My heart and mind reach out to you,
As you toil to find just the right book,
Long nights searching for just the right lesson plan,
When you enter with a tired body and smile anyway,
My later years will always recall,
Your kindness, gentle regard and a heart that says, I care.
Sunday, May 23, 2010
Saturday, May 8, 2010
Close School, Start from Scratch?
Abruptly closing schools because of failure of students to thrive academically is often driven by frustration, long term denial and hopelessness. Why not burn it to the ground. Would that make a difference?
What we need to do is remove or reassign all staff involved in a failing school. New staff with a positive attitude, equipped with proven and fresh ideas must replace defeatist behavior. We must put an immediate stop to head in the sand mentality and embrace people not easily intimidated by failure. Then, devise carefully thought out multiple success strategies. Be prepared to repeat the strategy search again and again until you get it right.
There is an expression that failure is not an option. Actually, that is not always true. When facing challenging situations or failure the need to adopt a trial and error approach is always a possibility. Rather than cringe at mistakes, we must learn to learn from our mistakes. After all, mistakes simply tell us to take another road toward our objective.
In other words, laugh at your mistakes, make notes and remember once a mistake is understood the road to success is narrowed, and easier to choose and travel. Keep in mind, teachers who are afraid of failure tend to teach students how to fail.
What we need to do is remove or reassign all staff involved in a failing school. New staff with a positive attitude, equipped with proven and fresh ideas must replace defeatist behavior. We must put an immediate stop to head in the sand mentality and embrace people not easily intimidated by failure. Then, devise carefully thought out multiple success strategies. Be prepared to repeat the strategy search again and again until you get it right.
There is an expression that failure is not an option. Actually, that is not always true. When facing challenging situations or failure the need to adopt a trial and error approach is always a possibility. Rather than cringe at mistakes, we must learn to learn from our mistakes. After all, mistakes simply tell us to take another road toward our objective.
In other words, laugh at your mistakes, make notes and remember once a mistake is understood the road to success is narrowed, and easier to choose and travel. Keep in mind, teachers who are afraid of failure tend to teach students how to fail.
Sunday, May 2, 2010
A Nice Note
I often receive feedback that I am too negative. Well, I truly try to avoid hurting anyone.
But, I do hit hard at situations that effect negatively the lives of adults and especially children. My thought is that too many people over do feel good talk because it helps them more easily turn away from hurtful circumstances.
Oh goodness, here I go again. I am sorry to burst any one's bubble. But, bubble people too often put feeling good ahead of eliminating pain and suffering. Sorry everyone, but I am putting my efforts into exposing pain and suffering, and at least lessening misery that comes from it..
I appreciate that feeling good seems the easy course; however, I believe that rooting out and challenging people to recognizing misery, and trying to do something to change it is usually difficult but still a more worthwhile endeavor.
Just think for a moment, If misery caused by pain and suffering declines happiness usually follows. So what is your dedication today? I know where I am coming from. Where you are coming from?
But, I do hit hard at situations that effect negatively the lives of adults and especially children. My thought is that too many people over do feel good talk because it helps them more easily turn away from hurtful circumstances.
Oh goodness, here I go again. I am sorry to burst any one's bubble. But, bubble people too often put feeling good ahead of eliminating pain and suffering. Sorry everyone, but I am putting my efforts into exposing pain and suffering, and at least lessening misery that comes from it..
I appreciate that feeling good seems the easy course; however, I believe that rooting out and challenging people to recognizing misery, and trying to do something to change it is usually difficult but still a more worthwhile endeavor.
Just think for a moment, If misery caused by pain and suffering declines happiness usually follows. So what is your dedication today? I know where I am coming from. Where you are coming from?
Tuesday, April 13, 2010
Each And Every Non-Reader
Ever asked yourself what happens to non-readers after they drop out or forced out with a sham diploma. I am not just referring to massive throngs of non-readers that occupy the preamble of speeches critical of education, but real individuals who face lifetime banishment from the good life.
What is their day like? How do they make a living? Do they get married? Perhaps, end up in prison?
Where do they live? What about the expense of food, clothing and transportation?
Possibly, we will never know the answer to these questions. Nevertheless, it is imperative that we ask. Not only their future but our future depends on what we know and don't know. Positive change cannot tolerate stupidity.
