Week Three Reading: TRY

In this week’s reading of The Art of Possibility, there were some quotes that really stood out to me. 

When told by a violinist that a difficult passage in the violin concerto was virtually unplayable, Stravinsky is supposed to have said: “I don’t want the sound of someone playing the passage, I want the sound of someone trying to play it!”

That quote makes so much sense to me based on the environment where I teach and the students who are placed in front of me every day.  According to the state department of education, my students are “failures”.  Their test scores are and always have been abysmal.  Older students from this neighborhood do not graduate high school, let alone go to college.  Many of my students have police records and are involved in gangs.  My students know their school has the lowest rating possible and that they are behind grade level. 

My goal this school year has been to motivate these students in ways they have never even considered.  So many of my kids have never truly tried to accomplish anything academic, by the time they reach 8^th grade they have no desire to even try.  They have failed so many times, they have a “why bother” attitude.  My first month the words I heard most often from them were  “Shut up talking to me” and “That’s doing too much.”  I had to get across to them that I was not expecting perfection in solving algebraic equations, but I was expecting effort, and interest in how they work.  I was not expecting students to recite all of the phases of the moon, but I was expecting students to be curious about these events and try to hypothesize why the moon changes.  In a sense, “I don’t want the sound of someone playing the passage, I want the sound of someone trying to play it!”

Now, I realize that the quote from Stravinsky is stated in a different light.  He wanted the emotion, passion, and drive to come through in the music, rather than just the notes.  I want my students to actually know it is OK to TRY even if they fail, or only achieve a small success.  I want a classroom full of students who are willing to try.  We are not completely there, but I am proud of the progress we have made in just one year. 

graphwords.com

Another concept in this week’s reading that stood out was the concept of the one-buttock player.  It goes along with the Stravinsky quote, in that passion is as important (if not more important) than just hitting the right notes. I wonder if the CEO from Ohio had success when he transformed his company into a one-buttock company.  Can I have a one-buttock classroom?  Not this year, but if progress continues at my school that could be in our future.  How exciting!

Week Two: Comments to Rodolfo's post

Yesterday I finished reading the first four chapters of "The Art of Possibility" and it blew me away.  I learned to be open to looking at live with a positive perspective.  We must be open to possibility to us and those who are around us to do their best, to feel that we contribute to the bitterness of the people who are around us, to create a positive impact, and lasting impression to students, family, friends, etc.

It wouldn't be fair to write about each chapter, because they are linked to each other and it should be treated as a whole.  And these are the first four chapters, I can't imagine the rest of the book.  Every sentence that I read, every paragraph made me reflect and think about how I judge those who are around me, and those that judge me.  Did I received an A?  Did I give an A?  I was impressed how students attitude in the music class improved when they were told that they had an A, but, they have to justify why, by writing a letter saying how they changed to the better as a person after taking the class, and how they contribute to each others improvement.

Chapter 3 was like a hook to the jaw knocking me down, like the question of which musician or song touched me deeply.  Well, this chapter did.  I began to reflect on my life and those that are not around me and those who still are.  This chapter, and the rest of the book can be applied to school, work (for those nagging bosses), sports, everything.

I hope that this week's reading open a world of possibilities to you... Salud!!!!


Rodolfo,
When I think about classmates who certainly "make a contribution" and bring positive energy to every class, you are right at the top of the list! From Wimba sessions to group projects to hilarious Google+ hangouts (complete with reindeer antlers) you have given all of us an A and allowed us to let our guard down and get creative. I appreciate all of your reflective thinking and your thoughts on the reading sums The Art of Possibility up very clearly. I look forward to the other chapters in the book and hearing what you think about them.

Week Two: Comment on Golda's post

wk2 comment #1: Golda Lawson-Cohen

It’s all invented and the 9 dot puzzle got me thinking how linear I sometimes get when trying to figure out a solution to a problem. This holds true when I am working on keeping motivated on something. It doesn’t matter what that something is but thinking outside the box helps in solving how to keep that motivation going even when I feel less motivated because I tell myself that the choice is to do it now and get it done or do it later and have it over my head.

Another story I would like to share is when I had the opportunity to teach small local college computer applications. With the start of each class, I would have students so worried about their GPAs that they would have a terrible time in focusing on the material that was being taught. At first, I would attempt to calm them down with saying, “you do the work, and you will get the A.” After reading the chapter about “Giving an A” I realized that if I just gave them the A that they wanted the course would have gone smoother. It is in retrospect that I realize that administration would not care for this idea. So starting out with the A and having points taken off would probably show the student that if they worked hard the A would still be there ev

en with a few points taken off and that they were human. Somehow

, it would be a win-win situation. Administration would get what they wanted and the student would have less stress knowing that they had the A to start with and it would be up to them to keep it. This is definitely a spinoff of what our book has to say. I found it a good compromise.

Golda,

I like that you start your post with the 9 dot problem. I am sad to admit that I could not figure it out. I was doing exactly what he said, trying to use the dots without considering that I didn’t have to use them as a border. I tend to be linear like you when solving a problem. But I will say that Full Sail has me considering solutions that I would not have in the past.

I also enjoy how you came up with a “compromise” for the Easy A idea. When grades must be given, and administration is looking for a bell curve, not every students receiving an A, teachers are stuck in the middle of what may be best for our students’ learning and satisfying administration demands. Well done!

Week Two Leadership ~ Where to Publish

Week Two Leadership ~ Where to Publish

Mathematics Teacher Educator seems to be the most logical place for me to submit my publication.

