Raising Resilient Children

What is the mind? What can we do to help kids develop a resilient mindset when facing life’s challenges?

These perplexing and provocative questions were just two of many raised and discussed at the most recent event in our annual Ideas@TheWillows speaker series, led by acclaimed UCLA professor and Executive Director of the Mindsight Institute Dan Siegel.

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One of the things that I truly value about working at The Willows is our community’s willingness to engage in a thoughtful exchange of ideas with extraordinary people like Dr. Siegel. I first became aware of his work in my early years of fatherhood, when my wife and I read his book The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Later, I became aware of his efforts to introduce mindfulness into schools through his Mindsight Institute’s MindUp curriculum that we’ve used parts of with middle school students at our school.

In his wide-ranging and lively talk, Dr. Siegel shared findings from research about resiliency, which he linked generally to the concept of integration in brain research. Adults and children who are adept at integrating the various systems of the brain in a harmonious manner are better suited to facing life’s challenges without becoming overwhelmed or disconnected. To illustrate this at one point in his talk, Siegel asked for volunteers – specifically, people who sing in choirs (including our Director of Library Services Cathy Leverkus) – to come on to the stage with him. He gave his singers various directions to demonstrate the results of an integrated brain (harmony, where different singers worked together towards a common goal) versus a non-integrated brain (chaos, where different singers covered their ears and only sang their own song). E_17_Speaker_Dan_Siegel040

Besides sharing essential brain research for everyone to ponder, Siegel also underscored several helpful takeaways specifically for parents in attendance. According to Siegel, the most powerful finding from parenting research that many are not aware of is the need for parents to make sense of their own lives first – in his words, “It doesn’t matter what happened to you, it’s how you make sense of it.” If we neglect to engage in this process of looking inward and examining our lives, we run the risk of sending mixed messages to our children as we direct them to make good choices in their lives.

Additionally, he mentioned several times the importance of parental presence. I have found myself repeating one line from his talk several times on this subject:

The more present you are, the more you are willing to learn about who your children are versus who you want them to be.

In Siegel’s view, modern parents’ preoccupation with a future destination for their children often leads them to send messages that provoke shame, which he defined as the opposite of resilience, as well as encouraging children to compete with each other instead of “competing with the world’s problems.”

Afterwards, I debriefed with my colleague Andrea, who is part of a team of teachers at The Willows working to implement and strengthen our school’s RULER emotional intelligence program from the Yale Center for Emotional Intelligence. One connection she made between his message and our school’s work with mindfulness and emotional intelligence was Siegel’s emphasis on the need to look inward, to be aware of this inner world that we all need to connect to in order to recognize and regulate the energy associated with our emotions. Clearly, this message applies for adults and students alike in our community.

One final note: Siegel did give an answer to our initial question above – “What is the mind?” – which I have to share (I would recommend reading one of his many books on the subjects of mind for a detailed explanation:)

The mind is the embodied and relational self-organizing process that regulates informational flow between ourselves and others and the planet.

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Lisa Rosenstein, Head of School, Dr. Dan Siegel, and Christina Kim, Director of Student Life

Intersession: The Power of Choice

Facing the waning weeks of winter and the promise of spring’s impending arrival, it’s that time of year at The Willows where we reflect on what we’ve accomplished so far this school year and look ahead to what still lies ahead. Around this same time, the school participates in the annual tradition of Intersession, when normal school routines and schedules are suspended for one week for specialized projects and classes for DK-8 students.

A year ago, I wrote a post about the success of Intersession coming down to two main elements: time and engagement. The power of both was still evident during this year’s Intersession, as I roamed the halls seeing students deeply immersed for hours in creating a wide variety of things: Escape Rooms, lamps, instructional videos, ramps and pathways for marble runs, and much more.

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Reflecting further on this year’s Intersession, I think one element that also contributed greatly to the success of this year’s projects was choice.

We always gave students a fair amount of choice regarding which Intersession class they wanted to participate in, but this year was unique. We worked especially hard to make sure every student had his or her first choice out of the many offerings that were made available.