We hear alot of abstract chatter about why Johnney can't read. The reality is that there are thousands of individuals adrift that cannot answer the basics of who, what where and when because they can't read. Well, maby not completely lost, but definitely preoccupied with survival one day at a time. Reading for these people is a distant third on a scale of one to three. Let's just say bluntly that if you are not interested in learning to read our conversation has ended. Now, see the real meaning of alienation unfold before your weary eyes.
Perhaps, it is possible to recognize a non-reader. What might distinguish a non-reader from the rest us?
Sometimes, they observe and listen attentively. They will tell you that they learn better without reading. Given a book, they flip pages, look at the last page and abruptly close the book. Obviously, they engage only projects that are easily observed and preferably supported by a peer that offers insightful commentary.
Unfortunately, in todays world more and more intricate devices are enclosed and cannot be viewed. Talk support isn't much help since there is nothing to see. Fewer and fewer jobs allow strategies used by non-readers. More and more signs pop-up that imply non-readers need not apply.
The challenge to non-reader gets worse, never better. Success in life fades rapidly. Difficulty eating, sleeping and negative feeling about self equals dispair. One rainy day becomes a torrent and dark clouds descend down to earth squarly on non-readers. Even sunlight pierces the eyes like swords intent on destruction. Whoever said a sunny day inspires hope? For some of us a sunny day just makes our problems easier to see and harder to bare.
Consider this sad but true scenario: It's not just adults that find themselves in an impossible delemma. Imagine a six year old who cannot read that beloved primer Dick and Jane. Teachers fret, mothers sigh, fathers holler, and cuss and call you names. How about stupid, dumbell just for starters. Then, the unforgettable declaration. "You will dig ditches for the rest of your life. Of course, all this is done with good intentions. Now, lets top it off with a drug or two. Surely, a good drug will take the edge off the terror a six year old non-reader feels. All too often, a trusted family doctor muses, "Oh, my goodness you are having some kind of negative reaction". If only doctors bothererd to read and paid attention to search that cleary warns some drugs are not approvd for little kids. Would you believe off label prescriptions are often prescribed for children by readers that behave as non-readers. Then again reading is not everything, right?
I guess at times everyone relies on observation and commentary to learn. Funny thing, two or more heads some readers and some non-reader often collide with a deafening screech. Both seem awash in a fog or meteor storm. Communication stops and relationships dissolve. Easy to exercise charity donations, big government and status quo driven school boards minic the fabled phoenix and finally do nothing.
What is their day like? How do they make a living? Do they get married? Perhaps, end up in prison?
Where do they live? What about the expense of food, clothing and transportation?
Possibly, we will never know the answer to these questions. Nevertheless, it is imperative that we ask. Not only their future but our future depends on what we know and don't know. Positive change cannot tolerate stupidity.
We hear alot of abstract chatter about why Johnney can't read. The reality is that there are thousands of individuals adrift that cannot answer the basics of who, what where and when because they can't read. Well, maby not completely lost, but definitely preoccupied with survival one day at a time. Reading for these people is a distant third on a scale of one to three. Let's just say bluntly that if you are not interested in learning to read our conversation has ended. Now, see the real meaning of alienation unfold before your weary eyes.
Perhaps, it is possible to recognize a non-reader. What might distinguish a non-reader from the rest us?
Sometimes, they observe and listen attentively. They will tell you that they learn better without reading. Given a book, they flip pages, look at the last page and abruptly close the book. Obviously, they engage only projects that are easily observed and preferably supported by a peer that offers insightful commentary.
Unfortunately, in todays world more and more intricate devices are enclosed and cannot be viewed. Talk support isn't much help since there is nothing to see. Fewer and fewer jobs allow strategies used by non-readers. More and more signs pop-up that imply non-readers need not apply.
The challenge to non-reader gets worse, never better. Success in life fades rapidly. Difficulty eating, sleeping and negative feeling about self equals dispair. One rainy day becomes a torrent and dark clouds descend down to earth squarly on non-readers. Even sunlight pierces the eyes like swords intent on destruction. Whoever said a sunny day inspires hope? For some of us a sunny day just makes our problems easier to see and harder to bare.
