As teachers, we have authority…

As teachers, we have the authority to hold our students accountable for their learning. We do these children no favors by feeding them the answers or rewarding them for less than stellar work.

As someone with authority, we are charged also to show our students how to take on that authority in their own life and toward their own learning. Giving students choice and voice is part of that transference of authority. But:

Only those with authority can convey authority to others.

We must first model that which we wish to convey.

How do you handle your authority? Do you give it away by allowing students to misbehave? Do you hold students accountable for missed work? For making up the work missed when they are absent? Do you hold them responsible for deadlines?

Children know instinctively who is in charge. They see our weaknesses and exploit them. They respect authority– well used, not that which is authoritarian!

Over time, after days and days of class and expectation, they will begin to reflect that which you give them. You may not see it, but others will.

My son was always rebelling against my authority, at home. But when speaking with others, I was told of his joy, his politeness, his willingness to help other adults and friends with the chores he did not willingly do at home.

Model authority. Pass this torch onto your students by expecting them to respect your authority, and you will help the next generation to understand what it means, and how to take up its mantle responsibly.

I know that giving students choices in learning works precisely because we are passing on authority!

But his software told him that formal education was just another way to download information into your brain and “a painfully slow download” at that—so he started reading, meeting people, and asking questions.

Could this be why formal “college seat time” is going away, and has already begun being replaced by things like certificate training, MOOCs, the rise of information available on the Internet, and why a resurgence in apprenticeships is already on the horizon (it just looks different, because entrepreneurs are the new apprentices)!

The title is a quote from a treatise on Tim Urban’s blog  about Elon Musk. Urban is trying to understand Musk’s success by examining how he thinks, and how Musk’s thinking affects his choices. Read the full 4-part series here.

As a teacher, and as someone who reads widely on any subject I feel I need to know more about, the title quote makes powerful sense. Author Urban calls this ‘first principles’:

‘A scientist gathers together only what he or she knows to be true—the first principles—and uses those as the puzzle pieces with which to construct a conclusion.’ *

For me, first principles is something I’ve always practiced. I just didn’t call it that. I love to learn, to read, to gather information, and test it out against what I know. I learned early not to take what others say without checking and confirming- maybe because as a kid I was rather rebellious (my dad says I have to learn everything the hard way!), maybe because my naïveté allowed me to be made to feel stupid, and I do not like to feel stupid! As I read further into the analysis of Musk, I found a companion to my own thought processes, albeit worded differently than I would have ever thought:

‘ Musk sees… his brain software as the most important product he owns—and since there aren’t companies out there designing brain software, he designed his own, beta tests it every day, and makes constant updates. That’s why he’s so outrageously effective, why he can disrupt multiple huge industries at once, why he can learn so quickly, strategize so cleverly, and visualize the future so clearly.’ *

Urban’s statement about this awakens my “spidey sense”** as a teacher. All of us have hardware (our physical sense) and software (our brains). As a teacher, I feel strongly that this is the goal of my interaction with my kids: to teach them how to learn quickly, to strategize cleverly, and to visualize the future clearly. This is where success, innovation, and fulfillment (yes- doing that which we are so passionate about) must spring from. Our world’s future is at stake if we don’t bring out in our children these abilities.

‘When your childhood attempts at understanding are met with “Because I said so,” and you absorb the implicit message “Your own reasoning capability is sh*t, don’t even try, just follow these rules… ,” you grow up with little confidence in your own reasoning process. When you’re never forced to build your own reasoning pathways, you’re able to skip the hard process of digging deep to discover your own values and the sometimes painful experience of testing those values in the real world and learning you want to adjust them—and so you grow up a total reasoning amateur.’*

Teaching our children the value of ‘first principles’is critical in education. It’s what our children lack: the need to know for themselves, and not rely on what they are told by others: what ‘conventional wisdom’ says must be true.

‘A command or a lesson or a word of wisdom that comes without any insight into the steps of logic it was built upon is feeding a kid a fish instead of teaching them to reason. And when that’s the way we’re brought up, we end up with a bucket of fish and no rod—a piece of installed software that we’ve learned how to use, but no ability to code anything ourselves.’*

My need for ‘first principles’ has been leading me to those ideas that will train my students for their future- one that will require them to code for themselves, going beyond ‘established’ wisdom’, carving out innovative solutions, and finding a future that enthralled and fascinates them. Without this, it becomes easier for a population to become manipulated by a leadership that does not have their best interests at heart. For more on this idea, check out How the Oil Industry Conquered Finance, Medicine, and Agriculture, by James Corbett. In it, Corbett references an essay by Frederick T. Gates, the man intimately connected to the origins of public schooling as we know it. The essay, The Country School of Tomorrow, Gates lays out his plan for education,