Hot off the heels of November’s election, DK-8 students were given “ballots” detailing the class offerings; in grades 3-5, we even held a “primary” to narrow down an initial list of more than ten class options. Unsurprisingly, kids clamored their teachers for information shortly afterwards – “Did I get my first choice?” they asked, not knowing that we had planned for that all along!

Choice matters 

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Why was it important for us to ensure first choice? According to research, providing choice to students is strongly correlated with motivation. Certain school environments motivate students by rewards or punishments with teacher-centered activities predominating. Intersession at The Willows doesn’t remove the guidance of the teacher but encourages students to take more ownership over their learning in a setting where time is truly given for deep learning and engagement.

Choice inspires motivation, and choice pervades the interdisciplinary learning environment that we strive to create each year at Intersession. In one popular class this year, middle school students designed original lamps, utilizing skills and resources from our STEAM2 disciplines (science, technology, art, engineering, and math and maker) and design thinking. Students were challenged to make choices about artistic and operational design features for their lamps, and to consider the impact of their choices on the needs of the potential, ideal users of their lamp. The finished products displayed for parents a week later at our Family Education Night celebrating the work of Intersession, highlighted the powerful returns we reap from providing rich, choice-driven learning environments for students.

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Further reading

A colleague of mine recently recommended a book on this topic, Choice Time: How to Deepen Inquiry Through Inquiry and Play by Renee Dinnerstein. My copy is on order, and though its focus appears to be on DK-2 classrooms, I am excited to build on the successes of Intersession, and to seek out applications for choice to enliven all classrooms.

 

 

 

 

Veterans Day Assembly a Day of Empathy & Understanding

“Each one of us can be kind and respectful and a good listener. Each of us can be a change-maker, adding to positivity in the world in our own way by talking to and understanding, uniting people with different opinions.”  –Yale Center for Emotional Intelligence, RULER article For families: How to respond to our young people

At our recent Veterans Day Assembly, it was clear that our eighth grade students would indeed be “change-makers.” Their empathy for and understanding of others was apparent in a video they created about their Washington D.C. trip that included visits to national monuments and a silent drama tableau set to “Imagine” by John Lennon they presented.

Visit our website media gallery to view the video of documentary shorts

Empathy–the ability to identify with other people and their struggles–on the part of our students and faculty, was vivid. Our implementation of the RULER approach to emotional intelligence from the Yale Center for Emotional Intelligence promotes empathy and a positive environment and experience in our classrooms, in homes, in our community, and beyond. RULER is helping us prepare students to be successful, empathetic leaders of tomorrow.

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The presentations by our eighth graders and faculty member Lumpee Lee both included tools of the RULER approach. The silent tableau by our eighth grade students used themes from their Class Charter that states how we want to feel at school each day and ways in which we can affect change within our community to work through conflict. Scenarios included a threatening bullying situation and a birthday where a child was not invited. The students would freeze in a scenario of a conflict and then a “fixer” would enter to make the scenario “right,” solving the conflict.

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Faculty member Lumpee Lee, who was born in Thailand and whose parents were refugees from Vietnam, shared his personal story. He discussed freedom of speech and human rights and expressed gratitude for the veterans who fought for freedom in a foreign place to assure that his family could come to the U.S. Lumpee then connected to our RULER approach through the use of a Mood Meter, another RULER tool by asking how the students thought the veterans might feel as young people being away from their families, fighting for freedom in another country. Students then plotted the emotions of the soldiers on the mood meter and shared feeling words.

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Our Middle School Honors Choir sang an inspiring rendition of “America the Beautiful” accompanied by a student on guitar. The assembly was a beautiful expression of empathy and understanding and also illustrated the many benefits of integrating our RULER Emotional Intelligence program throughout our school.

 

 

How do we respond?

Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

-Victor Frankel

Walking through our halls Wednesday morning after Tuesday’s election, discussions about the election results could be overheard everywhere. Most children sought out friends with which to share their collective surprise over the news; others parroted remarks they may have heard on TV or from various adults. Some others said nothing.

