Yes which prompts us to go hard on issues and soft on people.
Make Time to Listen to Students
Students bring a large variety of issues and concerns to school. It is essential that we make time to listen to the many stories they want to tell.
Cozy Classrooms
Create a classroom environment that is welcoming and comfortable for all students.
Engaging, Profitable Learning Experiences
As much as possible create learning that is engaging and empowering. Embed standards and other worthy goals into the learning activities.
Healthy
Give students time to move, play, eat healthy snacks, and drink water.
Communication
Let the learning team, students, family members, colleagues, and leaders, know what you've done, what you're doing, and what's to come. Invite questions and commentary. Think of the communication as the ongoing learning story.
Do Your Job Well
School roles vary and for success, it's important that everyone is focused on understanding and performing their role well.
Collaborate
We work better if we help each other so when possible share ideas and develop learning experiences together.
Treat Colleagues and Students with Respect
Use sensitivity with all in your midst. At times in our rush to get things done or right wrongs, we may err in this regard, and that's not right. If someone treats you or your students with disrespect, speak up and address the issue with care. I like the quote in Getting to Yes which prompts us to go hard on issues and soft on people.
Make Time to Listen to Students
Students bring a large variety of issues and concerns to school. It is essential that we make time to listen to the many stories they want to tell.
Cozy Classrooms
Create a classroom environment that is welcoming and comfortable for all students.
Engaging, Profitable Learning Experiences
As much as possible create learning that is engaging and empowering. Embed standards and other worthy goals into the learning activities.
Healthy
Give students time to move, play, eat healthy snacks, and drink water.
Communication
Let the learning team, students, family members, colleagues, and leaders, know what you've done, what you're doing, and what's to come. Invite questions and commentary. Think of the communication as the ongoing learning story.
Do Your Job Well
School roles vary and for success, it's important that everyone is focused on understanding and performing their role well.
Collaborate
We work better if we help each other so when possible share ideas and develop learning experiences together.
Challenge and Practice: Journey
You arrive at a new place ready to tackle a new challenge.
The challenge is posed, and you are both intrigued and frightened--can you meet this new quest?
With confidence from past quests met, you begin the journey knowing that it will take time, but you'll be the better for it once you embrace the journey's teaching.
Slowly, step by step, you embark.
Along the way you seek and find guides.
Aware of the geography and people you meet, you tread gently stopping now and then to rest.
One day, at the end of this path, you'll look back and be happy for the expedition. But for now, it is important to mind the maps and follow directions. You are on your way.
The challenge is posed, and you are both intrigued and frightened--can you meet this new quest?
With confidence from past quests met, you begin the journey knowing that it will take time, but you'll be the better for it once you embrace the journey's teaching.
Slowly, step by step, you embark.
Along the way you seek and find guides.
Aware of the geography and people you meet, you tread gently stopping now and then to rest.
One day, at the end of this path, you'll look back and be happy for the expedition. But for now, it is important to mind the maps and follow directions. You are on your way.
Content Curation: Multicultural Signage and Software
A few years ago I was asked to not use a software program due, in part, to the avatars. Some felt that the avatars were not sensitive and did not represent our multicultural society well.
The decision was quick and made by a few. There was little discussion or debate.
Recently a colleague expressed dismay with a symbol used for teaching and learning. I noted that perhaps we should have a diverse team of curators who can look at main programs, symbols, and signage with an eye on cultural relevancy and multicultural dimensions since with regard to that symbol I couldn't speak for the culture it may have disregarded--I don't have enough knowledge or experience in that area.
Sometimes the temptation is to choose software, books, and programs that don't have any people represented, and there are no images. Yet when we choose dry programs like this are they engaging enough for learning, and without that engagement do these programs engender enough interest to create a positive learning experience?
I did a tiny bit of research on the topic this morning, and found this list to use when choosing multicultural books. I think it is a good guide and starting place as we curate content for teaching and learning.
What resources does your school system use to curate content so that the tools we use and signage we display are respectful and enriching--inviting all students to "see themselves in the curriculum?" What processes do you use to curate new content and programs? Do you include members of multiple cultures on your curation committees, and do you have checklists or guides that inform and lead your work?
In the days ahead, I'll be more attuned to this topic and on the lookout for good information so that I can learn more. In the past we spent a lot of time on this with regard to book choices, but now with the Internet here and so many tools at our fingertips, we almost have to be more cognizant of this factor when it comes to teaching and learning well.
The decision was quick and made by a few. There was little discussion or debate.
Recently a colleague expressed dismay with a symbol used for teaching and learning. I noted that perhaps we should have a diverse team of curators who can look at main programs, symbols, and signage with an eye on cultural relevancy and multicultural dimensions since with regard to that symbol I couldn't speak for the culture it may have disregarded--I don't have enough knowledge or experience in that area.
Sometimes the temptation is to choose software, books, and programs that don't have any people represented, and there are no images. Yet when we choose dry programs like this are they engaging enough for learning, and without that engagement do these programs engender enough interest to create a positive learning experience?
I did a tiny bit of research on the topic this morning, and found this list to use when choosing multicultural books. I think it is a good guide and starting place as we curate content for teaching and learning.
What resources does your school system use to curate content so that the tools we use and signage we display are respectful and enriching--inviting all students to "see themselves in the curriculum?" What processes do you use to curate new content and programs? Do you include members of multiple cultures on your curation committees, and do you have checklists or guides that inform and lead your work?
In the days ahead, I'll be more attuned to this topic and on the lookout for good information so that I can learn more. In the past we spent a lot of time on this with regard to book choices, but now with the Internet here and so many tools at our fingertips, we almost have to be more cognizant of this factor when it comes to teaching and learning well.
Saturday, January 10, 2015
Messaging with Words, Quotes, and Music
John Chase synthesizes music, words, and quotes to share powerful messages. I recommend: http://vigornotrigor.wordpress.com/2014/06/24/dont-let-me-be-misunderstood/
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