tag:blogger.com,1999:blog-18269682150004780422024-03-12T20:54:49.742-07:00Learning In The MiddleA place to discuss schools, kids, parents, and teaching as well as the changing world of 21st century education.Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.comBlogger106125tag:blogger.com,1999:blog-1826968215000478042.post-24361877450721339782013-02-28T10:04:00.000-08:002013-02-28T10:04:03.280-08:00Thinking Deeply About Coffee<br />
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif;"><span class="apple-style-span"><span style="color: #444444;">This week I had a wonderful conversation about coffee. It wasn't with another coffee drinker, my wife, or a barista, but with a curious 8th grade boy. I know, adolescents really shouldn't be drinking coffee, and I told him this right off the bat. He acknowledged the issue with a smile, told me he only drinks coffee on occasion, but continued on with his points anyway. He was excited to tell me about his analysis of two different well-known coffees - Peet's and Starbucks - and give me some insight about their "power." Unequivocally, he stated Peet's had more punch due to it's higher concentration of caffeine in each cup. I asked how he knew this to be, and he went into a hilarious description of how he felt after drinking a cup of Peet's vs. Starbucks. There was no real quantitative data, just typical adolescent-based emotional evidence derived directly from experience. As he recalled his experiment, he used lots of outrageous facial expressions and over the top descriptions of what happens when you drink the two coffees. It was amusing and enlightening to watch. I noted his opinions, thanked him for giving me the head's up, and then steered the conversation over to more middle school appropriate topics. </span></span><o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: #444444; font-family: Georgia, Times New Roman, serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Georgia, Times New Roman, serif;"><span class="apple-style-span"><span style="color: #444444;">This morning when I went to get an Americano at a trendy cafe in town, I got involved in another talk about coffee with two baristas about the origins of my drink. Apparently, the Caffe Americano can be traced back to WWII. The first Americano is known to have come from Europe after American GI's wanted to find a way to make their espresso appear and taste more like their home brewed drip coffee. To assist the Americans, the European baristas decided to dilute the shots with hot water, helping create a great coffee substitute. The young man who made my drink went on to talk in great detail about the variety of tastes and attributes within the Americano, which makes it a beloved drink for many coffee aficionados even today</span></span><span style="color: #444444;">. As he spoke, I noticed he communicated with that same curiosity, humor, and interest of the 8th grade boy I met earlier in the week.</span></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: #444444; font-family: Georgia, Times New Roman, serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="color: #444444; font-family: Georgia, Times New Roman, serif;">There is some commonality in these two conversations. Yes, they were both about coffee, but the real similarity was how the 8th grader and the barista showed a deep desire to learn. They were curious - and I bet are curious about many things - and probably find all types of subjects and topics fascinating. This curiosity leads to exploration and discovery, two things that are required for real, deep learning to occur and are key characteristics in all future problem solvers. </span></div>
<div class="MsoNormal">
<span style="color: #444444; font-family: Georgia, Times New Roman, serif;"><br /></span></div>
<div class="MsoNormal">
<span style="color: #444444; font-family: Georgia, Times New Roman, serif;">Don't worry parents. Coffee - though studies show is helpful for focus, pain reduction, and weight loss - is not required. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: #444444; font-family: Arial;"><br /></span></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: #444444; font-family: Arial;"><span style="font-size: 11.5pt;"><br /></span></span></span></div>
<div class="MsoNormal">
<o:p></o:p></div>
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-67659301728970957722013-01-14T15:59:00.002-08:002013-01-14T17:38:46.393-08:00What's in a number?<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">When I was a boy, I loved to sign my name with the #16 in the middle of my big, sweeping letter J, my first initial. 16 was the number of Dwight "Doc" Gooden, the 80's pitching prodigy on the NY Mets. I would fantasize about being a player on the Mets, like Doc, and of course, I needed to have a pretty cool autograph. I identified with it and what it represented - excellence, fame, heroism, and a blazing fastball. I wrote 16 on everything I owned - notebooks, shirts, my locker, the back of my algebra tests. That number signified something for me and I wanted the world to know about it.</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br /></span>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This morning I noticed my son had placed #44 on his gym shorts. When he was four, we moved to Syracuse, where he was introduced to that number when I bought him a Syracuse football jersey. I remember him asking me, "why 44?" So I looked it up. In fact, it had an important history in S.U. athletics. <span class="Apple-style-span" style="border-collapse: collapse; line-height: 18px;"> Since 1954, 11 players have worn the number and three earned All-America honors. The three most famous #44s, Jim Brown, Ernie Davis and Floyd Little, rank among the finest running backs to ever play the game. </span><span class="Apple-style-span" style="border-collapse: collapse; line-height: 18px;">And the town is crazy for the number too. Proof? The university zip code was changed a few years ago from 13210 to 13244. In 1988, when the university changed phone systems, the exchange was changed from 423 to 443. </span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="border-collapse: collapse; line-height: 18px;"><br /></span></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwRLmIIkLBwpTHbuIP8fLY1f-lZuQ9W84pDPqXpmmNsxSo3cGfBBDyyYqv5UIGMGQzg8kAIxwyNlDpeP1aJy7XlavdUp3GGYxNxoeF7IDOz3XPXqTve8aX99B8da-2cQdGu2QjJ33TrCo/s1600/44.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwRLmIIkLBwpTHbuIP8fLY1f-lZuQ9W84pDPqXpmmNsxSo3cGfBBDyyYqv5UIGMGQzg8kAIxwyNlDpeP1aJy7XlavdUp3GGYxNxoeF7IDOz3XPXqTve8aX99B8da-2cQdGu2QjJ33TrCo/s200/44.jpg" width="200" /></a></div>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="border-collapse: collapse; line-height: 18px;"><br /></span></span>
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="border-collapse: collapse; line-height: 18px;">As the University states, "Number 44 not only has come to represent greatness on the football field, it has become a part of the university’s and the community’s identity." It is much more than a simple number. It is about who we are and who we want to be, which is what I was seeking as an emerging adolescent with the #16, just as my son is now that he is a middle schooler with #44 - identifying with something great, something bigger than oneself. As parents and educators, we need to honor and respect these symbols - a number, a baseball hat, a backpack, a team jersey - that adolescents use to show us who they are trying to be. And most often, it's something fantastic. </span></span>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-31410123114949059082013-01-09T19:37:00.000-08:002013-01-09T19:37:25.246-08:00Holiday re-reads: as good as I remembered.