I can only speak for myself, but watching the results the night before I couldn’t help but wonder: what do I say to the kids tomorrow? Regardless of one’s own personal political persuasion, the nature of this campaign and its surprising end made for an election night like no other. Contemplating spending Wednesday with young children eager to discuss this at school, I asked myself: how do we respond?

Waking up Wednesday, I thought of Victor Frankel’s famous quote (above). One of our most challenging jobs as educators is to live in the space between stimulus and response, to appropriately model for our students the importance of taking the time to pause and be thoughtful before we react to the words and actions around us. Imagining my conversation with a student about the election, I resolved to offer more questions than answers, especially open-ended ones like “How are you feeling?” or “What’s making you anxious?” so that students feel they have a safe space to process their emotions or concerns.

Shortly after arriving at school, I saw an email in my inbox from Lisa, our Head of School, stating that we would be meeting as a faculty after school to discuss our school-wide response to the election.

During our discussion, we heard from various teachers about their experiences throughout the day, many of them similar to my own. We all agreed on the need to acknowledge feelings, encourage conversation, and allow for differing points of view. Lisa reminded us that the RULER emotional intelligence tools we’ve been implementing in classrooms over the last year and a half are truly powerful for times like these. (Read a short message on the election from Yale’s Emotional Intelligence team here)

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Different grade levels shared specific moments and activities from the day. During their morning meeting, first graders plotted themselves on the classroom mood meter; one student acknowledged the news of the election had left him feeling “uncomfortable,” after plotting his mood somewhere between blue and red.

One third grade teacher felt that the activities surrounding a mock election held at school had really helped her students learn to be respectful of others’ choices and to deal with feelings surrounding winning and losing an election. In the middle school, certain math classes had studied polling surrounding the various California ballot propositions, and their discussion Wednesday morning covered not only the predicted versus actual outcomes, but also about the vital need to cultivate a mathematically-informed electorate in our country.

Although it is unclear what the next four years will bring, it is certain that plenty of emotions and other stimuli in need of our collective responses await. Of the many things I saw on social media Wednesday, one short passage shared with the staff by third grade teacher Stephanie Wald helps show a path to the growth and freedom Victor Frankel spoke about:

Let’s start small. Let’s start by looking each other in the eye. By smiling to a stranger. By picking up a piece of trash. By being helpful in your community and commit to listening to each other. Let’s start with more mindfulness, more self-care, more reading and writing. Let’s take it day by day. We have a lot of work to do, but today let’s be really kind to each other. Let’s be honest, generous, and forgiving and connect through our hearts rather than through our minds. Let’s start small, and with love. Let’s start now.

Some helpful links for parents and educators:
http://betsybrownbraun.com/2016/11/09/talking-to-your-kids-about-the-election/
http://www.tolerance.org/blog/day-after
http://www.huffingtonpost.com/entry/what-should-we-tell-the-children_us_5822aa90e4b0334571e0a30b

 

 

The Power of Trust

I was listening recently to a podcast from Tara Brach, a psychologist and meditation teacher, and she began by revisiting a famous quote from Albert Einstein:

 I think the most important question facing humanity is, ‘Is the universe a friendly place?’ This is the first and most basic question all people must answer for themselves.

If we consider the universe to be unfriendly, he posits, we will direct all of our effort and scientific resources towards building defense systems to protect us from all that seeks to harm us. Perhaps we consider the universe to be neutral, devoid of purpose or meaning, neither friendly nor unfriendly – hence Einstein’s well-known description of a randomized cosmic order (“God playing dice with the universe”).

However, if we decide that the universe is inherently friendly – that is, if we trust that there is some underlying order and goodness to the systems around us, then we may actually feel empowered to try to understand our universe. Power and safety is a result of our efforts not to protect ourselves by building up walls but instead to trust and connect with others, working to understand the world around us.

These ideas reminded me of a recent TED talk led by Marc Slors entitled “Cultivating Trust,” which our faculty watched as part of our Learning Lunch series held each month at The Willows.

