Archive for the ‘Methods’ Category

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Back to Basics

Sunday, March 7th, 2010

“Building a Better Teacher,” a very long and very useful article from the New York Times Magazine, boils down to two very basic principles:

1. Classroom Management. “Students can’t learn unless the teacher succeeds in capturing their attention and getting them to follow instructions,” says author Elizabeth Green, paraphrasing Doug Lemov, a charter-school principal and one of the main sources for the article. If only saying were doing!  All teachers wish their students would pay better attention.  The good students do; they’re interested in learning.  With the others, you have to convince them that it’s worth their time and effort to invest in what you have to say.

For this, I can recommend no better book than Fred Jones’ Tools for Teaching (as I have before.)  There are some very simple techniques in it, most of which require a teacher who is prepared, calm and focused.  The advice in the Times article is similar: for instance, it advocates giving directions only while standing still and looking at the student(s,) which implies that getting them to pay attention is your highest immediate priority.

2. Fixing Mistakes. “Teaching depends on what other people think, not what you think,” says Deborah Loewenberg Ball, one of the teaching specialists quoted in the article.  In my limited teaching experience, I have noticed that students don’t need any help learning; they do that on their own, inconsistently and inefficiently but in the only way they can.  Your job, as a teacher, is to show them where and how their thinking is flawed, so they can learn more quickly.

For me, this second piece of advice is much more difficult than the first — so much so that I often wonder why I am a teacher at all.  I learn very quickly and easily, and I know what helps me learn; I have to constantly fend off frustration with my students, who lack my natural ability and / or self-awareness.  Working one-on-one, I can be as patient as the day is long, but in a group, when I sense control of the class sliding away from me as one student continues to look lost, it’s tempting to think, “Why can’t you just GET it?!”

So, that’s it.  “Do this and you will be saved.”  The article also discusses methods for training teachers to do these things and retaining the ones who already do them, which is interesting if you’re interested in the politics of education (I am, but am also increasingly disillusioned by it.)  Still, I am sure I will get the book mentioned in the article when it comes out in April, written by Lemov and based on his findings from a five-year study dubbed “Lemov’s Taxonomy.”  I figure it can’t hurt.

Posted in Current Events, Media, Methods, Teacher education, Virtues | No Comments »

Blessing My Enemy

Thursday, March 4th, 2010

Bless my enemies, O Lord. Even I bless them and do not curse them.

Enemies have driven me into your embrace more than friends have.

Friends have bound me to earth, enemies have loosed me from earth and have demolished all my aspirations in the world.

Enemies have made me a stranger in worldly realms and an extraneous inhabitant of the world. Just as a hunted animal finds safer shelter than an unhunted animal does, so have I, persecuted by enemies, found the safest sanctuary, having ensconced myself beneath your tabernacle, where neither friends nor enemies can slay my soul.

This afternoon I learned of the death of one of my former professors, Raimund Abraham.  He was an architect from Austria who taught at Cooper Union, where I spent the first two years of college.  In studio and critique, he loved to digress into diatribe about the violence of tectonics, the dialectics of form, and his cats.

Bless my enemies, O Lord. Even I bless them and do not curse them.

They, rather than I, have confessed my sins before the world.

They have punished me, whenever I have hesitated to punish myself.

They have tormented me, whenever I have tried to flee torments.

They have scolded me, whenever I have flattered myself.

They have spat upon me, whenever I have filled myself with arrogance.

Abraham (as we knew him) was both immensely talented and immensely troubled.  He ran his studio with a gleeful sadism, promising us we wouldn’t sleep for days and lambasting us with choice expletives when we got too relaxed and seemed to be enjoying ourselves.  He frequently told us we were stupid, foolish, and would never succeed in architecture, and he failed or forced withdrawal on many to prove himself right.  In his furor, he ripped drawings off the wall and snapped carefully-assembled models into pieces to “fix” them.  He gave tacit approval to ideas and then turned on a dime to skewer them later.  He never gave specific assignments, but he expected us to work until we passed out or injured ourselves using box cutters and power tools in a sleep-deprived state.  He took evident pleasure in belittling and slandering others, both behind their backs and to their faces.  He could sense fear better than a wild dog, and if it was present he would capitalize on it, refusing to give his approval even when we bent over backwards to win it.