Consider this sad but true scenario: It's not just adults that find themselves in an impossible delemma. Imagine a six year old who cannot read that beloved primer Dick and Jane. Teachers fret, mothers sigh, fathers holler, and cuss and call you names. How about stupid, dumbell just for starters. Then, the unforgettable declaration. "You will dig ditches for the rest of your life. Of course, all this is done with good intentions. Now, lets top it off with a drug or two. Surely, a good drug will take the edge off the terror a six year old non-reader feels. All too often, a trusted family doctor muses, "Oh, my goodness you are having some kind of negative reaction". If only doctors bothererd to read and paid attention to search that cleary warns some drugs are not approvd for little kids. Would you believe off label prescriptions are often prescribed for children by readers that behave as non-readers. Then again reading is not everything, right?
I guess at times everyone relies on observation and commentary to learn. Funny thing, two or more heads some readers and some non-reader often collide with a deafening screech. Both seem awash in a fog or meteor storm. Communication stops and relationships dissolve. Easy to exercise charity donations, big government and status quo driven school boards minic the fabled phoenix and finally do nothing.
Friday, April 2, 2010
Same Old, Same Old...
Latest nationwide reading scores show 30% more or less students reading below proficient level. Understandbly, some folks needing a fallback position are actually relieved when students score "approaching basic" and are often observed expressing sighs of relief..whispering, "it could have been worse". Remarkbly, going backwards somehow looks good even at a time of disaster. It looks to me like some kind of marshmellow road. It is soft, bouncy, feels good and provides a safe place to bury your head.
Let me begin my comments:
Definition and Limitations: A good reading program, strategy or technique successfully teaches a student how to read.
Ok, do what works and discard what doesn't work. No pass ever on this one.
Any kind of intimidation or violence from anyone is not allowed.
Why do the same reading problems keep returning test after test?
Because educators continue to incorrectly identify causation and or implement flawed solutions
Why do obviously smart people miss pinpointing causation?
Because use of very complex analytic tools may in fact call attention away from the obvious. More often than not, the problem requires little elloboration and is simple rather than complex.
What might the obvious look like?
To begin with, dysfunction familes tend to produce dysfunctional kids.
How do dysfunctional children behave in traditional classroom settings?
Primarily, just plain survival need overshadows all other occupations including learning to read. Try to give students hope. If you cannot do it find someone that can.
What would short term solutions look like?
Today, every failing student must be accompanied by an adult significant other during reading instruction. This strategy will lessen discipline problems. Please don't whine that it can't be done. Just do it.
Forget making grade level lessons more motivating and use primarily remediation methods. Simply, start where they are today...
Teachers must have have multiple techniques and resources at their finger tips and be prepared to use them...let student try them on and observe what works best for him/her.
Remember Vygotsky, find the zone and stay in the zone.
Yes, provided students are attentive, good old repetition works. Practice till you are blue in the face!
Every child must attend class, no excuses.
And, individualize, individualize...basically, stop buying more paperclips and hire more help.
What whould long term solutions look?
Require (no excuses) all parents or significant other participant in school activities. They don't have to be smart just interested.
Every local church must adopt a family or familes, and promote reading.
At least eighty five percent of money allocated to improve reading scores must be spent on actual reading instructions services not administration. Forget long term investments and spend the money now.
Divide responsibility for student reading progress. Althought the classroom teacher fills a lead role, administrators, parents and curriculum specialist and must share student success and failure.
Stop the shootings. Assign two policemen during critical hours before during and after school on every street corner.
Expect failure and have a clear plan to get back onto the success path. Remember, baby steps are OK.
Readers are encouraged to add his/her ideas...I have just scratched the surface!
_____________________
_____________________
Let me begin my comments:
Definition and Limitations: A good reading program, strategy or technique successfully teaches a student how to read.
Ok, do what works and discard what doesn't work. No pass ever on this one.
Any kind of intimidation or violence from anyone is not allowed.
Why do the same reading problems keep returning test after test?
Because educators continue to incorrectly identify causation and or implement flawed solutions
Why do obviously smart people miss pinpointing causation?
Because use of very complex analytic tools may in fact call attention away from the obvious. More often than not, the problem requires little elloboration and is simple rather than complex.
What might the obvious look like?