<br />
<div style="margin-bottom: 0.49cm; margin-top: 0.49cm;">
<span style="color: black;"><span lang="en">Over the holidays I had the good fortune of returning home. Home is Upstate New York, and winter means snow and lots of snow means a good deal of time in the house. Our beautiful home has no TV, no internet, and no stereo right now - to my kids consternation - and it can be challenging when the white stuff comes hard and fast. But we do have the ability to make coffee, and the opportunity to dive into many, many great books. </span></span></div>
<div style="margin-bottom: 0.49cm; margin-top: 0.49cm;">
<span style="color: black;"><span lang="en">I took time to get into a few reads over the holiday that I had enjoyed before. A great book given to me by a dear friend a few years back titled </span></span><span style="color: black;"><span lang="en"><u>The
Boys of Everest</u></span></span><span style="color: black;"><span lang="en">,
about famed British Alpinist Chris Bonington's escapades on Everest, proved again to be gripping stuff from the alpinist's canon. I also pulled off the shelf Jim Collins' book on leadership in the non-profit world, </span></span><span style="color: black;"><span lang="en"><u>Good
to Great in the Social Sectors</u>. In October I had a chance meeting with Jim in Boulder while running some trails in the Flatirons and in our brief conversation he and I spoke on how important the building leaders are in each school. Jim feels they are essential to our countries educational success or lack there of. I am a devout reader of the</span></span><span style="color: black;"><span lang="en"> Dalai Lama's writing and his guide book for the 21st Century, </span></span><span style="color: black;"><span lang="en"><u>Ethics
for the New Millennium</u></span></span><span style="color: black;"><span lang="en">, always reaffirms my faith in what is possible for our planet. I also picked up his latest, <u>Beyond Religion</u>, where he advocates for a system of secular ethics that transcends religion in order to call for a world based on mutual respect and tolerance. Finally, I </span></span><span style="color: black;"><span lang="en">came back to
a great parenting book by Wendy Mogul, </span></span><span style="color: black;"><span lang="en"><u>The
Blessing of a Skinned Knee</u></span></span><span style="color: black;"><span lang="en">,
which uses the Jewish teachings to raise self-reliant children. As a parent of kids who are rapidly moving toward adolescents, I always value Mogul's affirming advice and wonderful sense of humor.</span></span></div>
<div style="margin-bottom: 0.49cm; margin-top: 0.49cm;">
<span style="color: black;"><span lang="en">Are there books you picked up over the holidays worth a second read? I would love to hear about them.</span></span></div>
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-11696776818715805942012-10-19T16:42:00.002-07:002012-10-19T16:42:36.886-07:00Creating the guardians of tomorrow's world<br />
<br />
<div class="MsoNormal">
Much has been written about middle school education. Often,
this is a time in a student’s life that is filled with change and anxiety, and
school administrators have begun to scrutinize these sometimes tumultuous years
by thinking about creating learning opportunities outside the traditional
classroom. At Summit, there is a commitment to this thinking and middle school students
are reaping the rewards of a curriculum that allows students to step out into
the real world and learn in a dynamic environment
not bound by walls. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Believe it or not, the idea of formal learning out of the
classroom started in open air sanatoriums that sprung up in Europe in the
latter part of the 19th century. During that time, fresh air and sunshine as
much as medicine were used to treat tuberculosis. The idea extended to Britain
during the first half of the 20th century, with the focus on improving the
health of children who were seen as sickly and susceptible to TB. The schools
had no walls and purposefully harsh but healthy environmental conditions. By
the 1940s, there were 155 open-air schools in Britain and their goal was to
improve both health and academics.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
These open-air schools shared much with the philosophy of a
set of schools now thriving in the U.S. known as Outward Bound Schools. Outward
Bound programs are based on a development-by-challenge philosophy, put in place
by the school's founder Kurt Hahn, an eccentric and innovative turn of the
century educator, who believed in the need for real, hands-on, practical
challenges for the development of character in adolescent boys. Hahn emphasized
that Outward Bound was about training the mind through the body, and he
attempted to provide youth with challenging experiences in an educational
environment designed to help kids develop inner strength, character and
resolve. Oxford educated, Hahn developed an educational practice focusing on
active service which was later adopted by the International Baccalaureate, and
it is here where his lasting contribution to primary and secondary education
lies. Educational practices like this led directly to one of our mission statements:
To serve as an excellent preparation for students intending to study in
rigorous college-preparatory high school programs, including IB and AP.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There have been other visionaries too. Vermont native and
educational pioneer John Dewey believed that learning was active and schooling
unnecessarily long and restrictive. His idea was that children came to school
to do things and live in a community which gave them real, guided experiences
to foster their capacity to contribute to society. Dewey felt it was vitally
important that education should not be the teaching of mere fact, but that the
skills and knowledge which students learn be integrated fully into their lives
as citizens and human beings.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I studied these two men intensely while in grad school and
found a lot of merit in their ideas. I know we at Summit do too. Academics are
at the core of our mission, but our mission also states we are here to “to
inspire in students a lifelong love of learning, a desire for self-development,
and good citizenship.” The question of inspiration is one we should really
think about. What inspires our children? What inspires our teaching? By being
reflective I feel, as Hahn does, that we help young people become empowered to
develop their innate abilities "to be the leaders and guardians of
tomorrow's world."<o:p></o:p></div>
<br />
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-54293991060179668452012-09-23T22:05:00.000-07:002012-09-23T22:05:01.060-07:00It's not about the A, it's about the Adolescent<br />
Parents, I know that we are in the middle of quarter number one, and grades are starting to become more apparent to you and your son or daughter. Though we don’t focus on the grades, we do use them with intention at Summit and they are helpful in guiding our decisions in teaching and learning. Grades provide critical feedback for both teachers and students, which not only ensure that teachers know who is learning, and who is not, but they ensure that all of us in the learning community of Summit are held to a high expectation. These high expectations, I feel, are one of the essential attributes of Summit and all great middle schools.<br />
<br />
And though much of what we do appears to be results oriented, it is our belief that the deepest learning comes from a rich curriculum coupled with instructional practices that are aligned to external standards, but more importantly to our standards. Again, this isn’t about the grade, but about developing self-confidence, or self-efficacy, which we feel is a critical component of developing one's identity and sense of self. This is a major developmental task of the adolescent years, one that you can help your child build and nurture as a parent.<br />
<br />
It is also important to note that high expectations with clear measurements to guide the child helps build resiliency. The research is clear: perhaps more than any other variable, low expectations on the part of school staff have been correlated with poor student academic outcomes and vice versa. Schools which vocalize high expectations for all youth, and then create the support needed to reach those expectations, have much higher rates of academic success than schools that set the bar low. This was recently echoed in the NY Times, by columnist Joe Nocera in “Reading, Math, and Grit.” He profiles author/researcher Paul Tough’s book “How to Succeed." Tough argues that it can’t be only about math and reading, but about teaching non-cognitive skills such as “resilience, integrity, resourcefulness, professionalism and ambition." We set the bar high, but we know that students may not reach that height from time to time. When they fall, and they will, we are there to help, and parents can too.<br />
<br />
So as you see your son or daughter’s grades, try to remember our intentions. As we know, it isn’t all about getting the A, it’s more about getting the adolescent.<br />
<br />
http://www.nytimes.com/2012/09/08/opinion/nocera-a-ray-of-hope-in-education.html?_r=0<br />
<br />
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-56094135304344249192012-09-22T07:30:00.001-07:002012-09-22T07:30:32.482-07:00Independence needs Interdependence<br />
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; mso-margin-top-alt: auto; text-autospace: none;">
<span style="font-family: 'Times New Roman', serif; line-height: 150%;">As one can imagine, I have been thinking
a great deal about what it is that makes the “magic” of Summit happen. One
parent recently referred to it as “the special sauce.” Well as I thought about this it dawned on me
– part of what makes our community so vibrant and exciting is our independence.