He made us cry, and not just the women.  His abuse made my father say, “I can’t remember the last time I just wanted to deck someone,” and a pious, devout friend called him “the reason they invented” a certain seven-letter word.

Bless my enemies, O Lord. Even I bless them and do not curse them.

Whenever I have made myself wise, they have called me foolish.

Whenever I have made myself mighty, they have mocked me as though I were a dwarf.

Whenever I have wanted to lead people, they have shoved me into the background.

Whenever I have rushed to enrich myself, they have prevented me with an iron hand.

Whenever I thought that I would sleep peacefully, they have wakened me from sleep.

Whenever I have tried to build a home for a long and tranquil life, they have demolished it and driven me out.

Truly, enemies have cut me loose from the world and have stretched out my hands to the hem of your garment.

This man almost singlehandedly drove me away from architecture.  Worse, he made me question my faith in God, the faith that had sustained me through a childhood I now realize was wonderfully uneventful.  Where was God when Raimund Abraham, who didn’t seem to like anybody, decided to teach a class full of young, idealistic teenagers who wanted to change the world — and instead turned to cigarettes and shrinks to cope with their feelings of worthlessness and despair?  Where was God when we failed crit after crit, unable to produce something he would like and frightened for our academic future with expulsion forever on the table?  When we got sick and depressed, flung ourselves into loveless relationships and rejected the advances of friends and family members who worried about us?  When I had the darkest thoughts of my life (and even wished for the courage to end it), desperate to prove to someone, anyone, that I was the smart, funny, creative person I knew myself to be?

At one time I would have said quite freely that Abraham ruined my life.  He certainly brought my dream of living and working in New York to an abrupt close; when I took a leave of absence from Cooper Union, from which I never returned, I couldn’t afford to stay in the city, and by then it held so many painful memories that I was happy to leave.  Years of antidepressants and therapy helped, and I can honestly say I’ve forgiven him, but the pain is still there, the insults and taunts embedded deeply in my memory.  That time is a part of me now, a part that will never go away, like the dot of rapidograph ink  just below the skin on the palm of my right hand, another wound born of late-night drawings and despair.

Bless my enemies, O Lord. Even I bless them and do not curse them.

Bless them and multiply them; multiply them and make them even more bitterly against me:

so that my fleeing to You may have no return;

so that all hope in men may be scattered like cobwebs;

so that absolute serenity may begin to reign in my soul;

so that my heart may become the grave of my two evil twins, arrogance and anger;

so that I might amass all my treasure in heaven;

ah, so that I may for once be freed from self-deception, which has entangled me in the dreadful web of illusory life.

Enemies have taught me to know what hardly anyone knows, that a person has no enemies in the world except himself.

“The world is your enemy,” Abraham once told me during a critique.  It seemed to imply, within the context of the entire tirade, that this is why he was so hard on us: he wanted the weak to crumble away and the strong to conquer all.  And he succeeded.  I never had the heart to return to architecture school, partly for fear that my awful experience might repeat itself at a different institution.  This failure remains one of the biggest embarrassments of my life.  I will forever have to explain to people that I started architecture school, but didn’t finish it; that I received C’s and D’s and F’s when I had put forth my best effort, all that I had.  That I couldn’t succeed, no matter what I did; no matter how much I prayed and wheedled and fumed and sobbed, my best wasn’t enough.

I thank God for that experience.  I thank God for teaching me, through Raimund Abraham, that the world is a fallen place; that we should never be too comfortable here, too used to getting what we want and think we deserve.  I thank God every time my husband teases me about dropping out of architecture school, or my students ask why I changed majors halfway through college, or a friend remarks on the photographs of the East Village that grace my kitchen, the only visible reminders of that wretched time.  It was a time when I had nothing and no one to turn to, when I was friendless and alone in a city that was happy to continue on without me, and it was a time when I realized that suffering is a blessing — that it is only through doubt that we learn to have faith, only in torment that we learn to have peace.

One hates his enemies only when he fails to realize that they are not enemies, but cruel friends.

It is truly difficult for me to say who has done me more good and who has done me more evil in the world: friends or enemies.

Therefore bless, O Lord, both my friends and enemies.

A slave curses enemies, for he does not understand. But a son blesses them, for he understands.