‘… we have limitless resources, and the people yield themselves with perfect docility to our molding hand… We shall not try to make these people or any of their children into philosophers or men of learning or of science. We are not to raise up from among them authors, orators, poets, or men of letters. We shall not search for embryo great artists, painters, musicians. Nor will we cherish even the humbler ambition to raise up from among them lawyers,
doctors, preachers, politicians, statesmen, of whom we now have ample supply.’*

From my view, I think we have chillingly succeeded (thanks to Rockefeller and his billions), in the first quoted section of this essay. I look with hope on what is happening as teachers everywhere have begun to break with tradition and seek to teach for understanding, and to teach students to think independently. Read a little further down Mr. Gates’- Frederick’s, not Bill’s- essay, to find the sweet hope and goal of education that  somehow became lost in the ‘monetization’ of public schooling,

‘…all that we shall try to do is just to create presently about these country homes an atmosphere and conditions such, that, if by chance a child of genius should spring up from the soil, that genius will surely bud and not be blighted.’

All of our children are budding geniuses- in their own time and in their own way. Finding and nurturing that bud is my ‘action plan’. I think I’ll continue upgrading my ‘software’ in pursuit of being the most effective teacher I can be, sharing what I find, in order to improve our education system in whatever way I am able. Excuse me while I go fill my ‘goal pool’ so that I can plan my ‘strategies’ to maximize my ‘experience’ and ‘feedback loop’ so that I can move my ‘goal attainment mechanism’ forward.

Let’s keep the conversation going!

*The Cook and The Chef: Musk’s Secret Sauce, T. Urban, Wait, Why Not

**No, I was never bitten by a radioactive spider. I am an intuitive woman (which some of you will no doubt see as a redundant phrase…)

Are you ready to find out what misconceptions you have about your students misconceptions!?!

‘One colleague suggested turning to the calculator and using the answers as an investigation. Why does the calculator give this answer? What rules is it following? Can you write a set of rules? What would the calculator say for this sum?’by mrbartonmaths

Student misconceptions are critical to planning successful lessons! In a recent series of posts (I think he is up to 11 posts now) mrbartonmaths explains how he uses diagnostic questions to delve into the misconceptions his students have about basic arithmetic.

The quote above came from #10 in the Insight of the Week series: order of operations. As mrbartonmaths explains,

‘…the misconceptions I think students hold are different to the ones they actually make, and I want to put this to the test on a larger scale.’

While I found all of the responses interesting, I was surprised by the number of responses that indicated students were trying to place parentheses (brackets*) into the problem where none existed! These students were trying to make sense of the problem using familiar notation. The only problem I saw is that students didn’t know the ‘rules’ of brackets!

My comment to mrbartonmaths:

Teach them the rules for brackets!

To return to the thought at the beginning of this little essay, ‘have them use the calculator to evaluate the rules the calculator is using’ would require students to identify and investigate their own misconceptions- an idea I find ultimately rewarding!

For a great interactive lesson- which includes some much needed awareness of when parentheses are needed- try this Make This Number game.

As a further step in ‘teachers as lifelong learners’, I love that mrbartonmaths has embarked on something he calls Guess the Misconception, an email poll he sends out weekly to those who are signed up. What misconceptions are you holding about your student’s misconceptions!?!

I am reminded of the time I asked my Algebra I student, who was having a lot of trouble solving basic algebra problems in one variable (3x + 7 = 13 for example), why he kept wanting to start with 3x first. I had spent time working with him on the ‘unwrapping’ idea, without success. He pointed out that he was dividing by 3 because it was first. Headsmack! (Me, not him!)

Don’t assume! (You remember what that does, right? Makes an a– out of u and me!)

Thank you, mrbartonmaths, for giving us a little bit more insight (and some great ideas) into best teaching practices!

First post of 2016

This year: new ways to deliver PD; a different way of communicating with my students; improve my Spanish; a second semester in my ELL training (certification in my future!); but one thing at a time!

My #MTBoS mentees: hang on for the ride!

Great thoughts on PD: (credit goes to a brief tweet from @pamjwilson):

“stop [Tchrs] doing good things to give them time to do even better things”

From Sustaining Formative Assessment with Teacher Learning Communities

And…

Dan Meyer’s recent post on Swan’s idea that we ‘get worse’in the process of getting better.

Professional Development: Getting Worse Before We Get Better

Think about what happens when we make announcements to the whole class. Does ‘broadcasting’ really work? (Crediting another tweet: @justinaion):

#noTalkWC, Alice Keeler

I started with an expensive program, but ended up using a free app:

Duolingo

I love the way it has improved my accent! (Southerners speaking Spanish can be embarrassing!)

My ELL training is a grad class at UGA… Three semesters (I started this last fall, 2015) later, (and a certification test!) I will add a new certification to my license! #lovethedirectionmycareeristaking!

More than anything, this online PLC is about sharing and supporting great ideas, one teacher to another. I look forward to learning even more!

My newest inspirations are the three lovely people I get to mentor this year: Melanie, Doug(@freeejazzz) and Sandy, Welcome to the group! And thanks to everyone(!) for helping me become better. Happy New Year!