Minds of Our Own video, from Learner.org

Watching this video was both enlightening and amusing. Starting with the amusement, one researcher is quoted as saying (without a hint of sarcasm that I could sense) that they, miraculously, discovered about a decade ago [possibly a few decades now] that children have minds of their own. Really?

My first thought was that the researchers did not remember what it was like to be a kid. My second thought was that they also either did not have children of their own, or it had been a long while. My third thought was a bit more charitable in that they probably had been taught that when in school themselves and the video seemed on the older side.

But it still makes sense that this would have been the thought. If you think about the education system, at least when I was a child, it was based around the idea that children will learn if you just tell it to them. But children are not blank slates. Sure, we can give them some ideas, but we have to change what they believe. They pick up their own ideas as they learn. Sometimes we have to alter or guide their ideas, but they will have them.

A lot of good ideas were presented in the video. Our technology is growing extremely fast, and I think that many young kids, even though they grow up with it, look at it more like a magical feat than with any real understanding. Lights require power and if I flip this switch, that turns on the power. That's the general idea, but it does not allow any insight into how the bulb turns on, or why.

One researcher put it quite well near the beginning of the video: “If one cannot light up a light bulb with a battery and a wire, then everything built upon those basic ideas has problems.” If students do not comprehend and are not able to apply the knowledge they learn, they cannot truly use it. And that is, really, one of the biggest goals of a school; to provide a way for students to learn something they can use in life.

And this can be difficult when students struggle to hang on to their beliefs and ideas. The video had two different examples regarding vision and how the eyes work, and three different students who had erroneous ideas about that process. Two of the students insisted that they would be able to see an apple in a pitch-dark room. The idea, pointed out by the scientists, likely came from inexperience in a truly pitch-dark room. Most of us equate a completely dark room with our own bedroom in the middle of the night. So, if you do not realize that light still enters the room from different places, you might come up with the idea that, given enough time, your eyes can adjust to any environment, even one without any source of light. And yet, after experiencing a completely dark room, the two students still clung to the idea that, hopefully, given a bit more time they would have been able to see that apple on the table. The other student believed, after observing his own cat's eyes, that our eyes emit light to help us see in the dark.

These examples show how we tend to filter things out that are not important to us, and that we see what we believe we will see. The more solidified a student is on an idea, the harder it will be for them to let go of it.

This can, obviously, be a great challenge to a teacher. In order for a student to change their ideas, they have to see for themselves that the idea is wrong. And even then, the change can be hard. An instructor they interviewed, and helped to change his style of teaching, commented that it is difficult to let go of things you believe when you are still not sure of what you are grasping.

So how do we help our students make this change? That is a tough question to answer. One set of teachers they followed were using an extremely scientific approach to teaching their class. They guided discussion, but left the discovery up to the students. It is slower learning that way, but all the students they interviewed agreed that they knew the material extremely well. One teacher said that “it's not just important to have hands-on learning. It's important to have heads-on experience as well.” Students need to engage not just their hands, but their minds as well. And considering that students learn more outside of the classroom than inside (in the earlier years at least, perhaps throughout life for some subjects), we have a small, but important opportunity to help our students to learn how to learn.

Reflections on Motivation

In my readings on motivation, one of the first things that caught my eye was providing a secure environment, meaning a place where the students feel safe failing – not in all of their assignments, but where they can understand that failure is sometimes a step in the learning process – and that there is no penalty for failure.

To me, that is something huge. Growing up in a family that kept getting larger (I am 3^rd of 10 children), both failure and success were common things we dealt with. It is hard to always win at everything when you have older siblings better than you at whatever you were playing, and younger ones who would cry if they always lost. When I got to school and met more kids, I learned of some whose parents would not accept anything less than perfection, and how hard it was on those kids. So the idea of making sure that all students know that failure does not mean the end of the world is fantastic.

And a good application for this is something else that I read; No Questions Asked coupons. These little cards are something you can give out to your students as part of the syllabus (one per student) that allows them to turn in an assignment late, “no questions asked” or no penalty. The coupons can only be redeemed once and each student can only use one (cuts down on the student black market for them). The reading suggests that if a student never uses it, a bonus can be given.

Another part that I thought was interesting was a section that discussed William Glasser's The Quality School. Glasser thinks that teachers should be more like project or management leads than bossy, meaning that they should lead and guide students rather than just telling them what to do. In this way, a teacher can focus on helping students learn problem solving skills and on helping them be motivated to do good quality work. To me it seems a bit strange to think of a teacher as mid-level management and the students as entry-level employees, but perhaps this is closer to the way things should be. If we did think of school in this way, it would certainly help students prepare for entering the work force much better than they are right now.

I imagine this would be easier for a Tech teacher than for many of the other teachers. In Tech Education, we are already teaching students skills that can be applied to a career, as we lean more towards hands-on learning. To me, it would not be a large leap to run a classroom like a business, with people rotating tasks to make sure they all learn everything. That would be an interesting experiment.

