Flip through this when you get a chance. Unlike my last post, this is not a waste of time.

It’s a good quick read.

I’m one of those kind of guys constantly thinking about growth, goals and change. You know, personal development stuff. So it’s safe to say that I have quite a few goals–some of them lofty (at least from where I’m sitting now )

These goals fall into all kinds of different categories so that hopefully, if I focus and make progress toward all of them, I’m growing in sort of a balanced well-rounded way. That’s the idea anyway.

One of my major professional goals this school year is to bring more technology into my classroom and my teaching. I have a number of reasons for wanting to do this (including better learning), but (selfishly) one of the biggest is simply to push my own technical literacy and communication skills.

Anyway, we’re five weeks into the school year now so I thought I might share a few of the things I’ve found, used, and have turned out to work surprisingly well.

Just so you understand, by way of logistics, the visual applications I share by hooking my laptop up to a TV. It’s right next to my desk and so is the chord, so all I do is (literally) plug and play.

Slide Shows

The idea here is to show students excellent examples of slide shows that can stand alone without a speaker–then of course have students attempt to create there own. Why? It’s great practice organizing and supporting ideas.

Shift Happens is one of those great examples. You can find it, and more like it, at slideshare.net. The link is to their page of contest winners–so it’s sort of the best of the best. Few of them, however, are related directly to school and many are marketplace oriented, but they still make great examples for modeling.

Did you flip through the slides? Pretty cool, huh. If you thought that was something, follow the slideshare link above, download the powerpoint, add some music (this song works great) set it up to run 4 seconds per slide and have your class, or your staff, or your school board, or your legislative body watch it. I guarantee you’ll make an impression.

Slide shows are great, students can learn a lot creating them, and ultimately the ideas and their organization are the most important thing, but something I stress to my students is that if you can’t grab and hold your audience’s attention, nobody’s going to . . .um . . .pay any attention.

Music

Music is one of those things that can really put some kick into a presentation. Especially a slide show. Project Playlist is a great collection of free music that students can use during their slide shows.

And, yes, it is totally legal. On their “about” page, Project Playlist explains it this way:

Projectplaylist.com is an information location tool similar to Google® and Yahoo!® but devoted entirely to the world of music. Our purpose is to help you find and enjoy music legally throughout the web in the same way that other search engines help you find webpages, images, and other media,

It’s like a library of songs, compositions, and musical arrangements by hundreds (if not thousands) of artists and composers past and present. Students can’t download or save the music, but–if they can handle (and if the assignment allows) starting a presentation by pushing “play” in one application (the website) and then quickly switching to another application window (Powerpoint for example)–it’s an easy way to add punch to a slide show.

This might sound like a hassle, but if you have a good internet connection, an organized presenter, and a good sound system, this is an option that can really enhance a presentation–and open up a world of musical options that your students might otherwise not have.

Teacher Warning: The challenge for the teacher now really becomes: do kids understand the music’s purpose? Many will now get so wrapped up in “rocking out” that they’ll forget the tune is there for enhancing a presentation by grabbing attention, injecting energy or setting a tone. It should match the theme and ideas of the visual part–not distract from it. Not overshadow it. Be careful using songs with lyrics.

I’d like to give a shout out to Dan P (a student of mine this year), who introduced me to this cool site, and this rockin’ song by using both in his entertaining and innovative presentation the other day.

Interestingly, according to Dr. Ellen Weber, “. . .rhythms can induce enzymes in the brain and can add well being … or make you punchy … during a project.”
Read what she has to say about music’s effect on the brain or how music can play a part in increased consentration and learning. Check out these two infomative articles at Brain Based Business:

Baroque Music Helps You Focus and

>Whistlin’ While You Work

Flash Movies

The applications above are about presentations–information output. But what about input? What about listening skills? I do a number of things consistently throughout the year geared to help students become better listeners or better consumers of information. This next web site fits nicely into that toolbox.