To begin with, dysfunction familes tend to produce dysfunctional kids.
How do dysfunctional children behave in traditional classroom settings?
Primarily, just plain survival need overshadows all other occupations including learning to read. Try to give students hope. If you cannot do it find someone that can.
What would short term solutions look like?
Today, every failing student must be accompanied by an adult significant other during reading instruction. This strategy will lessen discipline problems. Please don't whine that it can't be done. Just do it.
Forget making grade level lessons more motivating and use primarily remediation methods. Simply, start where they are today...
Teachers must have have multiple techniques and resources at their finger tips and be prepared to use them...let student try them on and observe what works best for him/her.
Remember Vygotsky, find the zone and stay in the zone.
Yes, provided students are attentive, good old repetition works. Practice till you are blue in the face!
Every child must attend class, no excuses.
And, individualize, individualize...basically, stop buying more paperclips and hire more help.
What whould long term solutions look?
Require (no excuses) all parents or significant other participant in school activities. They don't have to be smart just interested.
Every local church must adopt a family or familes, and promote reading.
At least eighty five percent of money allocated to improve reading scores must be spent on actual reading instructions services not administration. Forget long term investments and spend the money now.
Divide responsibility for student reading progress. Althought the classroom teacher fills a lead role, administrators, parents and curriculum specialist and must share student success and failure.
Stop the shootings. Assign two policemen during critical hours before during and after school on every street corner.
Expect failure and have a clear plan to get back onto the success path. Remember, baby steps are OK.
Readers are encouraged to add his/her ideas...I have just scratched the surface!
_____________________
_____________________
Monday, March 29, 2010
Ability Grouping for Yound Children Absurd
Recently a school administrator asserted that in new revised Kindergarten standards whole classes lesson should be ended and ability grouping should be implemented. That is right, one beast for another
How sad, misguided and just plane ignorant are the pronouncements of this educator. Lets see, the last time I reviewed NAEYC standards and guidelines the strategy of ability grouping for early childhood ucation programs was soundly rejected.
Rather than ability grouping, child learning style, interest, experience and temperment are to be used as a basis for planning and implementing activities for young children. Clearly, so called ability criteria assumes that young children can accurately be sorted into groups that learn better or worse than other students of similar age. This assumption simply lacks research support.
On the issue of disgarding the use of whole class lessons. Again, ignorance seems to prevail. While exclusive use of whole class teacher directed lessons is generally unacceptable it is possible to conduct occasional whole class lessons provided the teacher builds and ephasizes self directed activities. It is essential that any activity reflects the interest, experiene, learning style and temperment of participating children.
What is supported by scientific research is a set of best practices guidelines that presents the most accurate undestanding of how children learn and grow. In this caseit is the education leader that needs inservice and not the classroom teachers. Thank goodness the teachers in this situation spoke up and questioned the assertions of misinformed education leaders.
It is my opinion that the success of early childhood education today requires competent teachers supported by equally competent adminstrators, curriculum specialist and parents.
How sad, misguided and just plane ignorant are the pronouncements of this educator. Lets see, the last time I reviewed NAEYC standards and guidelines the strategy of ability grouping for early childhood ucation programs was soundly rejected.
Rather than ability grouping, child learning style, interest, experience and temperment are to be used as a basis for planning and implementing activities for young children. Clearly, so called ability criteria assumes that young children can accurately be sorted into groups that learn better or worse than other students of similar age. This assumption simply lacks research support.
On the issue of disgarding the use of whole class lessons. Again, ignorance seems to prevail. While exclusive use of whole class teacher directed lessons is generally unacceptable it is possible to conduct occasional whole class lessons provided the teacher builds and ephasizes self directed activities. It is essential that any activity reflects the interest, experiene, learning style and temperment of participating children.
What is supported by scientific research is a set of best practices guidelines that presents the most accurate undestanding of how children learn and grow. In this caseit is the education leader that needs inservice and not the classroom teachers. Thank goodness the teachers in this situation spoke up and questioned the assertions of misinformed education leaders.
It is my opinion that the success of early childhood education today requires competent teachers supported by equally competent adminstrators, curriculum specialist and parents.
Preposterous, but...
Today, I learned that the recurrent twenty five percent more or less of middle and high school students tested and scoring below basic for reading and math skills now demonstrate a basic or higher level of competence.
