Thank each of you for your responses to the reading and to each other. For those of you that are just now receiving your books, catch up when as soon as you can. Post on this weeks site, remind us that you are catching up. It is easier than going back and forth between due dates.
When reading allow yourselves time to re-think education...all of aspects of school. Why are classes from 8-4? What would happen is they were from 10=2 with afternoons for special work sections? Somehow distributive education has successfully done this for years. Why are classes 55 minutes long? What happens when the lesson is not finished or the kids what to continue working on a project? I ask these questions because I believe it is too easy to accept the "way it is" as the "only " way it can be.
Once, while attending a conference at Naropa University in Boulder, CO, I learned of a wonderful school that celebrated the curiosity of the students. The example given was of a group of young kids who were interested in the game Monopoly. So the semester followed the history of the game. then what did it take to make a game from the art to the math, how do you market a game or patten a game? Finally they created their own game. In the process dozens of side adventures were shared. Just imagine how much fun you would have with this project or any project that was based on what the students wanted to learn not on what a test says they need to learn. The joy is that everything needed for a "test" was covered but it was covered in a way that was connected and engaging.
Now on to Chapter 3,4.
I love the idea of difrasismo, because it aids in my re-thinking, allowing me to accept new connections, new joining of thoughts. Try one. Share with us.
If you have no contemplative time or practice in your day, consider taking a 5 minute walk outside or sitting in a quiet area for 5 minute of silence. Just try for a week.
How many opportunities were you ever given for "re-dos" in art? Have you ever attempted to re-create a work after you received some advise or hopefully a dialog with trusted friends? Do you allow yourself the time to think again and again about a work? Do you work over or recycle work?
Finally, the lesson of the moon journal delighted me on many levels. I love being surprised by my own slow learning curve.
Enjoy the readings.
I apologize for being so late to respond. I just received my book and trying to get the reading in and catch up!
ReplyDeleteI wanted to comment on a few of the posts I read first and then give my thoughts on the book.
Emily you talk about sharing our stories, I did that this year with my students. (my advanced art students). This past summer in Future's class at Junction we learned a lot about ourselves, we wrote an "I AM FROM" poem and after all the discussions and writings I came to the conclusion that it is important for students to know we are human too. I shared my poem with them, something very personal and struggled with reading it outloud to a bunch of teenagers, the response I received in return was astonishing! The poems they wrote were amazing to say the least. I had students share some of their darkest secrets some of which had never been shared with anyone before. I felt very privileged that they were so willing and eager to share their stories with me. I believe this set my classroom up from the start for them to be more themselves and produce artwork that is more personal and not just objects on a page. I have been a lot more flexible then in the past with allowing them to be creative and not so many expectations for what is suppose to be creative. I think this also frees me up to be more free and creative in my own art.
David I can completely relate to you being burned out. Before I moved back to Austin, I was on a very self destructive path due to being overworked and in a very stressful environment. I completely started over and took a year off from all work and then slowly added it back in part time and then more full time, until I am finally back in the classroom and LOVING what I do! I look forward to coming to school everyday and I am slowly taking on more things but have learned to say NO when I know that I just can't handle another project or responsibility. I think its a process to learn these simple things of self checking where we are and how we are personally but seems to take some time to really focus on our needs first.
I have heard of the Multiple Intelligences in my undergrad work but only briefly. I wish there was more cross curricular teaching in the other subjects like we do in Art. I think students would learn so much more and actually retain the information more. As many others have said we do focus way to much on the facts needed to "pass" that test instead of teaching what is relevant to our lives. IF we did take the time maybe only 5-10 minutes of our 90 min block period where we settled down and meditated or had some quiet time to refocus with our students not only would we be better teachers by letting go of what may happened the previous class period or what may have happened on the way to work and we would be more focused on producing/expressing ourselves through our art and so would our students. I may have to try this and see how it goes.
I love the part about spiritual, emotional and heart intelligence. I think so often we are told to just "get over it" instead of facing our issues. Why do we have so much violence in the world? why do students bring weapons to school? They are told to just forget about the things that matter to them. How can they move on from issues like bullying if we don't teach them how to overcome them and really deal with their issues. We have feelings and emotions and we need a place to express them, that's what I love about Art and Music, its so free to express yourself. I really really really want to implement this in my classes this year, and am putting forth the effort to make sure that I do! I think my students will only benefit even more then just learning the basic skills and creating meaningless pieces of art. I am forcing them to go beyond as I force myself in that same direction!
Andrea!!! Hello there! so nice to hear your voice again.
DeleteHey Lynn!!!! I was thinking the same thing!
DeleteAndrea, Thank you for sharing, enjoyed!
DeleteAndrea,
DeleteThank You for sharing your wonderful story of introspection and redemption from the overabundance of stresses you absorbed while teaching. As I inaugurate my journey from architectural design into teaching, your approach of how you chose to resolve your challenges was encouraging for me to hear. I too have submitted a poem for my Art 3360 class entitled "Where I come from...". Although I haven't had responses from my classmates yet, I expect to hear responses this upcoming week. I have stepped away from architectural work (I'm not sure permanently and I am presently not licensed) because it has become more technical, stressful, restrictive and confining rather than being fun and challenging. I have heard enough of the phrase "Value Engineered" to remove design ideals that were cut by budgets because of unexpected, increased material cost expenditures.