Each year Citizens for Global Solutions puts on a Flash Movie Contest and makes the finalists creations available for the enjoyment of the masses. If you check it out, it’s pretty clear what their mission is, and I personally think it’s great. But from a Language Arts/listening perspective, I can now easily show a short flash movie (usually 2-5 minutes) and then have students respond to it in a number of different ways. For example I can have them:

• Create a title
• Describe what they saw paragraph form
• Summarize what they saw in bulleted form
• Retell the movie by creating a storyboard
• Organize the story into a mind-map
• Summarize the message or moral of the movie

And that’s just the start. What I like about these is that they are so short. They’re great for quick transition exercises to break up or re-energize–you know, change of pace stuff.

And they’re interesting from from a listening perspective because there aren’t any words. The entire message is communicated via images (and maybe a few sound effects). So it’s like listening with your eyes.

GlobalSolutions.org has been doing this for two years now so:

Here’s the link to the 2007 contest finalists, and here is 2006.

Background Flash

Now I haven’t exactly used these next two links in any specific lessons, but one thing I’ve found from a class management perspective is that playing a slide or flash presentation during work time, or when students are entering the room draws their attention before other perhaps less constructive distractions can.

For example, at the start of the year I ran a simple slide show of pictures from my summer vacation to Denmark. What I found is it wasn’t really a distraction, and it seemed to even spark some interesting class conversations.

Along those lines I found a couple of pretty good flash presentations that run well for that sort of thing. I haven’t had students actually “Do” anything with them, but, like I said, a bit of background music and visual stimulation has so far seemed to have a beneficial effect–if only from a mood setting perspective.

So if you are inclined, try these two on for size:

The Eight Irresistible Principles of Fun,

The 5.75 Questions You’ve Been Avoiding.

That’s it for now. There are a few other web applications I’ve found but haven’t actually used yet. I’ll share those with you as soon as I have a little more experience with them. Or at least have a better idea of how to use them.

When it comes to bringing technology into the classroom, there is definitely a learning curve for both the students and the teacher. But if your willing to learn as you go, I have to tell you, once you get into it. . .

Shift Happens

Every other Thursday (or so) we have a morning staff meeting. This morning our principal (bless her heart) shared a little quiz with us to help keep it light. She got the quiz from a book by award winning teacher turned motivational speaker, Bill Collar.

Next week Mr. Collar will be coming to SCF to speak to us during an inservice, and after taking his quiz, I have to tell you–I’m kind of looking forward to it. It’s got to be better than analyzing standardized test scores or curriculum.

The book is entitled Exceeding the Standards: Teaching with Pride, Poise, and Passion. That link is just to his order page. His web site is set up a little funky so I couldn’t link directly to info about his book, but if you follow the original link I gave you, and hunt around a bit, you can take a look at an intro, the covers, and even the first chapter. I’ve got a copy of the book sitting right here that I’m going to check out when I have a little more time.

Anyway–the attitude quiz.

It’s one of those deals where you add it up at the end to find out what kind of attitude you have. The last category (the one if you scored low) says simply:

“Attitudes are contagious–please stay away from other people.”

I copied a few of the statments below. They’re fairly amusing. Go ahead. See if any ever apply to you.

1. When my alarm goes off I hit the “snooze button” or shut the alarm off and go back to sleep. I had too little rest and hate to have to get up and go to work.
2. I find something to wear, but realize clothes are just to cover the body. Staying in fashion or matching colors really doesn’t concern me.
3. Glancing at the morning newspaper I realize this is the worst condition our country has ever been in and it is just a matter of time before the government or economy will crumble
4. Most people drive too slowly and they bog me down. i would like to drive a tank so I can get to work on time. Everyone is a terrible driver but me.
5. People are much too happy at work. They must be faking it. When someone says, “Good morning,” I respond with, “What’s good about it?”
6. When I’m asked, “How are you today?” I proceed to tell about my physical ailments and personal problems. People should know just how tough my life is.
7. I make it a point to complain about my co-workers, even though I wouldn’t consider speaking with them privately. Many people just don’t know how to work.

Not knowing the context (or even the validity) of this picture, it’s hard to comment, but that didn’t stop these people. At the time I posted this, there were already 188 comments. Some of them heated.

Like these:

 

IMHO, that’s honestly a student’s failure to study! That’s such a simple mathematics problem and he couldn’t even get the first step correct?

Then again, why attach a McDonald’s application form. He’ll probably not be able to use the cash registers!