Slors acknowledges that while trust involves making ourselves vulnerable to others and all kinds of potential disappointments and calamities, it is also a vital component of successful human communities. In any workplace, people need to be able to trust others in order to focus their cognitive abilities on the work they are responsible for – as a teacher, I trust that our facilities manager keeps our campus safe so that I can devote my time to understanding how best to help students learn. Slors argues that trusting gives us the freedom to be present with the work at hand, as opposed to worrying about all that could possibly go wrong throughout our day.

From this point of view, trusting is ultimately an act of empowerment. Consider various relationships that exist within our school community. Parents trust teachers and the leadership at the school to provide the right conditions for learning to take place. They trust that we will teach the whole child, that teachers will strive to see their child and hear their interests and needs. They trust that they have a partner with open lines of communication. Though they make themselves vulnerable by sharing their children with us each day, by putting trust in us we are able to build stronger partnerships that support students; we feel empowered to join forces together.orig_photo391775_3846309

Also, teachers at the Willows trust their students. In my maker class, I trust that (under my supervision) students will capably utilize a wide variety of tools that could prove harmful if used carelessly – hot glue guns, hand saws, soldering irons, even the internet! Teachers at our school trust that students are competent and capable of taking on problems put before them, or, even better, problems that they come up with on their own. Willows students are not passive learners waiting to be spoon-fed information but in fact feel empowered to construct meaning and think deeply alongside teachers who are guiding the way.

One message we also try to consistently deliver from Developmental Kindergarten to eighth grade is that students need to trust themselves. Children need to feel confident to take risks and potentially make mistakes in order to develop into the kinds of learners described above. Trust in oneself surely instills power, in school and beyond.

Designing with Empathy

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I teach in a makerspace each day. Design thinking and the steps of the design process are interwoven into so much of what takes place within my maker classes. During each hour-long class, students learn by engaging in work similar to real-world designers: facing challenges, coming up with creative solutions, and tinkering and experimenting their way towards a finished product.

In this space, I see myself as a coach or a guide, providing assistance, resources, and encouragement throughout the design process. When inevitable frustrations occur, I try to be present and listen to the needs of my students so I can provide a useful perspective to enable them to persist with the problem they’re trying to solve.

Do I see myself as someone who’s teaching children to develop their emotional intelligence? I have to admit that in the past I have not, or at least not in the same way as I see my colleagues, who are directly teaching tools for developing emotional intelligence in the classroom. However, recent events at The Willows have caused me to contemplate the connections between design thinking and the work we’re doing with emotional intelligence within our community.

As we begin our second year of work with Yale’s RULER program, I am reminded that the “R” and “U” in the RULER acronym stands for “recognizing” and “understanding.” Taking a second look at the design thinking process outlined by Stanford’s d.School, the first step, “Empathy” matches perfectly with these ideas.

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When designers are beginning a project, it is important that they ask questions like:

  • Who am I designing for?
  • What are their motivations?
  • What needs am I seeking to meet?

Stepping into the shoes of whom you are designing for and understanding the world from their perspective is crucial to the design process. Similarly, successfully navigating our interactions with the members of our community also requires recognizing and understanding the feelings of others. There is a spirit of inquiry and openness that is essential to both, and empathy is a key component to developing collaborative skills across the curriculum.

I give full credit to Christina Kim, our Director of Student Life, for helping me fully connect these ideas together. She was part of a group of Willows teachers and administrators that visited the d.School last spring while in the Bay Area for the NAIS (National Association of Independent Schools) conference, who came back inspired to redesign a space in our Middle School based on what they had observed on their trip.

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Shortly after their return, I found myself in a meeting that exemplified for me this intersection of design thinking and empathy. Lisa Rosenstein, our Head of School, brought together an eclectic group of 8th graders, Middle School teachers, administrators, and specialists in IT, ed tech and maker to engage in a dialogue about how to best transform one Middle School classroom into what has now become our designLab.

In a sense, all those assembled were being asked to empathize with the future users of the space – incoming 6th, 7th and 8th grade students (as well as their teachers). I was most impressed in this dialogue by the 8th graders; even with only weeks to go before graduation, they were full of constructive suggestions and comfortable sharing ideas at a large table full of adults. I saw a group of students reflecting on their experiences and imagining how the space could best serve the Middle School after they leave, and I also saw the kind of collaborative effort between different members of our community that makes me inspired to work at The Willows.