However, that independence actually <i>depends</i>
on many things. The creation of Summit depended on a few bold parents standing
up for what they saw was best for their children. If you take this dependence a step further,
you might see even more reliance on others. Summit itself depends on parents to
choose us as their school. Parents depend on us to teach and nurture your
children. Kids depend on teachers to do their job. Teachers depend on kids to
listen, to engage, and to learn. Therefore, when I reflect a bit more, it
sounds more like interdependence is the real key to Summit’s success. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; mso-margin-top-alt: auto; text-autospace: none;">
<span style="font-family: 'Times New Roman', serif; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; mso-margin-top-alt: auto; text-autospace: none;">
<span style="font-family: 'Times New Roman', serif; line-height: 150%;">A school based on interdependence can be
just as good in every sense as one based on an individual model. Take a look in
the classrooms after school. Check out the library over the course of the day.
The teachers are there, guiding, listening, helping, and teaching. Parents
communicate weekly with me, volunteer at school events and on our committees,
and continue to trust us with their sons and daughters. Students are active
learners in our labs and class debates, they help us figure out if it is an A
or B Day, and let us know when they are upset or having problems with their
classmates. We should recognize this as
interdependence – not independence - for interdependence is how our school
works best. It is a value statement we make at Summit whether we know if or
not, and it keeps us present, where learning and growing takes place, moment to
moment, every class, each day.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; mso-margin-top-alt: auto; text-autospace: none;">
<span style="font-family: 'Times New Roman', serif; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; mso-margin-top-alt: auto; text-autospace: none;">
<span lang="EN" style="font-family: 'Times New Roman', serif; line-height: 150%;">After
many years of being in middle schools, I’m convinced that the quality of
relationships is what it is all about. Relationships must have
interdependence. Kids who feel that they are known and understood, are simply
better learners. Teachers who feel that their individual strengths and needs
are honored do a better job. Parents who feel that their opinions are carefully
considered and are heard are more satisfied and supportive. I love sorting
through all of these human complexities. Perhaps this is why I, and many of
you, love being in schools that value relationships as much as they value academics.</span><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 150%;"><o:p></o:p></span></div>
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-11251618495648016492012-08-31T13:58:00.002-07:002012-08-31T14:40:20.383-07:00Back to school means back to...homework. Gulp.Unlike some schools, we are already a few weeks into the school year, and what does that mean? Kids have had tests and projects and plenty of homework.<br />
<br />
Homework is often discussed, seldom celebrated, emotional, visceral, and now, studied and quantified by experts around the globe. Cognitive scientists, professors in schools of education, economists and world thought leaders have complied a mountain of data on what homework does to a young person emotionally and physically, what type of homework is of value, and whether or not there is any correlation with academic achievement.<br />
<br />
I thought I would share one perspective from author/educator Rick Wormeli, who has a great deal of experience in this area. In the video clip, Rick discussed his take on how much homework should count:<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/nMJ-vEl4WB8?feature=player_embedded' frameborder='0'></iframe></div>
<br />
<br />
There is no shortage of opinions on the issue, and I will do my best to share with you some important studies and viewpoints, including my own. As always, let me know what you think.<br />
<br />
JimJim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com1tag:blogger.com,1999:blog-1826968215000478042.post-27595109822475703792012-08-17T11:41:00.003-07:002012-08-17T11:41:26.793-07:00First day of school assembly: something newThought I would share here a really successful assembly idea I tried yesterday to kick off the school year. No long speech about rules, no talking at kids telling them what to do and when to do it, no monotony, canned program, or trite rituals. I wanted to start fresh, start new, use a medium they would understand, and show the students I understand their world and value what they think. <br />
<br />
So I used a short video to help spark a conversation about what it means to dream and what it takes to reach those dreams. Here is the clip:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/vksdBSVAM6g?feature=player_embedded' frameborder='0'></iframe></div>
<br /><br />
It's called "TC Bank Dream Rangers," and it is from Taiwan. The clip has resonated with millions around the world for many different reasons - it's inspiring, beautiful, funny, foreign, curious, unusual, yet common to us all. I particularly liked the fact that characters were old - we are so used to seeing the young and the beautiful in the media. I asked the kids to look for themes and ways to relate the ad's message to their lives as they watched, and they came up with some great comments which they shared at the assembly. I sent the clip home to parents too, and got some wonderful feedback. <br />
<br />
Warmly,<br />
<br />
Jim<br />
<br />
<br />
<br />
<br />
<br />
<br />
Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-20089138254148790792012-08-08T10:28:00.002-07:002012-08-08T10:28:21.253-07:00Could this be a reason why we need algebra?I have had some great conversations about algebra and math since my last post. Interestingly, I also came across a rebuttal to the Times piece on my Twitter feed on why we should teach algebra. Here is the link:<br />
<br />
<a href="http://www.huffingtonpost.com/ryan-hall/post_3732_b_1749256.html?utm_hp_ref=education&utm_source=buffer&buffer_share=9fbf1">http://www.huffingtonpost.com/ryan-hall/post_3732_b_1749256.html?utm_hp_ref=education&utm_source=buffer&buffer_share=9fbf1</a><br />
<br />
As always, I love to read your comments.<br />
<br />
JimJim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-21124145486519605962012-08-01T20:05:00.001-07:002012-08-01T20:05:36.742-07:00Is math the root cause of so many kids dropping out?<div><p><a href="http://mobile.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.xml">NYT: Is Algebra Necessary?</a></p>
<p>I found this to be a very interesting read. For the past two days, I have come back to the author's thesis, thought about how we design schools in the 21st Century, and wondered why we keep doing what we do in schools today. Well worth a look.</p>
</div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com2tag:blogger.com,1999:blog-1826968215000478042.post-89176111609346859552012-07-03T05:04:00.001-07:002012-07-03T06:04:59.455-07:00The Busy TrapWhile laying in bed, slow to rise on this sunny morning, I saw this post on my phone's Twitter Feed, courtesy of @ElemSchHeads. And I was thrilled:<br />
<br />
<a href="http://opinionator.blogs.nytimes.com/2012/06/30/the-busy-trap/" style="background-color: white;">http://opinionator.blogs.nytimes.com/2012/06/30/the-busy-trap/</a><br />
<br />
<span style="background-color: white;">As I have been winding down my days in CNY, life has turned upside down for me. Moving, especially in a dual career household with little kids, has a way of making your intestines lurch and your frontal cortex miss it's mark. There is WAY too much going on these days. Yet, I have taken ever opportunity to drop what I need to do in order to have a coffee with a faculty member, take my 6 year-old to the playground, or head out on a bike ride with a friend or two or three - with no regrets what so ever. In fact, I have been fully aware that is is the right thing to do, right now, right here. The author of this opinion piece feels the same way. But are people like us really iconoclasts in today's "I'm so busy" culture? And what is this culture doing to our kids?</span><br />
<br />
<br />Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-48221740533807093652012-07-02T06:37:00.002-07:002012-07-02T06:37:42.376-07:00Leaving<br />
<div class="MsoNormal">
Change is uncomfortable. But for those who strive to grow,
change is inevitable. This week, I leave for <st1:state w:st="on">Colorado</st1:state>
to lead <st1:placename w:st="on">Summit</st1:placename> <st1:placetype w:st="on">Middle
School</st1:placetype> in <st1:place w:st="on">Boulder</st1:place>. I
happened upon this quote recently and it resonated with me, not only as a father and as an individual, but also as a teacher and mentor:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“20 years from now you will be more disappointed by the
things you didn’t do than by the one’s you did. So throw off the bowlines. Sail
away from the safe harbor. Catch the trade winds in your sails. Explore. Dream.
