Fake Plastic Selfie Sticks

couple_selfie_stick_konigssluis_amsterdam_2016-09-13-6621
By Slaunger (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)%5D, via Wikimedia Commons
Two complementary stories on where social media posturing is steering us and our kids:

13, right now: This is what it’s like to grow up in the age of likes, lols and longing

The best thing is the little notification box, which means someone liked, tagged or followed her on Instagram. She has 604 followers. There are only 25 photos on her page because she deletes most of what she posts. The ones that don’t get enough likes, don’t have good enough lighting or don’t show the coolest moments in her life must be deleted.

“I decide the pictures that look good,” she says. “Ones with my friends, ones that are a really nice-looking picture.”

#VANLIFE, THE BOHEMIAN SOCIAL-MEDIA MOVEMENT

King positioned Penny at her feet, but the dog kept moving, distracted by grebes bobbing on the waves. Smith grew frustrated by the strong contrast between the dim van interior and the bright ocean beyond. King attempted to placate him. “Corey, this is O.K., this is O.K., this is fun,” she said.

After more than half an hour, Smith got a shot he was satisfied with. The next day, as he drove in the rain to Los Padres National Forest, King sat in the back and fixed the overexposed ocean in Photoshop. The post, when it went up, looked cozy and relaxed. King added a long caption, about how living in the van had made her reconsider what “work” actually means. “I no longer define work by money, instead seeing it as our focused action collectively creating our world,” she wrote. “Currently my work is storytelling and aligning with companies supporting our lifestyle and Earth.”

“Such a beautiful lifestyle,” one commenter wrote. “This looks like heaven,” another said.

Smörgåsbord: Our prehistoric minds face the technological wilderness

“A Brook in the Forest” by Gustave Courbet. Courtesy of The MET.

Innovation is truly generated from infrastructure, standards, and contexts that are incrementally shaped by bureaucracies. Sorry, Steve Jobs idolizers.

https://aeon.co/essays/most-of-the-time-innovators-don-t-move-fast-and-break-things

What are the consequences of children interacting daily with AI voice assistants like Alexa or Google Home?

“There can be a lot of unintended consequences to interactions with these devices that mimic conversation,” said Kate Darling, an MIT professor who studies how humans interact with robots. “We don’t know what all of them are yet.”

I think the fears about transference of how kids talk to robots to humans is overblown here — after all, we all talk to our pets as kids but that doesn’t seem to taint our interactions with other humans. But definitely worth considering how these devices could potentially provide linguistic training and refinement of questioning as an educative tool.

https://www.washingtonpost.com/local/how-millions-of-kids-are-being-shaped-by-know-it-all-voice-assistants/2017/03/01/c0a644c4-ef1c-11e6-b4ff-ac2cf509efe5_story.html

Direct instruction in a “circle time” game could help promote self-control in children.

Researchers noted that “there could be educational implications to their results: ‘the irony may be that in devising strategies for parenting and schooling geared to a world of rapid technological change while neglecting the importance of traditional cultural practices, we may be contributing to a deterioration of young people’s attentive and inhibitive resources, thus promoting impulses toward instant gratification’.”

https://digest.bps.org.uk/2017/03/03/circle-time-rituals-help-children-beat-the-marshmallow-test-of-self-control/

According to an evolutionary psychologist, high school poses “an unprecedented social challenge to our prehistoric minds.”

Could just as easily switch the word parent to teacher here: “the things that the parent thinks that the child should be concerned with (preparing for a career and developing important life skills) and the things that the child is emotionally driven to actually be concerned with (being popular and having fun) are often at odds.”

https://qz.com/705770/an-evolutionary-psychologist-explains-why-you-will-always-be-haunted-by-high-school/

“indigenous people were gardeners and stewards of biodiversity.” Compare to us.

https://www.theatlantic.com/science/archive/2017/03/its-now-clear-that-ancient-humans-helped-enrich-the-amazon/518439/

A little wildness and diversity can go a long way.