It also leads into another thought that I found interesting: fantasy. This is where you introduce an element of fantasy into the learning environment. In the above experiment, students could imagine that they were being employed and doing work (or on the job training). This can allow students to find their own level of interest, and thus help with their motivation.

Another thing that caught my eye was using non-controlling feedback. The idea is that you phrase your comments and feedback in such a way that you remove any words that indicate you are trying to control them. For example, saying that a student should or must do their homework. I can see this being a big challenge, since most of the instruction that I can recall growing up was more like controlling feedback: Kevin, you need to do _________, and so on. But I can recall some people in my life trying to use non-controlling feedback when conversing with either myself or others that I was able to observe. Phrasing it such as: I have noticed that this is not going well for you. What is going on? How do you think you can do better? I even remember a math professor asking me why I thought I was not doing well on the tests, since my participation in class was high and my homework was, for the most part, good. The answer to that was that, in general, math tests and I are not friends.

But I can see how effective that idea, using the non-controlling feedback, can be. It empowers the student to take control of their own education, stimulates them to consider different influences in their life that could be negatively affecting their academic performance. Used properly, this could help students feel at ease around you as well, as they would not see you as someone else trying to dictate everything that happens in their life.

One word of caution that I saw said that if you decide to use extrinsic motivation of some kind, make sure it is never perceived as a bribe. All of my reading on the subject seems to agree on this point. Extrinsic motivation is useful only up to a point, and only for short term effects. If it is ever used as a bribe, motivation goes down. So, in the classroom, research indicates that extrinsic motivational techniques, such as rewards or permission to do something, should be used to drive towards intrinsic motivation.

Again, from my life, I had grown up learning and then knowing that if you really love something or are really interested in something, you generally do better in that subject than in a class where you do not understand anything or have no interest in the subject.

I have been fortunate to have a large variety of interests, but I have had classes that did not really interest me, which have been a struggle. Fortunately, I never had the teacher that would drone on and on about a topic. They all did well at trying to engage everyone in the topic, and that held me through each one.

I do like how one segment that I read mentioned that teachers need to be motivated as well. Imagine a teacher trying to motivate students when they had no motivation themselves. Seems rather silly, but I am sure it happens, though most likely without much success. Teachers have an even greater need to be motivated in what they do. A highly motivated teacher who demonstrates a passion for the topic can help students to feel some of that passion, which can help them to gain an interest in the topic. We always need to take care of ourselves, making sure we show a good example of motivation for what we teach, and thus help the students to gain that interest, in wanting to learn if nothing else.

All this reading and thinking has me pondering my own life right now. With my children, I now wonder if there are better ways of handling difficult situations. Looking back I can see how different situations have led to my children feeling motivated about something we were doing. I have plans on using some of what I have learned (and mentioned above) in motivating my children in things they want to learn and things that I know they need to learn.

A way of increasing motivation that can be applied to all levels of life, either personal, familial, or in the classroom is setting goals. If students can learn to break a difficult task down into manageable components, they will be so much better prepared for the real world. I have already begun this with my children when they are asked to clean up their toys. They almost immediately feel overwhelmed and do not want to try. But if I set them on the task of picking up just a certain type of toy, they work happily on that task, knowing that it is not that hard. We then move from type to type until everything is done.

This can also be applied to the classroom. We can teach students to take the syllabus at the beginning of the year and set goals as to when certain tasks such as homework assignments or projects should be done to a certain percentage, or completed, then they can feel better prepared, and thus more motivated to completing the assignments. Or, with more granularity, a single project, if large enough, can seem daunting, such as a large research paper. We can help students learn how to break it up in to manageable pieces and set goals for each of the smaller ones. This will help them not only feel better about being able to accomplish the entire project (which raises perceived confidence), but if they are permitted to set the goals themselves, this gives them more control (which raises feelings of autonomy). This should then lead to greater intrinsic motivation.

Last of all, humor is one thing that I had not considered as something motivating, though it makes sense. When you add humor to the classroom, you help students relax. It can help create a safe learning environment. And a safe learning environment will help students feel comfortable enough to learn. And that's what it is all about.

Oh, the Joys of Notes

Well written notes are amazing.  I mean, if you write something down, geared well towards how you remember things, you can recall events from long ago.

During this semester, I have written many notes on various topics.  Recently, I have read some of my old notes and have been amazed.  Sometimes I  just wonder what was I thinking when I wrote it.  Other times, I read a small bit and an entire memory comes up in my mind.

I know I mentioned it in a previous post, but note taking is something I have always wanted to be better at.  To just be able to summarize what someone is saying, while keeping the important points, is such an important skill.  The book we read tended to point out techniques more for taking notes on written material, but this would be a fabulous skill when listening to lectures (or a family member drone on and on...).