Discover.” - Mark Twain</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-56596357976741857692012-05-03T09:30:00.001-07:002012-05-03T09:31:13.191-07:00Commitment to Community: Today's 8th and 3rd Grade Garden ProjectWe take community and collaboration seriously, and it turns out the Community Garden MPH put in this year, and managed by science teacher Pam Stewart, is really taking off this spring. I stumbled upon her 8's working with the 3's this morning - digging, planting, and exploring what it means to create something sustainable and worthwhile for the entire school. Gardens aren't just for looks - they help build critical skills within our capable young people. This morning was so organic (no pun intended), I just had to share.<br />
<br />
<embed flashvars="host=picasaweb.google.com&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F102643348633726411254%2Falbumid%2F5738305238945363857%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" height="192" pluginspage="http://www.macromedia.com/go/getflashplayer" src="https://picasaweb.google.com/s/c/bin/slideshow.swf" type="application/x-shockwave-flash" width="288"></embed>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-32670153534980718042012-04-23T09:27:00.001-07:002012-04-23T09:28:45.729-07:00Green Lakes Stewardship Day. A photo collection.<br />
<div class="MsoNormal">
I
wanted to thank all the students and faculty who made it to Green Lakes State Park for a gorgeous
day on Friday. By all accounts it was a very successful day out. From mulching to painting to the aquatic study, the kids had a
wonderful time and the parks people/ESF students did a great job capturing
their attention and creating what I think was the best program to date. Without
a doubt the person who deserves the most credit is SUNY ESF student Sarah Hofer who organized
the entire program this year. Take a look at what she organized for the kids to do.<br />
<br />
<embed flashvars="host=picasaweb.google.com&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F102643348633726411254%2Falbumid%2F5734622836863760081%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" height="192" pluginspage="http://www.macromedia.com/go/getflashplayer" src="https://picasaweb.google.com/s/c/bin/slideshow.swf" type="application/x-shockwave-flash" width="288"></embed></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Jim</div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-48199576729629883222012-03-29T12:14:00.000-07:002012-03-29T12:14:13.041-07:00Who wants their child to be healthy, safe, and engaged?<div style="text-align: center;">
<div class="MsoNormal" style="text-align: left;">
Last night I was reading from <i>Schools: A Journal for Inquiry into the Subjective Experience of School
Life</i>, looking to probe a bit into the idea of teaching to the whole
child. Lately, more and more schools say they teach to the whole child, or
claim their approach is different than other schools because of their focus on
the child. With the term whole child
being thrown around so much of late, especially in the middle years, I
began to think - what does it really mean? </div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
According to ACSD, here are the basic attributes of what it
means to be focused on the whole child:</div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
- Each student enters school <a href="http://www.ascd.org/programs/The-Whole-Child/Healthy.aspx" target="_blank"><span style="color: black;">healthy</span></a> and
learns about and practices a healthy lifestyle.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
- Each student learns in an
environment that is physically and emotionally <a href="http://www.ascd.org/programs/The-Whole-Child/Safe.aspx" target="_blank"><span style="color: black;">safe</span></a> for
students and adults.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
- Each student is actively <a href="http://www.ascd.org/programs/The-Whole-Child/Engaged.aspx" target="_blank"><span style="color: black;">engaged</span></a> in
learning and is connected to the school and broader community.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
- Each student has access to
personalized learning and is <a href="http://www.ascd.org/programs/The-Whole-Child/Supported.aspx" target="_blank"><span style="color: black;">supported</span></a> by qualified, caring adults.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
- Each student is <a href="http://www.ascd.org/programs/The-Whole-Child/Challenged.aspx" target="_blank"><span style="color: black;">challenged</span></a> academically and prepared for success in
college or further study and for employment and participation in a global
environment.<o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
That sounds about right, but don’t
most schools approach education this way? What school is actively saying they
don’t challenge kids academically or that they don’t promote a healthy
lifestyle? <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
I came across an article in <i>Schools</i> that mentions Alfie Kohn’s view.
Kohn – who is never short on opinions in print, or in person – made an
interesting point about the whole child approach, and how it often devolves as
the student grows older. He also feels that if schools are to focus on the
whole child, then they need to provide a safe place for growth and change. This
can’t happen when bureaucratic control takes precedent – around school tools
like schedules and policy. Kohn asked the question, “does the schedule rule
learning or does learning rule the school?” <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
I think there are many examples in
American education today, where teaching is about the system, not the student. Not
just in public schools, where scores are shared in the media and politicians
fire shots at faculty on a weekly basis, but in schools of choice too. Many
parents in our schools look to us to provide preparation – they choose us as a
select school so we can prepare their kids for a select university. We can
measure that, can’t we? Heads can talk about the numbers of kids they place into
Ivy’s and parents can see the numbers too. Done. That quest for quantifiables is
genuine in the competitive world of modern day schooling. So the measurements
better be visible, viable, and valiant. <o:p></o:p></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
This is a real issue if you are a teacher. It is an even
bigger issue if you are a teacher teaching to the whole child. They know there
is more to teaching than reading rates, test scores, and college outcomes. Great
teachers know that young people need to think both critically and creatively, now,
more than ever. Students need to know how to evaluate huge amounts of information
in order to work with a diversity of people to solve complex problems, locally
and globally. These are the facts our children face. Therefore, common sense validates
that teaching to the whole child is a right approach. The big question that remains
is whether schools, faced with very real economic, political and social
pressures, will be able to have the guts to stand by their faculty when they
know what works.</div>
</div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-64552647657973643022012-02-03T06:08:00.000-08:002012-02-03T06:08:48.353-08:00Cities: a solution for our planet and our students<br />
<div class="MsoNormal">
I was reading some blog posts from a few educators I follow
on Twitter this evening. They had attended the Independent Schools Association
of the Southwest Biannual Conference in <st1:place w:st="on"><st1:city w:st="on">Houston</st1:city>,
<st1:state w:st="on">Texas</st1:state></st1:place> and were reporting back on a
few of the keynote speakers, one of which was Pat Bassett, President of NAIS.