 

 

 

 

 

 

Learning Commons=Maximize Space & Optimize Learning

Our Library/Media Center is the heart and hub of our campus, the soul of our school, and a center for collaborative and cross-disciplinary learning. At The Willows, “learning commons” are not limited to our library space but encompass many areas on campus and together create a vibrant 21st century environment that encourages creativity and meaningful social exchange. The importance of common space in primary, secondary, and higher education is gaining attention and changing the landscape of schools.14_Campus__Construction_Photographer040

Last week, I presented with Dwight Long, Principal, and Kami Kincaid, Senior Project Manager, Pfau-Long Architecture and Elizabeth DuPuis, Associate University Librarian for Educational Initiatives & User Services Director of Doe, Moffitt, and the Subject Specialty Libraries, UC Berkeley at the 2016 California Association of Independent School (CAIS) Trustee/Head of School Conference in San Francisco on “The Evolution of the Traditional Library into Learning Commons.”

Elizabeth INT_16_intersession_GM046and I were aligned philosophically on the need for learning commons for elementary, middle, and college students with comfortable, flexible spaces to learn and collaborate as a group and study individually. Like Berkeley, our own Director of Library Services, Cathy Leverkus, has been very forward thinking, envisioning our library as a communal space, adaptable and ready to offer differentiated learning and new configurations that best meet our students’ needs in our constantly changing world.

Collaboration Builds a School Culture and Community

Our Learning Commons facilitates many different types of collaboration:STF_16_Liz-Brian001

  • Student to Student
  • Student to teacher
  • Teacher to teacher

It also allows a constant dialogue between lower and middle school teachers and teachers from different disciplines and specialties. Our campus environment is dynamic and generates an exceptionally joyful community of learners.

MS_16_CAIS_SS011We share, question, and grow together. Our learning commons enhances this collaboration, which is a hallmark of The Willows educational approach, and is instrumental in shaping the soul and culture of our school.

Intellectually and Architecturally Open

“The ideal school is designed to reflect an educational process that is nonlinear and encourages personal expression,” writes Eric Lloyd Wright, the Architect.

Our open and spacious environment inspires listening and learning on all sides. The campus is alive with endless possibilities in a climate of accessibility, creativity and companionship. 14_Campus__Construction_Photographer062The space is almost museum-like with high walls and skylights. The light and air are conducive to learning.

Hallways and common areas also serve as extensions of learning as art galleries and areas to display student work. Learning and sharing continues in this way as students are immersed in The Willows creative environment that values student work and provides students with daily proof of their own ability to impact the world with their own ideas and perspective. Teachers and students both see the projects and the work going on around them–there is great sharing and symbiosis.

Maximize Space – Optimize Learning

The learning commons configuration extends the classroom allowing for small group work and large project creation. The learning commons offers additional area to create a project too large for a classroom; teachers don’t limit their ideas knowing they may expand a concept into a commons area. KM_15_Mayflower-Experience010An example is the Kindergarten Maker replica of the Mayflower complete with wind machine, which would be impossible in a classroom, but is an exciting learning experience in the Willows 1 common space. All our spaces are intentionally flexible offering a myriad of learning experiences and cross-disciplinary and multi-age opportunities. In our learning commons, our middle school students often buddy with our youngest students assisting in hands-on projects that are the very heart of our DK-8 model, building empathy and offering leadership opportunities.

Educational leader John Dewey wrote, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” The Willows mission statement says that “each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn.” Our mission is to grow that gift and to give them every opportunity to engage with each other and the ever-changing modern world around them.ALL_15_ViewBook129

What better way to do this than on an open, expansive learning commons and campus?

 

 

 

Time + Engagement = Intersession

Each year after Winter break, The Willows school community participates in an annual tradition known as Intersession.

Essentially, Intersession is best described by what it is not­ – a time where “normal” school time, usually chopped up into discrete blocks devoted to different disciplines, is disrupted in favor of long, less-structured sessions where both teachers and students work on complex and engaging projects. Depending on the age range, these sessions last 3-4 hours per day; with our middle school, Intersession lasted all day for an entire week.