Well, the manuscript is to be no longer than 25 pages of text of 6,250 words (exclusive of references).  I can confidently state that my paper will fit that requirement!

Another option may be Mathematics Teaching in the Middle School.

In fact, this publication currently has a request for manuscripts for "articles that address how to promote communication so as to encourage students to construct their own mathematical understandings in the public forum of a classroom".  My Action Research did use technology for students to communicate what the learned in Mathematics.  

Week Two Extra Post: A Fall From Grace

Week Two Extra Post:  A Fall From Grace

http://youtu.be/4gXdWELSgEQ

As I said before, the Ted video had my hooked on Benjamin Zander.  I wanted to learn more and see what other videos he may have out in internet-land.  So I googled his name.  Sadly, I found he has recently had a “fall from grace” (as many sites have been quoted as saying)

Here is Zander’s own website statement:On January 11 (2012), just over one week ago, I was told I had been dismissed from my position at the New England Conservatory (NEC) where I have worked happily for the past 45 years.The reason was that I had over many years retained the videographer Peter Benjamin to film classes and concerts, knowing that he was a convicted sex offender who had served a term of imprisonment. I supported him in the sentencing stage of his trial and after his release on the basis of what I saw as his earnest determination to turn his life around, but I did so without inquiring into the exact nature of the charges. This was a grave oversight.Further, I did not seek the permission of the NEC, based on disclosure of his conviction and imprisonment, to use him as a videographer in the College and the Prep school. I accept that it was not for me to make the decision that it was safe to do so.For all the upset and anguish my actions have thereby caused in the NEC community and beyond, I profoundly apologize

I am dismayed to know that this man who has inspired so many children and adults to become the best musician possible could have had such a huge lapse of judgment.  Obviously as a mother of 3 young boys, I am disgusted.  However, I may not have had such a profound disgust prior to my course in Filmmaking Principles in Education.  I have since learned the power a videographer has behind a camera.  They must show a bond of trust to their subjects.  If trust is not there, it becomes voyeuristic and uncomfortable. 

Peter Benjamin was hired to film children at the NEC 20 years ago by Zander.  Apparently, Zander even wrote letters to the judge in Peter’s case to influence a lesser sentence.  After Peter (whose victims were children) served his sentence, Zander hired him to film children!  While most of the media I am finding online seems to show that the majority of people who have spoke about this issue seem to think that NEC overreacted by firing Zander, I believe this was an appropriate course of action, giving the information I have read.  I question his judgment to hire a sex offender to film a youth orchestra, and while Zander has published an apology on his official website, that took him several weeks.  His first reaction was that of “I did nothing wrong.”  Is his apology genuine now?  Quite possibly.  Zander could have supported Peter Benjamin in helping him find work after serving his time, but absolutely not by working with a camera and young children, the exact environment where he committed a heinous crime.  This was a huge lack of judgment, and I hope and pray that no children were violated in the 20 years Peter was employed by Zander. 

Week Two Reading: Human Potential, not Music Notes

Week Two Reading:  Human Potential, not Music Notes

The Ted video had me hooked from the start; I do not feel that I would have absorbed as much from the readings had I not seen, heard, and felt Zander’s energy in the video first.  The video and “The Art of Possibility” are inspiring words of wisdom for all walks of life, not just for musicians.  He talks more of human potential than musical notes.


Having a son who has now played violin for 5 years and a son who is learning to play the saxophone for the first time this year, I truly “laughed out loud” when he modeled how an early student of music plays a Chopin prelude.  It was as if he had been in my living room over the course of the last few years watching my boys learn to play!  Zander has not only an understanding of music, but of children’s growth as well. Many of the things he (and Rosamund) said in this week’s reading hold true from a teacher’s perspective.  Zander says, “My job is to awaken possibility in other people”.  I took what he was saying to mean that his goal is to take his students on a journey where they find their worth and look for the best in themselves.

BEN ZANDER IN A TEACHING MOMENT
USED WITH PERMISSION FROM DEBRA FEINMAN PHOTOGRAPHY

I contemplated for a long time on what is meant by “The Easy A”.  At first reading, I thought that it doesn’t make sense to just pretend that all students are the same and they all get an A.  Pretending that my students will all rise to the challenge and do things they can’t do.  After sleeping on it and being back in school with my 8^th graders after thinking about it, I read that section again.  Maybe what he meant is that giving out The Easy A brings out what is unique in students, rather than how they fall when “standardizing” kids against each other.   Grades (and of course the high-stakes testing I just administered) are all about how my students measure up against all other 8^th graders in Ohio.  Grades and OAA scores do not take into consideration the environment and unique talents of my kids. The Easy A however, allows students to face their own unique challenges and tell why and how they deserve their A.  This would give a teacher richer information:  not how they stack up against others, but how they stack up against their own hopes and dreams.  This concept aligns with the Social and Emotional Learning program my school has instituted, and I can see how it can have great benefits.  However, my district says I have to assign grade cards and administer OAAs.  To find how The Easy A can be used in my classroom is a challenge I will have to think more about.

“THE JOB OF THE C IS TO MAKE THE B SAD”
USED WITH PERMISSION FROM DEBRA FEINMAN PHOTOGRAPHY

Week One Leadership: To Publish or Present

Week One Leadership :  To Publish or Present

microsoftclipartimages

I have done various presentations for my school district for Professional Development and have also presented regionally.  However, I have never been published in a journal.  I plan to publish for my leadership project so I can try something I have never done before and maybe it will open more doors in the future.