Being bad at math in no way qualifies you as a “failure.” Everyone’s different/ has different aptitudes – this kid could be really good at languages or art or sports or a number of things besides flipping burgers.

Not to mention jobs like those at Mickey D’s tend to be major time commitments and can often contribute to kids doing poorly at school.

I fully believe that if they’d had great teachers from the beginning, only kids with major learning disabilities would fail. You’d have some do better than others, sure, but failing? No.

If you fail – it is the teachers fault… the teachers failure to teach.

Not really. You can’t just sit there in class and wait for the teacher to throw knowledge in you. As a student, you have responsibility too.

When did “F” stop meaning “Failure” and start meaning “It’s OK, maybe you just need a hug.” Come on, guys, this is bullshit, and the teacher is being tough but motivational. Stop treating kids like they’re babies, and make them accept some personal responsibility. Good job to the teacher, and to the kid who got the Mickey D’s application, that’s your future if you don’t start putting some effort in, yourself.

Save for when I was screwing off, doing lots of drugs, and not taking life seriously, every F I got was a kick in the pants to stop resting on my laurels and get the education I was after. I understand that giving out Fs sucks, and if it’s the kind of kid who won’t get it, then she won’t get it. But if she’s the kind of kid who will understand, then she’ll look back and thank you for it.

Bullshit, for a couple of reasons:

1. Who (bad words) is ever going to use calculus unless they’re going to spend the rest of their lives doing advanced mathematics? This kid is probably required to take this ridiculous, unnecessary class, and he’s failing probably because he sees no way in which he will ever use what he’s learning. And he’s right about that.
2. Not everyone who fails at advanced math will end up working at McDonald’s. Get off your high horse and get rid of your (more bad words) elitist attitude.

 

 

Sure the picture and idea that a teacher would do this is interesting and somewhat amusing. But what really strikes me here are the sheer number of comments, and passion behind them. Many relate personal experiences, feelings and ideas.

It’s a great reminder that what I do (or don’t do) as a teacher can hit hard and run deep.

Alright, it’s like this:

So-and-so did you wrong. Really F’d up right? And it sucks. But time passes, and the pain and ick of it sort of wear down to a dull edge.

It still sucks. But life goes on, right?

Every once in awhile, however, something happens and it all comes rushing back–along with all the pain and resentment.

Not fun.

People say, let it go. Move on. Forgive. Be happy. No big deal. Build a bridge and get over it.

They’re right, of course, and you know it, but you can’t help yourself. You keep picking at the scab. You search for answers. None come. You hunt for reasons, but they stay hidden.

Soon the dry scab’s off. Blood seeps from the old wound and forms a drop which falls to the floor.

Or maybe it’s a tear.

Whatever.

But what if it was like this:

You’re in a band, right? And you’re jamming with your pals. And everything’s good. Until . . .

Jackass over here hits a wrong note.

Totally not what you expected. You thought he was better than that. Much better. So this doesn’t make any sense.  None at all. It was such an easy note to hit.

What do you do?

Search for reasons? Hunt for answers?  Try to make some sense of this?

It was one lousy note. The song was pretty good up until then. Do you stop? Try to figure it out?

Or do you keep jamming?

Obviously, you keep jamming.

Maybe you look up. Jackass (I mean Al) greets your gaze apologetically. The song moves on. And by now the bad note is long gone–along with (by the way) all the good ones.  And the beat goes on.  So you let it.  ‘Cause you’re jamming, and it’s good. And you’re kind of pumped because you’re getting to the part of the song where you have a solo–and you rock.

You rock-on.  Literally. 

And the only note that matters is the one you’re playing right now. There’s no time to look back, no time to look ahead much. The beat urges you ahead. The notes fly from your fingers, from your guitar or keyboard or trumpet–from your soul.

Yet each note rings for only a moment.  Then it’s over.  Gone.

Such is the nature of music. Such is the nature of life. Each note fills the rhythm–but the rhythm pounds ahead. Regardless.  Nothing is carried with it. Everything is left behind.

And the fun is only what’s next, what’s next, what’s next.

And it’s sooo damn good that way.

You catching my drift here?