For a son knows that his enemies cannot touch his life.

Therefore he freely steps among them and prays to God for them.

Lord Jesus Christ, have mercy upon the soul of your servant Raimund Abraham, a sinner.  And as the first among sinners, I beg you to have mercy on me.

Prayer by Bishop Nikolai Velimirovich. Originally published in Prayers by the Lake, Serbian Orthodox Metropolitanate of New Gracanica, 1999.

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Posted in Faith, Life, Methods, Virtues | 5 Comments »

Ups and Downs This Week

Wednesday, March 3rd, 2010

Maybe it comes from teaching adolescents, but I have had a roller-coaster week from start to, well, middle at this point:

Down: Discovering that only half the school got the latest edition of the paper.  Somehow, I forgot to remind all the students about their assignments.  You know, the assignments that have been on the board since we made up the schedule LAST SEPTEMBER.  Additionally, we’d run out of 11 x 17 paper and no one had ordered more.

Up: Discovering that there was in fact a whole case of 11 x 17 paper, hidden at the bottom of the stack of boxes in the basement office behind the forklift and among six prepositional phrases.  Glad I didn’t wear heels that day.

Further Up: Getting excited about the upcoming field trip to the Washington Journalism Center, which I’ve been planning since January.

Down: Getting two parent phone calls several minutes apart in which mothers told me their daughters couldn’t attend for various annoyingly understandable reasons.

Up: This means the entire class can now fit into my car, so I don’t have to drive the school van.

Down: The dearth of submissions for the literary magazine, even with the incentive of a contest with cash prizes.

Up: The cheerful willingness of the staff, all volunteers, to make announcements, place flyers and talk about layout design, even if it’s all in vain.

Further Up: Most of the computers in the lab finally got layout software installed on them.

Down: I’ve been requesting this, also, since September.

Further Down: An anonymous negative comment scrawled in blue highlighter over a copy of the newspaper and placed in my mailbox.  Our latest issue, centered around food, was conceived, written and designed by students; it included an article that interviewed the school’s physician about eating correctly before sports events, an tour of the Asian market with a Filipino student, polls about favorite Food Network stars and local eateries, and an article about the Culinary Club’s philosophy of home cooking.  The comment said, “Whatever happened to writing about the students?”

Up: The support of the vice-principal when I showed her the comment.  “It’s not like you would tell them how to design their class,” she said.  “They shouldn’t tell you how to run yours, and I sure don’t see anyone stepping up to take over.”

Further Up: Rob suggested I post copies of the anonymous note in the faculty room with the caption, “Whatever happened to writing in ink and signing your name?”

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Posted in Life, Media, Methods, School policies, Vices, Virtues | 4 Comments »

Cooking = Salvation

Thursday, February 18th, 2010

This is the first week of Lent, so I’ve been at church by night and trying to catch up on school by day.  As food for thought, however, you might be interested in this post I wrote for my current grad course, Child & Adolescent Development, about the childhood obesity crisis:

I blame parents.

Easy to say for one who is not a parent!  But I have heard too many caregivers lament that their child “will only eat” macaroni and cheese or hot dogs.  As one of my classmates points out, when given the choice, any child (or human, if allowed to act on his basest impulses) will gravitate toward the sweeter, more calorie-dense food.  It’s our instinct, derived from the days when such foods were very hard to come by — restricted to finding a patch of berries or a hive of honey.  Today, as others have already stated, such foods are actually cheaper (with externalized costs, of course) than nutritious foods, and they are certainly easier to serve.  But since when do we allow a child’s preference to govern his rules for living?  We don’t let him choose whether or not to brush his teeth, go to school, or say his prayers.  Why would we let him choose what’s on the dinner menu, beyond such reasonable choices as “green beans or broccoli?”

Many of you have indicated causes of childhood obesity with which I can’t argue: working parents, busy schedules, child-centered advertising.  I think there is one more vastly important factor: the demise of home cooking.  Statistics show unilaterally that fewer and fewer people cook for themselves — even when “cooking” is widened to mean putting together a sandwich from purchased ingredients.  Children are not learning how to come home from school, cut up carrot sticks and peel an orange — and, at a later age, to saute onions and garlic for a sauce or set bread to rise in a warm place.  They certainly are not learning where the carrots and onions come from, when to plant them and how long to wait before pulling them up.  I was lucky enough to be raised by parents who did everything themselves, but I constantly meet people my age and older who say they can’t (or just don’t) cook, and that number seems to rise exponentially as age decreases.