(Click here to learn more about the nuts and bolts plus specific projects undertaken during Intersession)

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Why take this departure from normalcy? Essentially, I see Intersession is an answer to the following questions:

What if teachers were allowed to create projects they were extremely passionate about?

 What if these projects were heavily student-driven with students choosing which project best suited their interests?  

 What if teachers and students had long periods of time to engage deeply with the ideas and skills associated with these projects?

There are myriad aspects of Intersession worth celebrating and discussing at length, but I’d like to focus on two that I feel are the most powerful: time and engagement.

The gift of time

Releasing everyone from the constraints of their normal schedules is one of the greatest gifts a school can give itself.

DSC_0126With unprecedented amounts of time, our students were able to build real expertise, often with new skills or concepts. Immersed in their projects, they were more willing to take risks, to persevere through difficulties, to collaborate and problem-solve with peers, and to see the true value in what we call “hard fun.”

Personally, I was involved in a project called Robot Theater, inspired by Disneyland’s Enchanted Tiki Room. For six days, groups of students created interactive “rooms” featuring a variety of small robots with lights, motors, and sensors powered by Hummingbird controllers. Students wrestled with unfamiliar tech tools (and the occasional frustrations that go along with connecting and programming them!), built backdrops for their robot “characters,” and presented to groups of amazed parents afterwards. This work takes time – especially if you want to do things right. IMG_0951

Time + Engagement

While any school can simply abandon its regular schedule for some period of time, doing so may not always result in the kind of engagement Intersession delivers. There’s a palpable sense of excitement pervading every space of each building. There’s also plenty of intensity and creative struggle, as children work to realize the shared vision for each project. One easy indicator of engagement that I saw with my robot designers: instead of going outside for snack and recess, they would regularly stay inside to test a new light or motor or finish just one more block of code!

IMG_8594Ultimately, in my mind, time and engagement go hand in hand. Without the time to really dive deeply into something, engagement will always remain superficial while everyone moves on to the next regularly scheduled block of learning. When children are shown that educators truly value their strengths and interests and are willing to give them time to immerse themselves in meaningful projects, they really rise to the occasion.

** Check back for a video we’re preparing highlighting many of the amazing Intersession projects – coming soon!

 

Unplug and Just Talk!

Technology has changed our world and our lives. The benefits are endless. It even assists with revolutions and, of course, in any crisis.  Just witness the recent terrorist attacks in Paris where Parisians launched the hashtag on Twitter, #PorteOuvert (DoorOpen) to offer shelter to those in need, who could simply follow the tweets on their cell phones to find refuge. Smart phones, laptops, iPads, all these devices and the always present, turned-on, mobile connectivity unite us and isolate us presenting social challenges–especially for our younger children, who are growing up with the ever-present, ever-tempting cellphone connection.

Informate, a mobile measurement firm, in March 2015 reported that during January 2015, Americans spent 4.9 hours per day on their smartphones and sent an average of 32 texts per day. Teens are thought to spend more than the average time. The 2015 Pew Research Center Study said that, “89 percent of cellphone owners said they had used their phones during the last social gathering they attended.”

In a recent New York Times article entitled Stop Googling, Let’s Talk  by Sherry Turkle, author of  Reclaiming Conversation ReclaimingConversation_3dand Alone Together, Why We Expect More from Technology and Less from Each Other, writes, “What has happened to face-to-face conversation in a world where so many people say they would rather text than talk? . . . Studies of conversation both in the laboratory and in natural settings show that when two people are talking, the mere presence of a phone on a table between them or in the periphery of their vision changes both what they talk about and the degree of connection they feel. People keep the conversation on topics where they won’t mind being interrupted. They don’t feel as invested in each other. Even a silent phone disconnects us.”

Turkle continues with the idea that this disconnection is an assault on empathy, intimacy, and deep conversations, as well as solitude.