Now, where are the jobs and pay scale reasonably expected by academically successful students.
I am assured that many slightly higher than minimal wage jobs exist. I am so delighted to hear such good news. Also, note that what business people really want is a large pool of workers that lowers the cost of employment.
The crazy bottom line for the above crazy scenario is that we might one day have millions of average or better educated people with poor job prospects.
I guess crackers taste the same whatever street corner you are sitting on.
Now, where are the jobs and pay scale reasonably expected by academically successful students.
I am assured that many slightly higher than minimal wage jobs exist. I am so delighted to hear such good news. Also, note that what business people really want is a large pool of workers that lowers the cost of employment.
The crazy bottom line for the above crazy scenario is that we might one day have millions of average or better educated people with poor job prospects.
I guess crackers taste the same whatever street corner you are sitting on.
Get a good education anyway.
Sunday, March 28, 2010
Thursday, March 25, 2010
Kids That Can't Read: Why, Why, Why?
Certainly, a whole barrage of reasons can be given for so many students reading below proficient level. I offer three possible reasons.
- Often, non-readers come from disfunctional families. These children do not know the who, what and where of their existence. Learning to read is a distant something or other.
- The prospect of injury to self over powers the potential excitment and esteem building power of discovery through reading.
- Most assuredly, self concept and self esteem suffer. What emerges is a hardened mind and soul awash with faulty knowledge, dispair and a fading future.
Monday, March 8, 2010
Limitations of Virtual Relationships
Frequently, I hear people hawking the wonder of virtual this and that...
Virtual is almost, but not real. Their can be no substitute for in the flesh, real time engagement with persons, places and things.
Sorry, absolutly nothing more needs to be said!
Virtual is almost, but not real. Their can be no substitute for in the flesh, real time engagement with persons, places and things.
Sorry, absolutly nothing more needs to be said!
Wednesday, March 3, 2010
About Firing, lacks good sense!
The world is focused on the summary firing of eighty eight (perhaps more) teachers and administrators.
Administrators could have avoided the rancor and protest and simply closed school, interview old and new teachers, hire the best for the job ahead, and reopen in the fall. So much for could have, should have...
That said, someone or all people involved in the firing should review their style, professional judgement and plain good sense.
Most likely, the community is now divided, angry and likely will abstruct much needed change. Again, students
are the loosers.
Administrators could have avoided the rancor and protest and simply closed school, interview old and new teachers, hire the best for the job ahead, and reopen in the fall. So much for could have, should have...
That said, someone or all people involved in the firing should review their style, professional judgement and plain good sense.
Most likely, the community is now divided, angry and likely will abstruct much needed change. Again, students
are the loosers.
Friday, January 8, 2010
About slapping autistic people!
Could it be that apparent repetitive, radom and seemingly choatic movements of hands, face and body exhibited by autistic persons actually contain encoded informion.
Just maybe, what we are observing is a rudimentary effort by autistic persons to rebuild their communication skills. Quite possibly, their motor activity is a complimentary componet of brain activity both intended to mirror surroundings and establish a meaningful relationship.
If motor activity is actually part of a process designed to communicate, we ought to be careful how we respond to and or manipulate the actions of autistic persons.
From a theraputic view, therapist might consider given the autistic person an extra measure of empathy before initiating a suppresive stratgey designed to terminate what is widely believed to be meaningless body movements.
Figuratively, slapping a person trying to talk with you is wrong.
Just maybe, what we are observing is a rudimentary effort by autistic persons to rebuild their communication skills. Quite possibly, their motor activity is a complimentary componet of brain activity both intended to mirror surroundings and establish a meaningful relationship.
If motor activity is actually part of a process designed to communicate, we ought to be careful how we respond to and or manipulate the actions of autistic persons.
From a theraputic view, therapist might consider given the autistic person an extra measure of empathy before initiating a suppresive stratgey designed to terminate what is widely believed to be meaningless body movements.
Figuratively, slapping a person trying to talk with you is wrong.
Monday, January 4, 2010
Autism and social skills
Can you imagine being manipulated or forced to socially interact with another person?
Sure anyone can fake it, but for true and lasting productivity to occur their must exist genuine reciprocal trust, free choice and respect.