At this point I’d like to surrender my point of view to two gentlemen who are far more convincing and knowledgeable than I.  One is Michael Pollan, who has already been referenced several times on this board.  Please do read all of his books; they are wonderful.  However, this article (it’s long, but worth it) from the New York Times Magazine last year reinforces my argument by illuminating one of the strangest dichotomies in modern times: the huge popularity of cooking shows on television and the dearth of skilled home cooks.  We spend untold amounts of time and money watching Martha Stewart, Rachael Ray and Emeril, but we are less and less likely to translate that enthusiasm into our own kitchens and dining rooms, mostly because we haven’t seen and modeled that behavior from a young age.

However, on that note, the second reference I want to make is to this excellent lecture (about 20 minutes) by Jamie Oliver.  Yes, Jamie Oliver, the English chef / television personality.  It turns out he’s also a compassionate, dedicated humanitarian who is shocked and pained by the current crisis in child obesity, and determined to do all he can to alleviate it.  For me, the most moving moment in the film is when he confronts an obese mother with a dining-room table covered with pizza, corn dogs and sodas — all the food she typically feeds her two (also obese) children in a week.  “You are killing your children,” Oliver says simply.  It cuts like a knife, but it’s absolutely true.  This mother, by failing to pass on the skill set she never learned herself — how to make nutritious, satisfying, diverse meals — is setting her children up for severe health problems and an early death.  Sobering, but verifiable fact.

But, as Oliver points out, this crisis is entirely preventable.  Children who couldn’t identify a beet or a tomato (watch the video, seriously) can be taught to.  Children who will only eat macaroni and cheese can be taught to love spinach (and not only, Mrs. Seinfeld, through trickery.)  They love to help in the garden or in the kitchen, and they are far more likely to try diverse foods (and thus to learn weight-management behavior) when they have participated in the entire process of harvesting and preparing food.  We can fix this, one household at a time.

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The Freedom to Choose Poorly

Saturday, February 13th, 2010

It was always a dangerous question: “Would you like some broccoli?”

Dangerous, because it wasn’t really a question.  If I said “no,” I would incur a Look until such time as I meekly helped myself to a moderate amount and polished it off without complaint.

Believe me, I think parents have the right to do this, and I think they should do it.  I have little sympathy for the mother who complains that her children won’t eat anything but macaroni and hot dogs; few children would behave differently, given the choice.  I think my appreciation of healthy and diverse foods stems from this strictly-imposed rule growing up.

But where should we draw the line?  If that mother’s behavior is ridiculous, it is equally ridiculous for the government to ban products it deems sufficiently unhealthy, like hydrogenated oils or cigarettes.  Clearly, adults are granted the freedom to choose poorly.  Call it one of the perks of adulthood.

I remember when our school made the switch from junk food to health food.  I went to a private school where there was no hot lunch; we ordered out several times a week for pizza and Chick-Fil-A, but the other days we had to bring our own lunches, supplemented sometimes (or all the time) by the offerings on the table outside the cafeteria.  Doritos, M&Ms, and Coke ruled the afternoons.

When we had a schoolwide Health Day, the cafeteria switched to selling yogurt, granola bars and juice.  Surprise!  They found that when they have no other choice, kids will eat more healthy foods.  Shortly thereafter, they made a permanent switch.  There was grumbling, but the kids who had to have junk food just brought their own from home.  The rest of us enjoyed crackers instead of chips, fruit instead of candy and Spritzers instead of sodas.  It wasn’t a big deal.

The question, as always, has to do with degrees. This recent article from the Times hints at it, wondering about how far schools and parents should go to keep their children from eating junk.  What about fundraisers that sell candy bars and lollipops between classes to support the endless stream of new uniforms and sports equipment?  Bake sales that raise money for charities?  Should we draw a line between yogurt and ice cream, or apple juice and soda, when they boast an equal number of empty calories?  And should we give seventeen-year-olds the benefit of the doubt, or treat them just like seven-year-olds?  Once you begin to legislate lifestyle choices, it becomes awfully difficult to pin down where and how the rules should apply.

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