Much of his talk focused on the need for more intentional instruction by
educators on the well known 21st Century C’s: character, creativity and
cooperation. Pat also focused on a lesser know C that I found more intriguing.
Let me tell you why.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Basset mentioned a need to focus on <i>cosmopolitanism</i>. What he is referring to is bringing children into
a world that is smaller due to our interconnectedness. Cosmopolitan reminds me
of another C word: <i>city</i>. I have
always felt schools should be preparing students to live in cities. Why?
Because many if not most of the great universities and colleges are in cities,
and so are the great industries and talent centers, from tech to finance, law
to government. Perhaps most importantly, more and more research is showing if
we are going to survive as a planet, prevent sprawl,and conserve resources, one
solution is to embrace global urbanization. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I dug a little deeper into this idea and found a great piece
on Huffington Post by Katherine Krauss, a senior at <st1:placename w:st="on">Greenhills</st1:placename>
<st1:placetype w:st="on">School</st1:placetype> - an independent school in <st1:place w:st="on"><st1:city w:st="on">Ann Arbor</st1:city>, <st1:state w:st="on">Mich.</st1:state></st1:place>
She penned a compelling argument that global migration toward cities means good
things for the environment. She pointed out, “less people sprawled out in
suburbs means less burning of fossil fuels from personal cars and more land
given back to the natural ecosystems of the region.” She didn’t stop there.
Krauss took it a step further and stated “cities are the centers of idea
exchange. Because the world's nations are so highly interconnected in today's
society, collaboration is becoming more and more critical to the maintaining of
a global order and peace; and because the world has never seen anything like
this level of interconnectedness before, it is critical that experts gather to
exchange ideas about how to best advance in their field.”</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Katherine is right. Cities have always been at the center of
thinking and creativity. They have been focal points of commerce and trade,
artistry and social movements, and because cities often have strong economies,
they attract millions looking for work or intellectual inspiration. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So why is this important? Because most students graduating
in this era, will be living and working in a city. They will need to understand
how to live, thrive and give back in an urban environment in the evolving 21st
century. And the city very well may be in another country. The city could be <st1:state w:st="on">New York</st1:state>, <st1:city w:st="on">Denver</st1:city>, or <st1:city w:st="on"><st1:place w:st="on">San Francisco</st1:place></st1:city>. Maybe <st1:city w:st="on">Lima</st1:city>, San Paulo or <st1:place w:st="on"><st1:city w:st="on">Buenos
Aires</st1:city></st1:place>. Could be <st1:country-region w:st="on">Singapore</st1:country-region>,
Hong Kong or <st1:place w:st="on"><st1:city w:st="on">Chengdu</st1:city></st1:place>.
Possibly even <st1:city w:st="on">Lagos</st1:city>, <st1:city w:st="on"><st1:place w:st="on">Dakar</st1:place></st1:city> or Narobi. How exciting is that?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Very exciting, because cities <i>are</i> exciting. They are full of hope, can-do-attitudes and people
who are looking to make things happen. Who hasn’t been excited by a visit to
NYC? Is there a more exciting place in the world? As someone who lived in <st1:state w:st="on">New York</st1:state>, <st1:city w:st="on">San Francisco</st1:city>
and <st1:city w:st="on"><st1:place w:st="on">Prague</st1:place></st1:city> too,
I experienced this fist hand. The move back to urban living might be the
solution for so many of the global ills we face today and if our students study
hard and have a little luck, they too will find themselves in a city, living,
connecting and thriving well into the 21<sup>st</sup> Century.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For more from Katherine Krauss, look here: <a href="http://www.huffingtonpost.com/katherine-krauss/the-benefits-of-global-ur_b_1214364.html">http://www.huffingtonpost.com/katherine-krauss/the-benefits-of-global-ur_b_1214364.html</a></div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com2tag:blogger.com,1999:blog-1826968215000478042.post-30947071222053602162012-01-03T14:06:00.000-08:002012-01-03T14:09:55.571-08:00Tired? Want better grades? Try exercise<br />
<div class="MsoNormal">
It’s the first day back from Winter Break and I am dragging.
Late nights and late morning are part of the regular diet of relaxation in my
house over the holidays, but there is a bigger reason why at 2:15 today I drank
cup of coffee #3: lack of physical activity. Without it, I am simply not myself.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I wasn't the only one in need of get up and go. Due to the weather turning bitterly cold, the MS was unable to
get outside today, and like many 6<sup>th</sup> graders, I don’t take the
absence of recess lightly. And it isn’t all about fun. More and more research
shows movement matters not just to a student’s physical and emotional well-being,
but to their academic health too. Just today I read an article in <i>Education
Week</i> citing new evidence linking physical activity and academic success.