Let me submit that ABA practioners do not in any way encourge free choice, respect or trust between therapist and patient. Their main issue is getting the autistice person to validate the therapist through mimicery and physical coersion.
Any and all, so called gains in social communication skills are nothing more that faint gestures of an autistic person trapped and forced by someome more powerful then themselves to act out meaningless antics.
Please note my ABA friends, given half a chance powerless autistic children would escape your well intentioned grip without hesitation. Autistic persons can smell a phoney a mile away.
Why not instead approach an autistic person with empathy, be patient and wait for an invitation to interact. Then, begin a dialog. Fair and honest dialog no matter how faint always has a future and is based on quality not time.
Might I suggest that sucessful therapy is not about getting an autistic person to pay attention to us but rather the therapist first signaling that he/she understands the autistic persons plight.
A word about those seemingly erratic body movements...could it be that the autistic person is trying to formulate a message. Clearly, we need to take the time to decode the messenger rather than dismiss or worse yet suppress him/her.
Sure anyone can fake it, but for true and lasting productivity to occur their must exist genuine reciprocal trust, free choice and respect.
Let me submit that ABA practioners do not in any way encourge free choice, respect or trust between therapist and patient. Their main issue is getting the autistice person to validate the therapist through mimicery and physical coersion.
Any and all, so called gains in social communication skills are nothing more that faint gestures of an autistic person trapped and forced by someome more powerful then themselves to act out meaningless antics.
Please note my ABA friends, given half a chance powerless autistic children would escape your well intentioned grip without hesitation. Autistic persons can smell a phoney a mile away.
Why not instead approach an autistic person with empathy, be patient and wait for an invitation to interact. Then, begin a dialog. Fair and honest dialog no matter how faint always has a future and is based on quality not time.
Might I suggest that sucessful therapy is not about getting an autistic person to pay attention to us but rather the therapist first signaling that he/she understands the autistic persons plight.
A word about those seemingly erratic body movements...could it be that the autistic person is trying to formulate a message. Clearly, we need to take the time to decode the messenger rather than dismiss or worse yet suppress him/her.
Tuesday, December 22, 2009
Hey, wait a minute...!
Around three, give a month or two, reality took a turn for me.
At the least, curiosity was not an option anymore.
Curiosity, pecularity and obscurity took hold of my soul.
How can one live life fully without being grounded in meaning?
Seems unreasonable to me that I should not take time out from routine and
know the truth of it all.
"Off with their heads!" I'll never forget those harsh words impacting my ears.
What could she mean? Why do such a terrible thing?
I resolved to spend as much time as needed to answer that question.
At last, it become apparent that three year old capacity was no match for advanced political banter.
However, a deep yearning persisted and demanded some level of resolve.
Years latter, the framwork of my early yearing was by chance discovered. It goes like this.
"If I am not for myself, who will be for me?
If I am for myself alone, what am I?
If not now, when?"
By: Rabbi Heil
By: Bert J. Wainwright
At the least, curiosity was not an option anymore.
Curiosity, pecularity and obscurity took hold of my soul.
How can one live life fully without being grounded in meaning?
Seems unreasonable to me that I should not take time out from routine and
know the truth of it all.
"Off with their heads!" I'll never forget those harsh words impacting my ears.
What could she mean? Why do such a terrible thing?
I resolved to spend as much time as needed to answer that question.
At last, it become apparent that three year old capacity was no match for advanced political banter.
However, a deep yearning persisted and demanded some level of resolve.
Years latter, the framwork of my early yearing was by chance discovered. It goes like this.
"If I am not for myself, who will be for me?
If I am for myself alone, what am I?
If not now, when?"
By: Rabbi Heil
By: Bert J. Wainwright
Monday, November 16, 2009
Education Free Fall
So, since the beginning of the first school
all appeared so, so hopeful. However, like it or not,
education continues a steady and relentless free fall.
You ask, "Why, how come, it's news to me".
The allure of education is for the individual a chance for perfection.
Bewhare the sad truth. Without question, you must exchange perfection for mediocrity
Indeed, very near the beginning, individual asperation and worth are exchanged quietly for the collective good. The quiet vail of mediocrity begins to choke the unknowing soul. Of course, an every present caveat assures everyone that good for all must surely be good for the individual.