“In an Urban Forestry & Urban Greening study of vacant lots in Cleveland, Ohio, where economic impoverishment and a declining population have left some 27,000 lots to go feral, the ecosystem services provided by inner-city lots far surpassed those of carefully-tended residential and suburban spaces.”

http://www.anthropocenemagazine.org/2017/03/the-value-of-vacant-lots/

Brains as ecosystems.

“Critically, these cases began with studying behaviors that the animals naturally do, not those that they had been trained to perform.”

https://www.theatlantic.com/science/archive/2017/02/how-brain-scientists-forgot-that-brains-have-owners/517599/

This is a great idea: quiz commenters on articles to ensure they have basic comprehension before they can comment.

“If everyone can agree that this is what the article says, then they have a much better basis for commenting on it.”

Not only could this ensure more level-headed commenting — but it could furthermore serve as a reinforcer of key details.

http://www.niemanlab.org/2017/03/this-site-is-taking-the-edge-off-rant-mode-by-making-readers-pass-a-quiz-before-commenting/

Respect to Mike Rowe for keeping up the call for CTE.

“If you want to make America great again, you’ve got to make work cool again,” he said.

https://www.the74million.org/article/dirty-jobs-star-mike-rowe-stumps-for-career-and-tech-ed-as-house-readies-for-new-cte-bill

Busing is always the conversation killer on the integration of schools. But Hartford demonstrates that busing can be beneficial.

http://www.csmonitor.com/EqualEd/2017/0225/Where-busing-works

An important reminder from Nikole Hannah-Jones what the word “public” means in the US — including both its dark side and it’s promise.

“as black Americans became part of the public, white Americans began to pull away.”

“schools, as segregated as many are, remain one of the few institutions where Americans of different classes and races mix. The vast multiracial, socioeconomically diverse defense of public schools that DeVos set off may show that we have not yet given up on the ideals of the public — and on ourselves.”

https://www.nytimes.com/2017/02/21/magazine/have-we-lost-sight-of-the-promise-of-public-schools.html

NY Teachers: Here’s a useful graph to share with students, courtesy of Achieve’s new report.

media-20170228

http://www.achieve.org/files/New%20York_2017.pdf

Success Academy’s Moskowitz gets called out by Politico

Suddenly, Moskowitz, one of the most vociferously and politically aggressive of education reformers, claims that “I … need to consider whether it is appropriate for me to use my position as the leader of a collection of public schools paid for with government funds to advocate politically.”

Hmm.

http://www.politico.com/states/new-york/city-hall/story/2017/02/success-staff-question-moskowitzs-ties-to-trump-109792

Though after some criticism from her own staff and from the exposure by that Politico article, it seems she suddenly re-discovered her voice.

http://www.nydailynews.com/new-york/success-academy-schools-support-transgender-students-article-1.2984127

Airplane wings that morph, inspired by birds

http://www.pbs.org/wgbh/nova/next/space/morphing-wings/

 

Therapeutic Learning Environments

At school, even a small reprimand from a teacher or perceived insult from a fellow student can trigger explosions of rage, expletives, and other inappropriate behavior.

. . . At Lincoln, the teachers and staff follow a few deceptively simple rules: Don’t take anything the student says personally and don’t mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principal’s office or a special “quiet room.” Later, they inquire about what might be bothering them and ask if they want to talk about it.

. . . As the Lincoln staff discovered, helping teachers de-escalate their reactions to student misbehavior is critical to building trusting relationships. “Things like language [and] tone of voice can really trigger or re-trigger some kids, especially kids who have known trauma.

–James Redford and Karen Pritzker, “Teaching Traumatized Kids” on The Atlantic

Social-Emotional Learning Starts with Adults

“Out of control” , by Erik Pevernagie, oil on canvas

A whole-school approach to [Social-Emotional Learning] means that all the adults in the building — not just teachers and principals, but lunchroom monitors, bus drivers, librarians, and specialists — have to be invested and on the same page with SEL. In their own interactions, as well as in their work with students, adults should model the type of behavior they want their students to exhibit . . .

So while regular professional development can teach adults the nuts and bolts of integrating SEL into the school day, one more step is crucial to a successful program: Ensuring that adults develop their own social-emotional capacities. “Our approach has shifted towards supporting the adults’ own social emotional needs, addressing the stressors they may be experiencing as professionals in education.