Now, if Al continues to play the wrong notes, you’re going to have to make a decision, right? Maybe he’s not taking this as seriously as you are. Maybe he’s not willing to do what it takes to be able to play with you–at your level.  Maybe he just wants to Fuck around. You know, you can cheat only so long but eventually your bad habits catch up.

Maybe Al is happy playing the small gigs. The smoky, crappy, bars. Maybe you’re looking for something with a little more class. Maybe you just want to play really good music.

Whatever.

Anyway–if that’s the case, you may have to cut him, right? Go your separate ways.

But if it’s just one note. Or one bad gig even. I mean–what the hell right? We can all make mistakes. We can all have an off night once in awhile.

Right?

So the rest of the members of the band aren’t as talented as you.  Not as “good”. What are you going to do? Try to figure out why he or she missed that last note two, five, thirty beats back?

Or are you going to keep jamming?

I think about creativity, and why we might be here, and how the two are related.

I think about flow, of bending time, of being completely engaged and engrossed.

I think about self, about selfish acts of creation or expression.

I think of losing myself in acts of passion.

I think about motivation.

And I think about how fear clogs it all up.

I’ve been reading a very interesting book that, at times, addresses all of these topics. It’s a monster novel by Ayn Rand entitled, The Fountainhead.

It’s one of those books that I’m going to have to read again with a pen handy from the start. There are so many great passages. So many great messages.

I’m nearing the end now, and the passages are jumping out at me like lightning in a dark night.

They may be meaningless without the supporting context, but I’m going to collect a few of them here anyway. These few passages are relating a conversation between architects. One wants the other to design a project without any credit.

Peter Keating wants Howard Roark to create a housing development and let Peter Keating take all the credit, fame and glory for it–because Peter Keating knows he can’t get the contract. He’s not good enough. Howard Roark is the one with the talent and wisdom. It won’t be the first time Keating has asked for help in this way.

The thing to understand as you read this is that creating buildings and solving the problems of each one is Roark’s passion. He doesn’t do it for money or fame or any result whatever.

He does it to create.

He does it for the passion of creation.

Roark is the selfish one. He creates for himself. For the experience of creating.

Keating, on the other hand, is a parasite. He has always done things for the approval of others. He’s more concerned with social status, opinion, and recognition–the results–than anything else.

The bottom line here is that Keating is asking Roark to save him–again. Both of them understand the other completely. I’ll start with Roark saying:

“Can you think of any reason why I should want to save your life?”

“No.”

“Well?”

“It’s a great public project, Howard. A humanitarian undertaking. Think of the poor people who live in the slums. If you can give them decent comfort within their means, you’ll have the satisfaction of performing a noble deed.”

“Peter, you were more honest than that yesterday.”

His eyes dropped, his voice low, Keating said:

“You will love designing it.”

“Yes, Peter. Now you’re speaking my language.”

“What do you want?”

“Now listen to me. I’ve been working on the problem of low rent housing for years. I never thought of the poor people in slums. I thought of the potentialities of our modern world. The new materials, the means, the chances to take and use. There are so many products of man’s genius around us today. There are such great possibilities to exploit. To build cheaply, simply, intelligently. I’ve had a lot of time to study. I didn’t have much to do after the Stoddard Temple. I didn’t expect results. I worked because I can’t look at any material without thinking: What could be done with it? And the moment I think that, I’ve got to do it. To find the answer, to break the thing. I’ve worked on it for years. I loved it. I worked because it was a problem I wanted to solve. You want to know how to build a unit to rent for fifteen dollars a month? I’ll show you how to build it for ten.”

Keating made an involuntary movement forward,

“But first, I want you to think and tell me what made me give years to this work. Money? Fame? Charity? Altruism?” Keating shook his head slowly. “All right. You’re beginning to understand. So whatever we do, don’t let’s talk about the poor people in the slums. They have nothing to do with it . . .

“. . . Peter, before you can do things for people, you must be the kind of man that can get things done. But to get things done, you must love the doing, not the secondary consequences. The work, not the people. Your own action, not any possible object of your charity. I’ll be glad if people who need it find a better manner of living in a house I designed. But that’s not the motive of my work. Nor my reason. Nor my reward.