Find a place at the table of many. Rather, how about a seat under the table in the dark. Please wait for a light through the cracks to make your day. Light shines through a crack in the table. Grasp a tear drop and wet your appetite for lost perfection.
You question, how could this be. Well, think back, reminisce, have you achieved the perfection desired beginning with day one? Are you doing what you really want to do? Do you know your true talent, much less put it to practice for self and others?
Some say, yes, completly, well almost. Others say a little, it's yet to come. You out there that have achieved perfection, I ask you, can you truely distinguish your self from others? Is your integrity whole or merely hand maden to others? Are you settled with what you have become?
Let us begin anew as if day one. Regain your self, integrity and power. Then, freely give it over to another, your friend, lover and neighbor. Have a truly happy and prosperious life.
By: Bert J. Wainwright, M.ED
all appeared so, so hopeful. However, like it or not,
education continues a steady and relentless free fall.
You ask, "Why, how come, it's news to me".
The allure of education is for the individual a chance for perfection.
Bewhare the sad truth. Without question, you must exchange perfection for mediocrity
Indeed, very near the beginning, individual asperation and worth are exchanged quietly for the collective good. The quiet vail of mediocrity begins to choke the unknowing soul. Of course, an every present caveat assures everyone that good for all must surely be good for the individual.
Find a place at the table of many. Rather, how about a seat under the table in the dark. Please wait for a light through the cracks to make your day. Light shines through a crack in the table. Grasp a tear drop and wet your appetite for lost perfection.
You question, how could this be. Well, think back, reminisce, have you achieved the perfection desired beginning with day one? Are you doing what you really want to do? Do you know your true talent, much less put it to practice for self and others?
Some say, yes, completly, well almost. Others say a little, it's yet to come. You out there that have achieved perfection, I ask you, can you truely distinguish your self from others? Is your integrity whole or merely hand maden to others? Are you settled with what you have become?
Let us begin anew as if day one. Regain your self, integrity and power. Then, freely give it over to another, your friend, lover and neighbor. Have a truly happy and prosperious life.
By: Bert J. Wainwright, M.ED
The Price of Sanity
In the end truth reigns high.
This is a journey through time beginning with the truth and ending the same.
- You accept a lie to be accepted.
- A lie spares one the agony of seeing yourself or others as they really are.
- Lies often hide the shame of truth.
- Lies reveal where we want to go but lack sufficient courage.
- Happiness not yet achieved begs for lies to go away.
- A dead conscience rises from lies.
- Lies tell the story of good intentions never realized.
- Lies are just plain cheap and easier to do than truth.
- Friends feel better when you lie, especially about them.
- Short term gain seems easier to achieve with lies.
- Truth brings happiness because it is freedom.
- Lies cannot exist along side truth and freedom.
- Lies hide fear and eventually causes an end to life.
By: Bert J. Wainwright, M.ED
Saturday, October 24, 2009
Heard A Story Yesterday
Just call him Billy. A staff person in same building where Billy was kept described him as aggressive, loud and trying to break out away from his caring caregivers. While not saying so, she implied that he was dangerous and unpredicable. After all, he tries to butt his caregiven when forced to stay somewhere/anywhere he does not wish to stay. Oh, beware when he is forced to stare you right in the eyeballs for more than fifteen seconds.
Now, look at this picture. What would you do if faced with the same or similar situation? Please review the following realities...
Now, look at this picture. What would you do if faced with the same or similar situation? Please review the following realities...
- You are forced to leave a place-like-home and go somewhere else.
- Your thoughts and concerns about change are ignored or at best trivialized.
- If you try to return to your confort zone your efforts are described as if you were a criminal trying to breakout of prison. Well, at least they got that right.
- You are forced to say what you want, when really they want you to say what they want you to say you want.
- You are not asked to identify what hurts or pleases you. Who cares anyway, as long as you are good.
- Imagine a fly in your eye or any thing else, and if you swat it away you are labled aggressive and violent.
- Consider, your choice of friends, teachers and lovers is never considered or respected.
- What about people who try to help you that never enlist your active, conscious acceptance and support in learning so called life skills.
- What about a minimum of forty hours a week dealing with caregivers that intentionally try to fool and manipulate you?