—Rebecca Bailey, as reported by Leah Shafer, “What makes SEL work?” on Usable Knowledge

More on the need for adults to have the capacity for modeling self-control: Learning and Teaching Self-Control

Early Conflicts with Teachers Can Lead to Special Education

“The relationships preschoolers form with their teachers can predict their school performance in early-elementary school, concludes a new study.

Through statistical analyses of data on nearly 1,000 preschoolers, researchers from the University of Virginia’s Curry School of Education find that students who experienced conflict with their teachers in preschool were likelier to be referred for special education later on in elementary school—especially for boys whose language skills were low for their age.”

—Carmen Constantinescu, “Children’s Preschool Classroom Experiences and Associations With Early Elementary Special Education Referral” in EdWeek

Monitoring Our Environment May Lead to Self-Control

Vision

“stopping may actually be a relatively automatic and effortless process, and, in some sense, a mere by-product of being appropriately mindful of environmental change. Instead of stopping, the central role is occupied by the ability to attend vigilantly to features of the world that might demand changes in behavior.

—Cognitive Neuroscience Society blog, “Children Need to Learn Context to Know When to Stop

This interview is a bit difficult to parse for a layman like myself, but it jibes with my ken.

It makes more sense to train a child to become aware of the physical changes that can occur during emotional stress rather than merely techniques for “stop and think.” You can’t stop and think if you aren’t able to monitor yourself enough to know that you need to stop and think!

The Traits of Achievement

A provocative opinion piece in the NY Times, “What Drives Success?” by Amy Chua and Jed Rubenfeld, suggested this Sunday that cultural traits can provide the impetus for success:

It turns out that for all their diversity, the strikingly successful groups in America today share three traits that, together, propel success. The first is a superiority complex — a deep-seated belief in their exceptionality. The second appears to be the opposite — insecurity, a feeling that you or what you’ve done is not good enough. The third is impulse control.

Any individual, from any background, can have what we call this Triple Package of traits. But research shows that some groups are instilling them more frequently than others, and that they are enjoying greater success.

Reading this, I thought of how this “Triple Package” of traits connects to some of the concepts that Jim Collins articulates in Good to Great (which I’ve discussed here before) for the most successful organizations.

In the framework of concepts that Collin’s lays out in his book,”Confront the Brutal Facts,” “The Hedgehog Concept,” and “A Culture of Discipline” especially resonate with the logic that the authors of the NY Times article present, though I will argue that the term “superiority complex” that Chua and Rubenfeld choose may not be the most useful.

Let’s look a little closer at how these traits of successful organizations and cultures align.

Insecurity and the Brutal Facts

According to Collins, one of the central traits of remarkably successful organizations that have gone from good to great is that they are willing to “confront the brutal facts.” In other words, these organizations create an environment where the truth is able to be heard, even when it might not be something that leaders want to hear. There are mechanisms in place for people to provide honest feedback without fear of reprisal.

This openness to unpleasant news bears some linkage to the trait of insecurity in an individual or culture. When you are insecure, you are sensitive to feedback even from strangers in the street. You dissect run-of-the-mill conversations to determine why your comments didn’t seem to land the way you imagined it would.

Insecurity, as Chua and Rubenfeld suggest, can be pathological in the absence of the other traits of success: “Insecure people feel like they’re never good enough.” But when complemented by other qualities, this sense of never being good enough can turn into a driver of achievement. Insecure cultures, like organizations, tend not to be complacent.

Insecurity, the Superiority Complex, and the Stockdale Paradox

One of the ways that Jim Collins explains how “Level 5 Leaders” manifest the capacity for “confronting the brutal facts” is what he terms the “Stockdale Paradox.” Named after an Admiral who was tortured “over twenty times during his eight-year imprisonment from 1965 to 1973,” the paradox delineates that even as you confront the brutal facts of your reality, you must also be able to “retain faith that you will prevail in the end, regardless of the difficulties.”