Ann Levit, a Willows parent, asked her daughter, Joby Levit, a current eighth grade student, to read Ms. Turkle’s article and write down her reflections regarding it. Joby wrote this thoughtful essay in response:

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Joby Levit

          The report “Stop Googling. Let’s Talk.” written by Sherry Turkle is about how my generation of pre-teens, teenagers, and even some adults’ social skills are stifled by electronics and social media.  I wish I could disagree with that and say it’s not true, but I have to be honest with myself: this writer is 100% correct. I try to tell myself that I shouldn’t be on my phone, but now it’s just a bad habit, like biting your nails or forgetting to brush your teeth.

            In this article, Sherry Turkle talks about the technicalities, logic, and science behind the reason people use their phones while at, for instance, the dinner table. Look, I’m only thirteen, and science has never been my best subject, but the parts of this paper I was able to understand are completely true. The writer mentions that we use our phones at a table full of friends because we’re so obsessed with our mobile devices that we can’t help but check them all the time. That may be true for grown-ups and college students, which was the age group this article focused on, but I know that for me, it’s a bit different. I, personally, am a bit an awkward person. I tried to avoid admitting that, but I think my friends and family can all agree that that’s true. When there are gaps in a conversation, the easiest thing to do to avoid awkwardness is to take out my phone and show my friend(s) something funny on it to create conversation. And I know as I’m writing this that my mom will probably get mad at me when I read that fact to her, but I’m sorry, it’s true! Like Rebel Wilson said in Pitch Perfect, “I guess I’m not really living if I’m not 100% honest.” J

            All right, enough about the article. My essay, my opinion! To the people my mother might send this to, my mother, if you may not know, is the biggest phone police ever. I mean I had to write a persuasive essay to get a Snapchat. And I know she’s just looking out for me, but we can all admit she’s a bit crazy when it comes to this stuff. In the middle of sixth grade, my mom gave me the privilege of creating an Instagram account for myself. If I was on it in the morning, she got mad. If I was on it in the car, she got mad. If I was on it after school, she was totally fine with it! Just kidding, you can guess how she felt about it. After a few years with social media, having recently added Snapchat and Pinterest to my phone, I get her point. She was trying to prevent me from becoming one of the people my generation has become. It’s time to face the facts: we are addicted to our phones. You might not think it’s bad, but trust me, you’re going to grow up and then get to high school and college not knowing how to verbally/physically connect to people. My mom thinks I have it bad, but I know people who have it a lot worse.

So get ready, parents. I can’t believe I’m saying this, but try shutting off all screens at 9:00 tonight. All you really need it for is your alarm in the morning. And what is that alarm set for? Certainly not to check your Instagram feed. That loud, annoying beeping sound that wakes you up in the morning is there to get you up for school, where you can get an education you can’t learn from Facebook or Twitter. Trust me, it’s going to be hard, but I promise you, you can live and thrive without your phone. Unplug! And don’t hesitate to tell your community about it too! We can all join in to help create a better tomorrow.

Some great insights for all of us! What is the answer to all of this connectivity? BALANCE and CONVERSATION. MS_16_Retreat_HR098Balance is a word you hear often around The Willows. We are a balanced, progressive school. Tradition is balanced with innovation. Academics, the arts, athletics, and social emotional development are balanced in our educational program.

Conversation is also extremely important and valued at The Willows, and is also at the very heart of technology and collaboration. Middle SchoolQuestioning, deep critical thinking, and creative inquiry, and sharing this as a group, is accentuated in all our classrooms. Walk through our hallways and glance in any classroom and you will see that conversation is thriving and technology is integrated effectively and appropriately.

The balance of technology and personal interaction is a key to the issue of connectivity. As our eighth grade student Joby so beautifully put it: Unplug! And don’t hesitate to tell your community about it too! We can all join in to help create a better tomorrow.

The Company We Keep

Personalized learning is all the rage these days. Scan the latest headlines of major publications covering education, and you’ll inevitably come across lots of talk about classrooms where instruction is “individualized,” “student-centered,” and “customized.” So-called reformers from the ed-tech community especially favor this language, touting the latest software they’ve created to expertly deliver a curriculum to a passive learner in front of a computer or tablet.

