#walkmyworld: Dreamscape

Standard

 “To sleep, perchance to dream…” (Hamlet, Act III, Scene 1)

When I dream

When I dream

How do dreams reflect identity? How does the unconscious mind become the conscious decisions of daily life or long term plans? Who am I in my dreams and can that become reality if I so desire?

This week’s learning event afforded an opportunity to consider the power of dreams, but also reflect on which dreams are worthy of pursuit.

Dreams release us from all limitations, but also bring our fears to life. Patrick Ness’ book, A Monster Calls, brings to life an old yew tree in the dreams of a boy who must find a way to cope with his dying mother. The fear of monsters parallels the fear of the disease and how it has and will continue to affect his life.  As the protagonist faces the dual monsters (the tree and the cancer), he finds himself able to do things he never imagined.

Of course, it is a work of fiction, but in many ways, dreams can help us discern new ways to manage life’s stress because in dreams we are not limited to what is practical.  As a teacher, some of the best lessons I’ve ever written have come either in dreams or in that twilight between waking and sleeping. Once the idea is discovered, the analytical daytime mind can begin to work out the logistics of overcoming the limitations of practicality.

Some dreams can take on a real life, as Ryan Neil demonstrates as an American ShokuninHis artistic dreams manifest in Bonsai, where he has learned to balance life and design to create living sculptures that will live for hundreds of years. This is the beauty of art, no matter what the medium. I have some skills with photography and digital manipulation, and if I were to describe an impossible dream, it would include being discovered as an artist and making a living with this kind of creativity. My logical mind, however, sees the limitations (including my inability in sales and marketing), and puts my art into the category of hobbyist.

Relax and dream

Relax and dream

Still, the creativity of my dreams does find its way into the classroom. I never teach the same lesson twice–even on the same day. Every class has its own personality and requires a unique approach, a certain kind of humor, and a personal touch. I use the analysis to create goals and objectives and outlines, but once class begins, I shape my lessons in much the same way Neil shapes his Bonsai art.

One element of pursuing dreams is the freedom to do so. The arts offer that kind of freedom. Today’s educational system does not. The current obsession with standardized tests, single stream learning, and strict analysis places nearly insurmountable limits on teachers. The standards themselves are not the issue, for the most part. The application of those standards, however, puts many teachers in a bureaucratic maze with only one escape route. This devalues the creative passions of the teacher as well as minimizes the students’ ability to innovate, create, and think beyond multiple choice. What will happen to the dreamers and the visionaries if they are forced to conform to a false norm? Is there a place for the Einsteins and Edisons in our elementary schools today?

Nightmare

Nightmare

Teachers must dream bigger than ever in this day of sameness. We must find new ways to talk about literature and culture and society. We must create new ways to connect content with life in relevant ways all while ensuring our students are able to perform on state test day. It is a challenge that for me has inspired a new dream. While I once dreamed of leaving a legacy in the world of visual art, I now dream of leaving a legacy in adults who, having walked into my world classroom, are not afraid to push back, who value creative problem solving, and who are able to meet ridiculous regulations with style, panache, and enough humor to know that in the long run, life is a better teacher than textbooks anyway.

 

#walkmyworld: Totem-style

Standard
#walkmyworld: Totem-style

Totems are not things I generally consider often. I associate them with trips to Seattle and thoughts about Alaska, but as a general rule, they’re just not on my personal radar. And then came learning event 5:  http://bit.ly/walk2015le5.

By definition, a totem is a sacred object that represents a group of people connected by lineage, family, or tribe. When families are fractured, however, the ideal symbol is elusive. One side of my family may be best symbolized by wheels: trucks, race cars, go carts, and gears. The other side is less connected, some sharing a similar faith, some a love for words or music, and others deeply patriotic. There isn’t a real shared tradition or history; in fact, it is difficult to trace back even names more than two generations removed.

2014WEB02So the idea of a totem has to be rethought. My last 30 years have been spent creating a family with the guy I married at 22. On our 25th wedding anniversary I created a book that contained some of the best memories. It’s certainly not sacred, but it is a symbol of our life together.