In a nut shell, the study found “a significant relationship between physical
activity and academic performance.” Why? Increased blood and oxygen flow to the
brain boosts production of norepinephrine and endorphins which help improve
mood. Even more interesting was the finding that exercise, specifically in school sports, “increased growth
factors that help create new nerve cells and support synaptic plasticity.” That
plasticity is no small thing. Just like your biceps and hamstrings, keeping
your brain fit and flexible opens the way for improved learning and performance.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What’s exciting about this finding? Schools will now be able
to think intentionally about PE and recess periods to tailor their
programs to benefit each student's body – and mind.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Jim</div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com2tag:blogger.com,1999:blog-1826968215000478042.post-12294990041540203882011-12-06T07:05:00.001-08:002011-12-06T07:23:18.434-08:00There is more in you than you think: Kurt Hahn's legacy<div class="MsoNormal">
While living in <st1:state w:st="on">California</st1:state>,
I went with a good friend to <st1:place w:st="on">Yosemite Valley</st1:place> to
run up to the top of Half Dome. It was a quick trip - stop at the grocery store
for some cheese and bread, throw a sleeping bag and tent into the trunk, hit
Starbucks and then go. When we reached the park late that Sunday evening, it
was raining and dark. Realizing that we would be starting our 18 mile round
trip journey very early in the morning, we decided to leave the tent in the
trunk and simply sleep in the car. When we woke up in the morning, the rain had
stopped, so we set a brisk pace out of the parking lot near. We made great time
off the valley floor, leaving most of the mass of hikers behind. About half way
up the trail, I was surprised to see a family of five a few switchbacks up the
trail. I reminded myself to look up and say hello as we passed them by and to
move with care as we tried to get around them. They were moving quick I thought
but I also wondered why the three kids weren’t in school? It was a Wednesday
after all, and I just happened to have off for a Jewish holiday.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Actually, they were from another hemisphere and they had
taken much more time off than simply Yom Kippur. When Steve and I finally
caught them, we found out they were on a month-long break from traditional
school in <st1:country-region w:st="on"><st1:place w:st="on">Australia</st1:place></st1:country-region> to
tour the national parks of the West. The family came from <st1:city w:st="on">Sydney</st1:city>, <st1:country-region w:st="on">Australia</st1:country-region> to <st1:country-region w:st="on"><st1:place w:st="on">America</st1:place></st1:country-region> not
simply for a holiday, but also for a grand lesson in experiential education.
And their school back Down Under wholeheartedly endorsed the voyage. It wasn't
because the kids needed a unique way to learn. In fact, two of the three
children had received prestigious scholarships to attend private schools, and
were academically high achievers as well as accomplished musicians and
athletes. The support came simply from the belief that education should not
start or stop at the classroom door.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Believe it or not, the idea of formal learning out of the
classroom started in open air sanatoriums that sprung up in <st1:place w:st="on">Europe</st1:place> in the latter part of the 19th century.
During that time, fresh air and sunshine as much as medicine were used to treat
tuberculosis. The idea extended to <st1:country-region w:st="on"><st1:place w:st="on">Britain</st1:place></st1:country-region> during the first half
of the 20th century, with the focus on improving the health of children who
were seen as sickly and susceptible to TB. The schools had no walls and
purposefully harsh but healthy environmental conditions. By the 1940s, there
were 155 open-air schools in <st1:country-region w:st="on"><st1:place w:st="on">Britain</st1:place></st1:country-region> and their goal was to
improve both health and academics.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
These open-air schools shared much with the philosophy of a
set of schools now thriving in the <st1:country-region w:st="on"><st1:place w:st="on">U.S.</st1:place></st1:country-region> known as Outward Bound
Schools. Outward Bound programs are based on a development-by-challenge philosophy,
put in place by the school's founder Kurt Hahn, an eccentric and innovative
turn of the century educator who believed in the need for real, hands-on,
practical challenges for the development of character in adolescent boys. Hahn
emphasized that Outward Bound was about training the mind through the body, and
he attempted to provide youth with challenging experiences in an educational
environment designed to help kids develop inner strength, character and
resolve. Hahn also was responsible for being a leader in the creation
of the International Baccalaureate, an intense, global academic diploma
program now recognized around the world.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I studied Hahn intensely while in grad school and find a lot
of merit in his ideals. A quick look around the educational landscape
demonstrates that I'm not the only one. For example, there is an interesting
movement called <st1:street w:st="on"><st1:address w:st="on">Round Square</st1:address></st1:street>.
It is a worldwide association of more than 50 member schools on five continents
which share a commitment, beyond academic excellence, to personal development,
taking responsibility and serving others. Round Square's website sums up their
membership foundation in six pillars known as I.D.E.A.L.S: International
Understanding; Democracy; Environment; Adventure; Leadership; and Service. With
these schools, there is a continuous process of self-evaluation which goes on
after a school becomes a full member. So who are these schools? Most of the
institutions are on other continents. However, the member schools in the <st1:country-region w:st="on"><st1:place w:st="on">United States</st1:place></st1:country-region> are
better known for their academic excellence than their commitment to adventure
and global outreach.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As educators, we need to ask ourselves "are we forward
thinkers like Hahn? What do we do to add the important pieces of service,
understanding, adventure and challenge?" </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Schools have a greater purpose beyond preparing young people
for college. We should allow kids to face life head on and experience it in
ways that would demand courage, generosity, imagination and resolution. Kurt
Hahn felt this way too. He wrote that these principles help young people become
empowered to develop their innate abilities "to be the leaders and
guardians of tomorrow's world." For today's students to one day lead in
the world, they must first go out and experience it to realize as Hahn did that
"there is more in you than you think."</div>
<div class="MsoNormal">
<br /></div>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-86865356989682756802011-11-20T10:01:00.000-08:002011-11-23T10:43:23.048-08:00"Are you a 21st Century Principal?"I<span style="font-size: 13.5pt;"> </span>read a blog post recently
asking "<b>Are you a 21st Century Principal?" </b>This
is an important question to ask, so I thought I would share with you the
attributes I think are essential and need to happen right now, in all schools
striving to become innovative and relevant:<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
"You
are a 21st Century Principal if...<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
You know that PLN stands for Personal Learning
Network…and you collaborate with yours daily.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You use Twitter to find and share resources,
engage in international conversation about education, connect with other
educators, and make announcements to teachers, parents and students that follow
you.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You've replaced the filing cabinet in<span class="apple-converted-space"><span style="color: #333333;"> </span></span>your office with Dropbox… and can<span class="apple-converted-space"><span style="color: #333333;"> </span></span>access all of your important documents while out and about.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Your school has started paperless initiatives to
help cut down the costs of printing and copying.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You have a school website, blog, Facebook page,
and Twitter account and they are each updated regularly to keep parents,
teachers, and students informed with the latest news, events, activities, and
general announcements.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You not only allow but fully support and
encourage the use of social media inside school.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You encourage your teachers to take advantage of
all of the free resources available online, especially SimpleK12 eBooks and
education webinars.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You watch webinars, read blogs, and tweet to
keep current on the latest education trends and topics.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You encourage your staff to be involved in the
selection of new media and technology.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You collaborate with faculty members regularly
via free web tools such as Google Docs.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You collect classroom walkthrough and
observation data via Google Forms."<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Here is a link to the original blog: <a href="http://blog.simplek12.com/education/21-signs-you%E2%80%99re-a-21st-century-principal/">http://blog.simplek12.com/education/21-signs-you%E2%80%99re-a-21st-century-principal/</a>.<br />
<br />
Your thoughts? Leave a comment.<br />
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Jim<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />
<u1:p></u1:p>Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-7869566856851928462011-11-08T09:53:00.000-08:002011-11-08T10:09:06.019-08:00What makes good teaching?This year, the Middle School is taking a new look at teaching and learning. At the core of this work, lies a framework from well known educator Charlotte Danielson, who has taught at all levels from kindergarten through college, and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work, Ms. Danielson specializes in teacher quality and evaluation and professional development. Her framework has four domains, which we adopted in the MS: <br />