This is coming to mind now as my team is actively preparing to teach a lesson.  As we have prepared, I have read through my notes of not just the class, but of our lesson plan and the ideas we had as well.  I have been grateful for the notes I have had as my mind has turned up blank on many occasions when asked about a different part of the lesson.

So my goal for myself: work harder at summarizing what people are saying, without losing the important bits.  This is something I know will extend beyond work and into everyday life.

And that's important.

Preparing a Team Lesson

Group dynamics are fascinating.

I have recently been able to watch different members of different groups and how they interact when presented with a joint project.  There are those who take charge, or who want to take charge, those who do as asked, and those who do not want to do anything.

In my group, we have just the former two, fortunately.  Most amusing to me is the fact that I was placed in charge of the group when I would prefer to be a follower.  I know it is something I need to work on.

But what I have learned the most from this is that, when I have to, I can take charge.  It has helped me that my team looks to me for leadership, even though most of them are (in my mind), better than I for the position.  But having them ask me and look to me has helped me try to do better.  It has given me a goal to work towards.

On another note, I also was able to listen to some student teachers talk about their experiences.  Obvious, to me, the one thing all four of them said was the most important to learn and do well was classroom management.  However, I am grateful for the explanations they gave of what worked for them in managing their classrooms.  The most common response was to learn and call the students by name.  Some might think it a small thing, but I have learned already that it is very effective.  The director of a two-hundred plus voice choir created a huge chart matching the seating assignments in the practice hall with a cut-out picture of each choir member with their name below it.  I was always amazed how she knew everyone's name.  It made each of us feel important.

Another one was to follow through on your threats.  That I learned as a parent.  If you do not follow through, the kids learn that your threats do not mean anything and they ignore you.  The same is true for students, and can be very detrimental to your ability to teach.

The final one that stuck out to me was a method for handling unruly students; you talk to them away from the others (or at least their own peers) and you use subjects such as respect and community to guide them on proper behavior.  It reminded me of how it is rarely a good idea to embarrass a student in front of their friends.  On occasion, it might work, but often it is better to take care of such things in a more suitable environment.  People can really resent being humiliated in public.

Over all, a good week for learning.

Listen to a Lecture

We had the opportunity to hear a man who had been teaching for about six years.  He changed his career late in life and found a new passion in teaching technology.

As an interesting anecdote, I had met this teacher back when I was in the program a little over six years ago.  It was good to see that he had found what he truly loved.

I think what struck me the most, in listening to him tell us about what it is like to be in the field, was when he told of how much of a positive influence he was able to have in the first school he taught at.  There were a lot of poor families in that district.  As a result, there were students in difficult situations, many of whom just rebelled against everything.  He told a story of one student that he stayed after class to help with a project, and how he had not only affected this student, but the vice principal was impressed as well.

But it was how humble he was, and how glad he was that he could help students -- everyone really -- improve themselves and find what they want to do.

Regardless of where life takes me, this is an attitude that I want to cultivate.  Affecting life for good is one of the best goals you can have.

Tests

Sometimes things do not work out quite like we are hoping they will.  Most of the time, things do go as we wish they would, but not all the time.
Recently, I had the opportunity to present but, due to things beyond control, I still have not presented.  But, such is life.  We can have many things not turn out as we would wish.
In our last lecture, we learned about so many topics, but most about how to write tests.  This included lecture notes as well as some information that was a bit above what we are used to.
The idea that our tests could have so many options intrigued me.  I plan on having my notes with me whenever I create a test, so that I can not just have ideas, but be able to implement the ones I wish.

If A Student Helps Another, Is It Cheating?

One of the thoughts that came out of my most recent observation was the notion that having students help each other was not cheating.

It made me pause a bit.  I had not really given it much thought about how different a test was from real work situations, but it is true.  Throughout my career, in each of the different fields I have worked, we were always encouraged to ask for help and to help others.

But school has always been different.  There we are constantly being measured and observed.  Our work is to be our own, not that of our neighbor.  In this case, it makes sense that we should not necessarily collaborate.  Unless, that was part of the activity.

However, non-collaboration (meaning having someone help you is cheating) does have a place in the real world.  What comes to my mind are job interviews.  There you are on your own, completely, and you need to be able to perform so that your future boss can see that you are exactly what he or she needs.  This working-under-pressure that we learn from tests can go quite far to helping us to get a job.

Now then, when I provide any instruction, what sort of teacher will I be?  Will I want each student to learn alone, be pushed and stretched so they can pass any interview, or would I prefer to let them collaborate, grade them as a group (if necessary), and prepare them for the actual work by teaching them how to work in a team?

Likely a mix of both, leaning more towards the group or team work.  There will need to be some work that they do by themselves, but I intend that people under my instruction learn how to work as a team and to share the responsibility for both good and bad.