This paradoxical faith, even when faced with the most daunting of circumstances, parallels the notion of a “superiority complex” that Chua and Rubenfeld refer to. However, I don’t feel that the latter terminology is the most productive. When considered from the vantage of Admiral Jim Stockdale, it wasn’t necessarily a feeling of being better than others that enabled him to survive and thrive in horrific circumstances—it was that he had an unwavering faith that he would prevail. This may seem like equivocation, but I feel there is a subtle distinction between an unearned sense of superiority and a disciplined determination and will. Someone who believes they are superior or exceptional are not likely to confront the brutal facts of their reality for any sustained period of time. Yet someone who believes they will prevail against all odds—even as they confront the brutal reality of their existence—can continue to endure far beyond even their own expectations.

The Hedgehog Concept and the Superiority Complex

Another concept Collins explores in Good to Great that aligns with this unfortunately named “superiority complex” is the “Hedgehog Concept.” A common quality of successful organizations that Collins studied was that they had a strong and clear understanding of what they were best at, and they took action based on this understanding with a relentless focus.

This is again why I think using a term like “superiority complex” is unfortunate. There are certainly people who are masters of their craft who act like they have a superiority complex. Yet if they are truly masters, they most likely have a fairly accurate picture of their weaknesses and strengths in their particular domain. As Annie Murphy Paul writes in “The Myth of Practice Makes Perfect“:

“Deliberate practice,” Ericsson declares sternly, “requires effort and is not inherently enjoyable.” Having given us fair warning, he reveals the secret of deliberate practice: relentlessly focusing on our weaknesses and inventing new ways to root them out. Results are carefully monitored, ideally with the help of a coach or teacher, and become grist for the next round of ruthless self-evaluation (Bold added).

Again, we can see the focus on confronting the brutal facts of reality. Someone who does have a superior skill or expertise in a domain has gained that superiority through a relentless focus on their weaknesses.

Similarly, in the top functioning organizations, a Hedgehog Concept is brought into fruition via a commitment to hard work and investment based on the understanding of what it can be best at. Collins writes that “The Hedgehog Concept requires a severe standard of excellence. It’s not just about building on strength and competence, but about understanding what your organization truly has the potential to be the very best at and sticking to it.”

Impulse Control and A Culture of Discipline

A final correlation between Chua and Rubenfeld’s explication of “What Drives Success?” and Collins’ Good to Great is the skill of “impulse control” and “a culture of discipline.” I’m not going to spend much time on this, as I think this one is more self-evident, especially given the increased focus in education and other realms on self-control and grit. Suffice it to say that what ties together a relentless focus on excellence and an uncompromising openness to negative feedback is discipline.

As Collins’ neatly frames it, “A culture of discipline is not just about action. It is about getting disciplined people who engage in disciplined thought and who then take disciplined action.”

So what drives success?

It’s interesting to compare Chua and Rubenfeld’s cultural traits of success against Collins’ framework of organizational success, because it enables us to recognize that both any given group of people or organization will rise or fall based upon the culture that is established via thoughts and action. Furthermore, the traits and patterns of successful groups and organizations can be studied and emulated.

So the question for your homework this week is: how does a school establish a culture steeped in such traits of success?

Learning and Teaching Self-Control

When I began teaching in the South Bronx in a 12:1:1 5th grade classroom, I was struck by an alarming gap in fundamental social and emotional skills of my students. For example, once when I rewarded them with some free time in the schoolyard and watched them “play,” I realized that some of them had no idea how to play. Some stood around and moped. “This is boring,” one of them listlessly stated.

Or when I found that I was unable to complete a full sentence when teaching a lesson because I would be interrupted by a student insulting another student, or a student cutting me off to say something that had nothing to do with the topic, or a student growing violently aggressive because I didn’t call on him when he raised his hand. . .

Each day was made up of hundreds of small moments such as these, where I was overwhelmed by just how much my students needed me to guide them through. I couldn’t seem to even dip a toe into academic content some days, as I seemed to be helplessly trying to stamp out a hemorrhaging barrage of emotional fires.

But one of the most fundamental things my students needed me to do was control my own reactions and emotions to these fires. I hadn’t been trained in how to counsel a student who went into hysterics when I placed a piece of paper in front of her and asked her to write. I hadn’t been trained in how to avoid escalating aggression with a student who cursed me out when I asked him to answer a question on a text.