 

 

 

 

“Maybe it comes and goes. Maybe it’s always there.” Jonathan Levitt

2014WEB01

 

Feelings often do come and go, but the commitment represented by any totemic symbolism is always present as underscore and foundation upon which the rest is built. The challenges of mortgages, moves, career changes, and loss are balanced with the satisfaction of raising three independent young women and still actually liking each other at the end of each day.

 

 

 

And so, more than 30 years since our first date, our totem rises higher and higher, represented in thousands of photographs, lived out by the real people who make up our family.

Thanksgiving 2014

Thanksgiving 2014

For the full book, click here.

Pearson: a Rant

Standard

For all the research to the contrary, US public education continues to bow down at the feet of the mighty monopoly that is Pearson publishing. Although study after study demonstrates the need for education to be interested driven and project based in order to develop critical thinking skills, states, districts, and administrators turn to the easy solution, a one-size-fits-none approach provided by a single company.

Pearson has aggressive lobbyists, top-notch marketing and a highly skilled sales team. Until the New York attorney general cracked down in late 2013, Pearson’s charitable foundation made a practice of treating school officials from across the nation to trips abroad, to conferences where the only education company represented was Pearson….

The story of Pearson’s rise is very much a story about America’s obsession with education reform over the past few decades.

Ever since a federal commission published “A Nation at Risk” in 1983 — warning that public education was being eroded by “a rising tide of mediocrity that threatens our very future as a nation and a people” — American schools have been enveloped in a sense of crisis. Politicians have raced to tout one fix after the next: new tests, new standards, new classroom technology, new partnerships with the private sector.

K-12 superintendents and college administrators alike struggle to boost enrollment, raise graduation rates, improve academic outcomes — and to do it all while cutting costs.

In this atmosphere of crisis, Pearson promises solutions. It sells the latest and greatest, and it’s no fly-by-night startup; it calls itself the world’s leading learning company. Public officials have seized it as a lifeline.

How can a company meet the individual needs of students in a diverse nation such as the US? The short answer: it can’t. Yet every year, more schools turn to Pearson for a quick solution to a political problem. Teachers in the classroom are painfully aware that with every additional test from Pearson students fall further behind. They lose interest in the learning process as creativity is discouraged and interest-driven study is relegated to after school activities. Is it any wonder the home school movement is gaining steam? Critical thinking is developed by problem solving, collaboration, and desire to progress. Pearson’s single strategy does nothing but develop excellent test-takers who do not retain information because there is no context or relevance for any of it once the test is over.

Parents and teachers and voters need to insist that education is customized for the students in their districts. Student needs change from urban areas to rural, and geographical variances.  There are some common elements required, but once the basics of reading and mathematics  is established, education must offer flexibility if US students are to be competitive on a world market. Until the system values innovation, creativity, and self-driven learning, US students will continue to fall behind the rest of the world.

Read more: http://www.politico.com/story/2015/02/pearson-education-115026.html#ixzz3S3UhOYVk

#walkmyworld: Dawn

Standard
Amicalola Morning

Amicalola Morning

http://bit.ly/walk2015LE4

Dawn? A prompt about dawn? I am a certified night owl. Dawn, in my opinion, is a myth. However, there are days that I am forced from my cozy bed before the sun peeks over the horizon, and I must admit, it is a magical time. Dorothea MacKellar calls it a “daily miracle” in her poem, and she is right in many ways. If I must do dawn, I prefer the summer, when the air is fresh and warm, the trees green and lush, and the Chattahoochee River runs full. It is the best time of day because the heavy moist air is still a promise, like an anticipated hug. The Southern heat is hours away, and the day beckons, unscheduled and full of possibilities. Winter dawns are barren and cold without the reflective sparkle of ice or snow. Spring dawns are unpredictable: cold this day, rainy this day, and always filled with some pollen or other. Autumn dawn is nearly as magical as summer. The sun hangs lower in the Southern sky. Deer still watch from their hiding places in the trees. The colors of the leaves reflect a sunset that comes earlier every day. But for me, Autumn means an end to summer adventure, a return to routine, and a reminder that Winter, barren and dreary is soon returning.

#walkmyworld: Identity Non-Crisis

Standard

As a teacher of young adults, I am intensely aware of the search for identity and significance most young people face. My texts are often selected partly because they afford an opportunity to discuss and reflect about how one transforms from a child whose parents must be right to teens who are certain their parents know nothing to young adults who take the best of what they were taught and blend it with what they learn to become independent adult thinkers. However, the more I consider the concept of identity, I recognize the transitory nature of knowing the self.