<br />
1. Planning and Preparation<br />
2. Classroom Environment<br />
3. Instruction<br />
4. Professional Responsibilities<br />
<br />
Our framework has many purposes, but its full value will be found in our conversations among faculty and administration as we quest further into the complex task of teaching. Our MSGE will be used as the foundation of the Middle School's coaching, professional development, and teacher evaluation process. I thought it might be useful for you to see the evaluation and growth plan yourself. Here is the link:<br />
<a href="http://jeagen.posterous.com/middle-school-growth-and-evaluation-program"></a><br />
<a href="http://jeagen.posterous.com/middle-school-growth-and-evaluation-program">jeagen.posterous.com/middle-school-growth-and-evaluation-program</a><br />
<br />
As always, let me know what you think.<br />
<br />
Best,<br />
JimJim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-90134098997257678722011-10-29T06:35:00.000-07:002011-10-29T06:38:33.793-07:00We should teach what David Freese learned to doI tuned into NPR this morning to see if I could catch a cerebral take of the World Series – a historic series that many are saying, already, was the best ever. Jim Bouton, former NY Yankee pitcher and author of the legendary baseball memoir “Ball Four,” was being interviewed by Scott Simon. They talked baseball, about the managerial styles of the two managers, about fans carrying much more of the hurt with them through the off season than the players. And then Scott asked Jim about David Freese, the hometown kid who plays third base for the Cardinals, who talks like a surfer and plays liked a Hall of Famer. They talked about his path to success. Bouton stated clearly that this golden boy had troubled waters to paddle through along the way to catching this amazing post-season wave. Freese was both MVP of the Playoffs and the World Series this year and a regular fixture on sports high-light shows throughout the autumn. <br />
<br />
So I looked up this remarkable David Freese to see what his path to success looked like. After a stunning high school career, Freese was offered a baseball scholarship to play with University of Missouri Tigers. However, during his senior season of high school, he quit. Simply put, he was burned out on baseball and opted not to take a scholarship. Instead, he enrolled at Missouri to study computer science. Just like that, he was done, emotionally spent, and only a teenager.<br />
<br />
Following his freshman year at Missouri, Freese spent the summer working for his hometown school maintenance department, and had a chance to visit his alma mater. What did he realize? That he missed baseball. A lot. Only weeks before having to head back to college, he contacted St. Louis Community College-Meramec, to ask for a roster spot. He got one and took it. In one season, Freese was named an All-America. His coach recommended him to the head coach of the baseball team at the University of South Alabama. He transferred and was unstoppable. According to his manager, Freese was the best player he ever coached. <br />
<br />
With a stellar college career in his pocket, Freese ascended to the pros and was well on his way to greatness when he hit a physical wall: a major ankle injury, requiring two surgeries and an extended time on the disabled list which cost him most of his entire first season. He rehabbed it back to health, stayed focus and became a starter this year. What happened next? He was hit by a pitch in his left hand, breaking it, causing him to miss two key months. He worked hard to recover, continued to refine his hitting with the help of his coaches, and was able to return to the lineup later this summer. If you watched any of the playoffs or World Series you saw the result – a performance which will now go down in history as one of the greatest ever.<br />
<br />
Now let’s go back to Bouton and Simon’s conversation. When asked how Freese does it, Bouton said it was this: his ability to overcome adversity. Freeze had a number of key highs and lows, breaks both good and bad. Luckily, he didn’t have an easy road and was forced to find resolve and a course through the valleys in order to get back to higher ground. He has what all successful people have: grit. And lots of it. Sure, Freeze can hit. He can throw. And he sure can play. But if there is one attribute Mr. Freese has that is truly remarkable, it is his ability to overcome troubles, focus on a goal, get there, and then perform at the highest level on the most visible stage. <br />Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com2tag:blogger.com,1999:blog-1826968215000478042.post-47172033680976452022011-10-10T20:18:00.000-07:002011-10-10T20:18:42.931-07:00Parents, performance, protection and pressure: a view from a grandparentI just read an interview done by Sewickley Academy of Pat Bassett, president of the National Association of Independent Schools (NAIS), a membership organization of more than 1,400 independent schools and associations of schools in the U.S. and 250 affiliated schools and associations internationally. Pat was asked "you’re a grandparent, who we’re guessing, might have strong views on contemporary styles of parenting. What advice do you have for parents as they wind their way through the thickets of advice in a high stress world?" His reply? "Read both of Wendy Mogel’s books, The Blessing of a Skinned Knee and Blessing of a B-, and Richard Weissbourd’s book, The Parents We Mean To Be. Then attend the book club meetings your school and parents association should offer, moderated by a school administrator and a local child psychologist. Bottom line – parents are both over-protecting their kids on the one hand, and putting immense performance pressure on them on the other. Kids grow in loving, supportive home and school environments, at their own pace, with stops and starts and long detours, and only get derailed when well-meaning but misguided adults in their lives make a mess of it. The daily message from parents to their kids should not be “I just want you to be happy,” nor “I just want you to be successful,” but rather “I want you to be good.” It turns out our hyper-parenting and obsession with “happiness” and “success” produce kids who are unhappy and stress-riddled. It turns out kids who are “good” (meaning morally good kids with character traits such as virtue, resilience, and perseverance) turn out to be much more likely to be successful and happy adults than do kids who become adolescents and then adults obsessed with being happy all the time or being driven to distraction about some unobtainable, perfectionist definition of success. We have one shot, and it’s now, to redefine “the good life,” and we need parents in that conversation."<br />
<br />
JimJim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0tag:blogger.com,1999:blog-1826968215000478042.post-19215706246680705632011-09-11T06:02:00.000-07:002011-09-11T06:09:04.957-07:00Hey, middle schoolers! How to survive day one.I can't sleep. Why? School is about to start. On Monday, we open for the year and I am just too excited. And nervous. Are all the lockers assigned? Did each student receive their schedule? Are all the faculty ready to go? Are the halls appropriately decorated and looking spiffy? If I feel this way, I can only imagine what a student new to middle school must feel right now. Some may have a bit of trepidation, others feel excitement and it is likely even a few kids are laying in bed right now thinking about tomorrow morning with just a tiny bit of dread. <br />
<br />
So, parents, this is really for the students: they may need a survival plan. If you look on page 12 of <i>The Worst-Case Scenario Survival Handbook: Middle School</i> by David Borgenicht, you will see what I mean. For those who don't have a copy in their pocket at all times like I do, here are the big five things to remember. And if you think about it, your kids are already well on their way to completing the plan, making them more than ready to go. Take a look:<br />
<br />
1. "Conduct an investigation" - They already toured the school, came to MS orientation and likely know some kids in their class. They have checked out the MPH website, had you come in and meet with me and set up their locker. This all should help keep the pre-game jitters at bay.<br />
<br />
2. "Look great, feel great" - They know the dress code, correct? As long as they stick to the code, they will be fine by us and will look super on the first day. Let them give their clothes a test drive and be sure to not impose too much of what you think. Unless you happen to be David and Victoria Beckham. I didn't think so.<br />
<br />
3. "Buddy Up" - They have their schedule, right? Your son or daughter should find out who is in their language and math class rotation if they haven't already. They can check out in the MS office who is at their lunch table too. These kids are the kids they will walk and talk with and can help them get from point A to point B throughout the first week. <br />
<br />
4. "Map Quest" - I gave new families a map this summer when we met. Students can use that map to make a route from gym to history class and spot where the bathroom and the water fountains are. Key stuff for all middle schoolers.<br />
<br />
5. "Imagine Success" - This one is important. Visualize, visualize and visualize again being a success in the Middle School. People need to see themselves happy, with friends and feeling good. This is THE most important thing to do at the start of the school year. The more positive you are in your mind, the more likely things will go well for you that first day.<br />
<br />
That's it. Keep it simple. Be positive. Have a plan. Be ready to adjust. Connect with people. And remember, there is always an adult right around the corner to help. Let's have a great start to the new year!<br />
<br />
Mr. EagenJim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com1tag:blogger.com,1999:blog-1826968215000478042.post-67107862727342978852011-08-23T07:17:00.000-07:002011-08-23T07:27:27.567-07:00Go Team! How to start the school year rightThis week, I rediscovered a great article by Joe Bruzzese, a leading expert for the middle school years. The piece is about how a team approach to reaching and teaching a child can "make the difference." I thought I would share it with you here:
<br />
<br />Coming together is a beginning.