That first year, my students were training me in self-control.

I realized that if I was unable to consciously monitor how I reacted and responded to my students, then I would not be able to help them. When a student caused me to feel something terrible inside, such as anger, or fear, I came to recognize that they were sharing with me a similar feeling they had inside. And if I responded in kind, rather than guiding them to a positive place, I was merely perpetuating and escalating those entrenched feelings, solidified in their hearts by years of toxic, chronic and acute stress.

They needed me to go down into that place inside of myself, with them, and guide them through those terrible feelings to some place better. And I could only do that through first modeling how I was controlling myself, then teaching them what it was I was doing.

Even today, I still can barely talk about a couple of the students from my first two years, as I will begin sobbing. The tiniest glimpses I got into the reality of their lives was devastating.

The moment in my first year—when I realized that for some of my students I was the single most consistent and influential adult figure in their lives, simply because I got up and walked into their classroom every single day—was overwhelming. Every single thing I did, from what I wore to what I said, had an incalculable impact on them.

And this is why I believe that any “program” that teaches students social-emotional skills without addressing the adults teaching them is misguided.

I’m writing about this because this is an issue I’m passionate about (read: my literature review and action research on self-control at City College, my blog on the “hidden curriculum” on GothamSchools, and my ASCD Express article on using Life Space Crisis Intervention) but also because I just read a NY Times article on teaching social-emotional skills that I felt missed this most fundamental aspect of such teaching.

In “Can Emotional Intelligence Be Taught?” by Jennifer Kahn, the author explores the trend of teaching social-emotional skills in schools, and how it is getting implemented in a few different schools.

If we reframe the teaching of social-emotional skills by recognizing the necessity for the adult to first understand and exhibit self-control, then this point becomes elucidated in Kahn’s article. Let’s examine a few passages that illustrate this:

Social-emotional learning programs often rely on strategies from conventional therapy, like the ability to get distance on a feeling, or to unpack the deeper emotions that may be hidden within it. But fostering these skills in a child is a complex undertaking. For a child to master empathy, Jones notes, she first needs to understand her own emotions: to develop a sense of what sadness, anger or disappointment feels like — its intensity and duration, its causes. That awareness is what lays the groundwork for the next step: the ability to intuit how another person might be feeling about a situation based on how you would feel in a similar circumstance.

What is unstated here is that for such skills to be fostered in a child, the adult must first understand her own emotions and display empathy. THEN, the teacher can model and guide the student through how to understand her own emotions.

Let’s look at another example, where Kahn observes a classroom being taught a packaged program of social-emotional skills. A student, who Kahn amusingly nicknames “Backpack Boy,” challenges the program’s interpretation of a complicated event with multiple perspectives:

[The teacher] allowed the debate to go on for several minutes, then moved crisply to the official point of the lesson: that once a thing is in your possession, you are responsible for it. The class ended with each group writing the steps of restitution on a piece of poster board. It was a disappointing moment. Though Little-Brown was engaged and thoughtful, the class still felt more like a rote exercise in social obligation than a nuanced exploration of a complicated issue. It was hard to believe that the resolution was satisfying to someone like Backpack Boy — one of the few students who seemed eager to wrestle with the knotty issues on which justice can turn.

The teacher is teaching a program, rather than listening to the child who was attempting to communicate his experience and understanding of something complicated. He was grappling with something deep that he could have used guidance in. 

The author of a social-emotional program, Ruler, is one of the only adults in the article who acknowledges, albeit somewhat shallowly, that adults must also understand social-emotional skills:

For Ruler to work, he maintains, the tools need to be embraced not just by students but also by teachers and administrators.

I say “somewhat shallowly” because it’s not simply that “tools need to be embraced,” but moreover that the adults must be capable of empathy, conflict resolution, and self-control, not merely able to understand the terms or charts of a given program.

The adults in a school must first be able to demonstrate self-control and empathy in order to create a positive environment and culture of caring. Only then will they be able to guide and teach students in these critically important skills.