This particular learning event coordinates with my focus word for 2015, chosen because my own life is in  a transition not unlike the one from child to adult. This is the year I turn 50, an age once upon a time I considered old (and I am certain most high schools students think of 50 as one step from the grave). This is the year I complete my M.Ed., officially become an empty-nester, and embark on a career path still uncertain. So, I reflect: Who am I? Am I the sum of my beliefs? My experiences? My surroundings? All of these? None of these?

This week #walkmyworld encouraged my to consider my own identity, apart from the roles I play as woman of faith, wife, mother, daughter, educator, artist, writer, runner, coach, musician, photographer, student, blogger, and friend. I have always considered myself a modern Renaissance woman because my interests and skills are diverse. On the worst of days, I call myself a “Jill of all trades, mistress of none.” On the best days, I manage to do some pondering, some crafting, some writing, and some exercise, feeling very accomplished in the process. Either way, these are things I DO, not necessarily who I AM.

Pardon me for a moment while I consider the importance of understanding the changing nature of identity as taught by the Apostle Paul in his first letter to the church at Corinth in the mid 50s CE: 11 “When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me.”  Paul here sets up his argument that identity as a believer requires change over time. He uses familiar language to make his point, comparing physical change to spiritual change. The fluidity of identity must be addressed periodically throughout life in order to truly know the self beyond the activities of life.

This is the reason I chose “identity” as my word for the year. And this is what makes this particular learning event important for both students and educators. We are ever evolving as we learn and think. Projects like #walkmyworld expand our horizons and expose the participants to cultures and ideas that may not be otherwise known. For teachers, it can form an unexpected Professional Learning Network (PLN) wherein ideas from one side of the world can find a place in the other. Students who participate may develop friendships in unexpected ways. In sharing bits of our worlds, we begin to see our individual identities as they stand at the moment. When we open our worlds to others, we also enter the worlds of others, and this new information may well alter our identity, affording us the opportunity to change and grow and morph into the next “version” of self.

It’s a mind-expanding idea: identity is fluid, changed by time, experience, relationship, and ideas. Understanding that, however, eliminates the identity-confused “mid-life crisis,” because instead of fearing great life change, one may anticipate with excitement whatever is next. Who I was at 18 is certainly not who I am at (nearly) 50. The things that I do influence the way that I think. The relationships I form in person or via digital means add to the depth of how I understand the world. Every day that I learn, I grow up a little bit more. Growing up, but never getting old.

Renaissance Woman

Renaissance Woman

References

Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

#walkmyworld: Doctor Who Edition

Standard

There comes a time in every project where the unexpected happens and things just get better. This is true of #walkmyworld. This week’s learning event was a “virtual high-five” intended to allow participants to create community within the broader scope of the project. In a sense, #walkmyworld became a portal to an affinity space (Gee) wherein participant made new connections based on a common interest. Some participants high-fived each other for classroom interactions or favorite foods or exercise. These new revelations created bonds between people who have never met–and possible never will in a non-digital environment.  Some shared inspiration, some silliness (never, ever take yourself too seriously!), and others posted adorable images of baby animals. A few even reached out for employment, which was unexpected, but hopefully led to something great!

#walkmyworld: It's bigger on the inside

#walkmyworld: It’s bigger on the inside

I happened to observe a familiar mug in one post: an exploding TARDIS. For many people (maybe most, but I cannot fathom why), this detail may have gone undetected, but for me, a dedicated nerd, this homage to Doctor Who made me happy. I quickly poured a cuppa for myself and sent a high-five to the poster. Someone saw that and added a favorite, along with a comment about her Van Gogh TARDIS mug. And there we were: three Whovians from different places who also happened to be educators participating in a common project.

It was fun to connect and talk about something fun and trivial even as we pretended we were participating in an educational learning event.

It just doesn’t get better than that. Unless you add fish sticks and custard.

References

Gee, J.P. (2009). Affinity Spaces: From Age of Mythology to today’s schools. Retrieved from: http://www.jamespaulgee.com/node/5