Posted in Uncategorized, tagged development, education, executive function, future, innovation, learning, life, life skills, montessori, neuroscience, outcomes, psychology, reform, science, teaching on October 24, 2012|
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There was a very salient piece in the Huff Post recently. The author addressed the topic of what she called “life skills”, then later “executive functions”. I’ve written significantly about these in this space. They are the “be all and end all” of education as far as I’m concerned. Without these you cannot live your life successfully. Full stop.
Why is this so evident to me? Because life requires you to take command of YOUR life, which requires self-control, efficacy, emotional regulation, communication skills, and the like. This tangent is what will make it or break it for most. You can have all the academic smarts possible, but if you haven’t developed the above then life will not be a fulfilling and joyful experience. I think we all know this. This is not controversial.
The fact that there is research supporting the long-term effects and benefits of early development of these skills (executive functions, self-regulation) surely will help to get some attention, but the fact that they are essential skills should not be questionable.
So where does this leave us? We need to get serious with retooling education, that’s where. There are small glimmers of change here and there, but we can fast-forward very effectively and implement a highly successful model now rather than stumble forward ever so slowly and maybe make a bunch of missteps along the way. We can do this if we look carefully at Montessori schools. The Montessori model has an integrated approach to developing these essential life skills along with all the academics you could imagine.
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Posted in Uncategorized, tagged adolescents, change, education, flourishing, future, imagination, innovation, life, optimal development, outcomes, preparatory, reform, school, students, success, thought on October 21, 2012|
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The crisis is still with us. Grads look for jobs and don’t find them. People call for a rescue to save them and others. There’s despair and longing and a sense of hopelessness. But not everywhere. For some there’s a better way. Necessity is the mother of invention. The ones you will see rise up today are the ones who can tap into what made this country what it is: intrinsic motivation, perseverance, inventiveness, confidence, curiosity, boldness, independence and courage.
Watch this music video and what do you see? I see two young people ” just doing what needs to be done”. They put themselves out there. They are making something of value because they can, and maybe they have to. Hand-outs are not ever an answer. Hand-outs train people to wait for help. It trains them to “rely on” and become DEpendent. That’s no future. Maybe it’s just me but the passion and confidence I see in these two is what will carry them. Never mind the particular song if you don’t care for it – see the souls of these two, their spirit. I’m not worried about them.
The world is spinning out and we need young people to understand what will get them ahead. The ones who are capable of rising themselves up will be the ones to make the future, to carry the world forward. We need education to play a role in nurturing these young people, to show them that this is possible. We don’t need schools that train them to sit and wait, to follow the rules, to be lead and to just do what they are told. Maybe too many generations of that is taking its toll today.
Education needs a reality check today. It needs to be able to show all students (i) that they have something inside themselves that they can contribute, (ii) that they can develop the skills to make that contribution. But that skill development is not what’s on offer in most schools today. There’s no path there for the innovators and creators. Half of them are “tamed” with medication to help them “focus” and be calm and controlled. That’s a shame because the taming also suppresses that which actually makes them tick, that which would unlock their contribution.
So, “cheers” to those who are striking out on their own, who have discovered their contribution.
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Oh yes, you read that correctly. It’s time to stop talking about dyslexia as a problem or learning disability… as something to be “fixed”.
It turns out it’s not a dis-ability but an actual ability, just not one most of us know about. Research reveals that dyslexics are better at seeing patterns and what is called “visual gist”. Dyslexics are also found in significantly high percentages in creative and scientific fields. Like educational psychologist Jane Healy encourages us to do, we need to think of dyslexics as “different”, not “disabled”. That is, there isn’t something wrong with them, they just learn and function differently.
So much of what passes for “something to be fixed” in children has to do with a mythical image of some “learner” that has ONE profile. Fall outside of that box and you’re out of the club and in need or remediation and fixing. The move to identify these people is swift and passionate, almost with a “round ’em up” attitude. Yes, there are children who need assistance and it is right to find them and help them. But there are many who learn differently who don’t need helping or fixing. What they need is a better school system one that understands that school isn’t a one-size-fits-all operation.
If we fix all the different learners who fell outside the box, we’ll lose a lot of “outside the box” thinking. Where will that leave us? Innovation does not live in a box.
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