<br />Keeping together is progress.
<br />Working together is success.
<br />— Henry Ford
<br />
<br />According to the United States Census Bureau, today’s generation of school-age children spend the majority of their waking hours in the care of someone other than their parents. Given the influence that teachers, coaches, mentors, and extended family members have on a child’s development, the necessity for building a relationship with this group of people has never been greater. But, for parents, creating a team of focused and motivated individuals who will continually support the ongoing growth of your child requires a new set of skills.
<br />
<br />The first skill is to be able to envision the sort of success you want for your child in the school year. Once you have this vision, you need to clearly identify the extended support team. Do you know who is on your team — and how you can work with them all in the interest of your child’s success in school?
<br />
<br />Five Steps to Building Your Support Team
<br />Create a roster. Who will impact your child’s life this year? Begin by creating a list of the adults who will connect with your child during the first month of school. Teachers, school administrators, coaches, mentors, and extended family members are common additions to most team rosters.
<br />
<br />Position the players. With a completed roster in place, identify when and where your child will see these critical people. Teachers and school personnel typically fall within a specified seven-hour time block on a regular Monday-through-Friday schedule. However, the after-school hours are equally important. Identifying who will supervise your child beyond the conclusion of the school day creates an accurate picture of your child’s life and the role that each adult will play this year.
<br />
<br />Connect. The beginning of a school year marks the start to many new and inspiring relationships. During the first few weeks of school, take two minutes to communicate with each person on your roster. Send a written note, e-mail message, or share a quick conversation in person. The message to convey is short yet sincere, “Hi, I just wanted you to know how excited I am to have you in my child’s life this year.” This quick introduction sends a powerful message to everyone on your team about the importance of each person’s role in your child’s life.
<br />
<br />Check in. Don’t wait until a problem arises to initiate a conversation. Every two to three weeks, check in with each of the people on your roster. Start the conversation with, “How are you?” and then let the discussion flow from there. Beginning with an open-ended question that allows the conversation about your child to evolve naturally. Leading questions like, “How was her behavior today?” or “Were there any problems?” bring immediate focus to a potentially negative set of comments that result in creating greater distance between parents and key adults in their child’s life. The opportunity to share positive comments or questions is lost amidst the negativity.
<br />
<br />Celebrate. Reaching milestones and achieving goals is cause for celebration. Placing a quick call to your child’s teacher after the conclusion of a long-term project or class play shows acknowledgement and appreciation — two characteristics of supportive teams. The more often team members celebrate together, the stronger the relationship grows. As a teacher and a mom, Dee Moran knows the importance of celebrating achievement. “Our six-year-old likes being recognized for his achievements,” she says. “The simplest words of praise and acknowledgment leave him proud for days. Julie, our 13-year-old, typically opts for a more subtle approach to celebration, preferring to spend a night out with friends at the movies after bringing a successful semester to a close. Celebrating achievements both small and large keeps everyone moving forward.”
<br />
<br />Bringing the valued members of your team together, both at home and in the community, allows your vision to become a reality. Celebrating the fulfillment of a vision inspires motivation for continued success. Enjoy the year ahead with your family.
<br />
<br />Joe Bruzzese, author of A Parent’s Guide to the Middle School Years and co-founder of Thinking-Forward.com, can be reached at joe@Thinking-ForwardTV.com. Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com1tag:blogger.com,1999:blog-1826968215000478042.post-9252756447054582982011-08-08T18:51:00.000-07:002011-08-08T19:03:27.866-07:00Chances are your kid isn't going to law schoolDig this: “If you have a child entering grade school this fall, file away just one number with all those back-to-school forms: 65 percent. Chances are just that good that, in spite of anything you do, little Oliver or Abigail won’t end up a doctor or lawyer — or, indeed, anything else you’ve ever heard of. According to Cathy N. Davidson, co-director of the annual MacArthur Foundation Digital Media and Learning Competitions, fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.” *
<br />
<br />Whoa! Wow! Yikes! Yowzaa! This isn’t Batman, Robin, this is the 21st Century. A technology tidal wave is upon us. Now remember, it’s just a tool - just like a pencil - but utilized during the teaching and learning process, it is a phenomenally complex tool for students to use to communicate, connect, and collaborate in new and even more meaningful ways. So much for the pencil analogy. Some feel schools will become immaterial unless they gravitate to these emerging technologies and employ them to better understand today’s learners. Many new educational leaders such as Eric Sheninger, a connected principal and the subject of a recent article in USA Today on social media in the classroom, think so. I tend to agree with him.
<br />
<br />In the coming weeks, I am preparing to engage the Middle School in a conversation about becoming a school of the future - a 21st Century institution of teaching and learning. With a change in mindset and administrative support, as well as a host of digital tools, including social media, this can happen. In fact, it must. Yowzaa!
<br />
<br />* From “Education Needs a Digital-Age Upgrade” By VIRGINIA HEFFERNAN August 7, 2011, 5:30 PM
<br />Jim Eagenhttp://www.blogger.com/profile/01356691370347342268noreply@blogger.com0