- And when you desperatly try to push, shove, and use your body to bang away at unwanted stimulus imposed on you from well wishers you are called violent, a mortal danger to yourself and others and need to be institualized.
- Finally, prison seems a better place to be.
Any autistic persons reading this blog post are invited to add their own thoughts...
By: Bert J. Wainwright, M.Ed
Wednesday, October 14, 2009
Sense And Nonsense Of Education
Sense: Education is for all.
Nonsense: If you can afford it.
Sense: The educated are independent learners.
Nonsense: Lessons are essentially teacher directed.
Sense: Problem solving is an important objective
Nonsense: That is politically acceptable solutions.
Sense: Good behavior is desirable
Nonsense: Constant failure creates angry students.
Sense: Individualization is good.
Nonsense: Is ignored by many teachers.
Sense: Creativity is good.
Nonsense: Much of teaching/learning involves known outcomes.
Sense: Readers are invited to contribute their own ideas
Nonsense: Same...
Nonsense: If you can afford it.
Sense: The educated are independent learners.
Nonsense: Lessons are essentially teacher directed.
Sense: Problem solving is an important objective
Nonsense: That is politically acceptable solutions.
Sense: Good behavior is desirable
Nonsense: Constant failure creates angry students.
Sense: Individualization is good.
Nonsense: Is ignored by many teachers.
Sense: Creativity is good.
Nonsense: Much of teaching/learning involves known outcomes.
Sense: Readers are invited to contribute their own ideas
Nonsense: Same...
Tuesday, September 15, 2009
Good Solutions That Last
- Good solutions can have a short or a long life. Each can result in change but only one can having lasting impact. Short life, long life: What makes the difference?
Good solutions...
Begin with a clear description of problem.
Exhibit relevance, scope and depth.
Are linked with problems that have a history.
Do not fade with time.
Serve positively many people
Often, inspire new solutions to old problems.
Embody, suffering and happiness.
Are always there in front of you.
Make some people nervous.
Finally, are intellectual and heart-felt.
Thursday, August 13, 2009
Anything, But Real Change!
What would it take to transform today's education environment into a state of the art system based upon the latest technology, up to date curriculum theory and practice and uncompromising dedication to education that works for all?
Consider the following thoughts before answering the introductory question.
Teachers, administrators, parents and students must accept the proposition that learning is not a choice but simple is always present and functioning, and cannot be turned on or off.
To be educated minimally means that a person has knowledge and can use it for a variety of ends sometimes promoting good and bad deeds alike.
Effort, glee and consternation in the pursuit of education are firmly anchored within the individual person and never fully appreciated or understood by others.
Day to day education looks nothing like it's end of year outcome and the two must be thoughtfully connected a step at a time.
If teaching intends to convey information to a person, then, how that person thinks about information is most vital for a successful and meaningful outcome.
Education goes on inevitably and knows no end: The role of teachers, administrators and parents is facilitative, and should not hurry or restrain student learning.
If learning is contineous and highly personal, how do facilitators link with learners? Hint, ask the learner for directions.
Although pieces of the learning pie are everywhere, the assembly of those pieces into meaningful, sustained thoughts and actions resides within and through deliberative actions of the individual learner.
What do you think so far...?
Consider the following thoughts before answering the introductory question.
Teachers, administrators, parents and students must accept the proposition that learning is not a choice but simple is always present and functioning, and cannot be turned on or off.
To be educated minimally means that a person has knowledge and can use it for a variety of ends sometimes promoting good and bad deeds alike.
Effort, glee and consternation in the pursuit of education are firmly anchored within the individual person and never fully appreciated or understood by others.
Day to day education looks nothing like it's end of year outcome and the two must be thoughtfully connected a step at a time.
If teaching intends to convey information to a person, then, how that person thinks about information is most vital for a successful and meaningful outcome.
Education goes on inevitably and knows no end: The role of teachers, administrators and parents is facilitative, and should not hurry or restrain student learning.
If learning is contineous and highly personal, how do facilitators link with learners? Hint, ask the learner for directions.
Although pieces of the learning pie are everywhere, the assembly of those pieces into meaningful, sustained thoughts and actions resides within and through deliberative actions of the individual learner.
What do you think so far...?
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