In theory, no one should be against personalization. But if you believe, as many educators have for quite some time now, that learning almost always occurs in a social context, then some of this talk of creating an individualized curriculum for each child might give you pause. If one of our central aims in schools is to build vibrant communities devoted to learning, then we need to think about how individuals usually learn within communities.

In his landmark book, The Book of Learning and Forgetting, Frank Smith maintains that for millennia humans have learned from “the company we keep.” We are driven instinctively to seek out what he terms clubs – communities of influentialbook learning forgetting people – and as we identify with the members of the club, we begin to establish our own sense of identity:

…as we identify with other members of all the clubs to which we belong, so we learn to be like those other members. We become like the company we keep, exhibiting this identity in the way we talk, dress, and ornament ourselves, and in many other ways. The identification creates the possibility of learning. All learning pivots on who we think we are, and who we see ourselves as capable of becoming.

While there are undoubtedly times when individuals learn something on their own – for example, reading a book on a topic, perhaps to understand some new concept or to complete a task or a project – Smith insists that even in this case, one is joining the “literacy club,” joining the company of authors, participating in an exchange of ideas towards the ultimate fulfillment of one’s intended goal.

Learning within your club

So, along this line of thinking, we are constantly learning about our world, and there are a variety of clubs that we identify with that deeply influence this learning. Some clubs we are born into (i.e. the American club, the rural or urban neighborhood club,) and some that we are more naturally compelled to join (what Smith terms the “spoken language club” that all infants and toddlers join at some point.) The clubs that we choose to identify with not only influence learning, but actually create conditions for the kind of deep learning that we carry with us throughout our lives.

Looking at the clubs that our students at The Willows gravitate towards, I notice that there are, of course, certain common examples: some children identify with clubs centered around sports or games, others identify with art, music, or dance. By middle school, when the pressure to join one specific club or another seemingly intensifies, children begin signing up for clubs like Rock Band or the Robotics team.

One new, informal club that has emerged this year is our Maker Club. Since establishing our makerspaces within the school two years ago (spearheaded by our Director of Technology Amy Dugré) and beginning weekly maker classes during the school day last year, we have wrestled with how to give interested students more devoted time to work on self-directed projects. This year, we found four blocks of IMG_7519time, two lunch periods and two afterschool sessions, where students are invited to work alongside fellow makers and maker teachers, often learning new skills and developing deeper expertise with familiar tools and programs.

However, in addition to being interested in becoming a better programmer or learning how to print with (and often repair!) 3D printers, we have also noticed other worthwhile interactions amongst our Maker Club members. Kids are genuinely excited to have this time and space available, and are quite disappointed when we have to cancel Maker Club. One student’s excitement about their particular project has the real power to inspire others in the same room to try something new, leading to a scene we recently came upon, where four fifth grade boys were crowded around a Youtube video on how to use a sewing machine after seeing the pillow a sixth grade boy had recently finished assembling. IMG_7514

These observations align with some of the latest research on maker-centered learning, specifically research from a recent initiative associated with Harvard’s Project Zero. In a white paper reporting initial findings (that are being prepared for a forthcoming anthology called Makeology), the researchers found that “the most salient beliefs of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.” Young empowered makers, they argue, see themselves as people capable of finding and solving worthwhile problems, as individuals within a supportive community “who can muster the wherewithal to change things through making.”

Implications

 Thinking broadly about identity and association, several questions persist:

  • Are we aware of what draws us to our clubs, to the company we keep?
  • Do we belong to different kinds of clubs, representing diverse or divergent points of view?
  • Are we aware of clubs (or better yet cultures) that are different than our own?
  • Is it possible to learn much about a club you are not a member of?

            Further, given that all of us are compelled to join communities and learn alongside their members, what does this mean for us as educators? Exactly, how do these issues play out daily in classrooms?

For example, think of the students who have already decided by second or third grade that they are either deficient in reading or math (or both, or school in general); these students seek out classmates who feel the same and reinforce this desire to be a part of the “non-reader” or “math hater” club. What steps can teachers and school leaders take to deal with all-too-common phenomena like this?