I am a bit overwhelmed by the enormity of issues that teaching encompasses. With respectful evaluation and effective avenues of communications, I am encouraged to learn where my experiences will lead me.
Andrea,
DeleteThat is great that you had your students write "I am from" poems like we did in class. It is so beneficial at their age when they are struggling with identity as it is. I am about to try it with my students. The only downside is that I think everyone poem should be read, but in classes of 30 plus students, that will be a challenge.
Not everyone may want to read or you could space them out over the semester. They really do become worthy of the attention and the foundation for all other art. Besides you are a great reader for those too shy to read for themselves.
DeleteThanks everyone! I chose not to make my students read them aloud. I did make them turn in a hard copy to me and their handwritten one went in their journal. I was thinking I would get more from them if they knew they would not be reading them aloud. I may have them write another one towards the end of the year and that one read aloud and see how much they grew or changed how they think from the beginning of the year to the end of the year. Just a thought,.....
DeleteIn regards to class times that go from 8-4, I believe this is done for the convenience of most parents to accommodate our imbalanced work lives. Again, this schedule works for our societal adult members, but for our students it makes for a long day. I remember many times while teaching, observing my students in the art room looking tired or just burned out with information overload. Because it is nearly impossible to teach during these times, I would adjust my plans and go outside to do art or just allow them to be.
ReplyDeleteI worked in school in Canada where it went all year around and after two months of classes the students and teachers would have two weeks off. We also had an extra week off added to Christmas break, spring break and summertime break. This type of schedule worked well in preventing burn out for the teachers as well as the students. The other positive thing was the students were able to retain what they had learned unlike the students who had two months off in the summer. Also what was unique about this school was that it was adjacent to the community library, pool, and hockey rink. The school would utilize these facilities on a weekly bases and afterschool they would be used by the student’s families. I read a quote the other day that pertains to this type of scheduling: “If a child can’t learn the way we teach, maybe we should teach the way they learn.”I really believe we need to something different in our school systems both for our teachers and our students to prevent burn out and maximize learning.
Hi David! I read that same quote just yesterday and was thinking the same thing! In my school we have a wide variety of teachers several from other countries with heavy accents. I have a hard time following what they say at times and I can't even imagine what the kids feel like trying to learn a hard subject like physics and then a language barrier too??? That just makes it even harder for our students to learn and even more reason why I want my classroom to be a relaxed environment where students can be themselves and for at least 90 minutes of the day they get to create and not think about all their other work.
DeleteI have a friend who lives in Corpus Christie and her kids go year round. They LOVE it! She says it is so good for both teachers and students to have that break in between and refresh themselves. I wish we had this too!!
It would be nice if we could find alternative schedules--both in work life and in education--that could flex more and fit a wider range of learners. In reality, a lot of what blocks school schedule change is lobbying. A few years ago the legislature passed a law that Texas schools can't start until the third week in Aug. It was called informally the "Six Flags Law" because many business (theme parks, recreation facilities, etc) were watching as summer was shrinking in Texas. My last few years of high school in Plano practically began the end July! So, instead of thinking "partisan politics--arg evil!", instead wonder how special interest groups can flex so much power to affect the school schedule for millions of kiddos? As I said before, I'm not a fan of national mandates (hello there "one-size-fits-all"), so perhaps instead of thinking how to influence the whole nation to change school scheduling, we could influence a region or community to try out alternative schedules. Maybe it just begins with one art teacher convincing her principals to approve a flexible art schedule on their campus?
DeleteDavid,
DeleteI too agree that the 8-4 school schedules accomodate working schedules of both working parents rather than students and their needs. Parents are so stressed with their jobs, the students are oftentimes left to evaluate their educational conditions on their own. I think a structured, yet flexible schedule would benefit all teaching processes.
Year round school is an apt way to accomodate for students and families as well. I think you're on point with your statement "if a child can't learn the way we teach, maybe we should teach the way they learn". I would hope that teachers would be willing to make accomodations to students when opportunities present themselves under reasonable, respectable conditions.
Emily,
DeleteInteresting, yet sobering thoughts about lobbying and it's effect on our schools. I believe that it's a fantastic idea to allow a community to try out alternative schedules. I too agree that there's no "best fit for all", but if pilot programs aren't considered, the status quo will surely remain.
Never had the year round explained before. I assumed it was Year Round like it is now...when summers fill with teacher workshops and no time off. Thanks for explaining. I love breaks that allow enough time to travel or to just tell everyone you are gone but stay and relax.
DeleteLike Emily mentioned in last week’s post she needed to just “sit and look at the clouds” as Future suggested. I decided to do that this week and realized that this practical release from stress was not so difficult since Lubbock is big sky country. I gifted myself with the time to appreciate the beauty of the clouds along with giving myself permission to breathe and take it all in with no constraints.
ReplyDeleteReading this book has allowed me to reflect on my own meditative practices which first began while in Ireland at a Benedictine monastery. The monks showed me the practice of living in a communal atmosphere by balancing work, prayer and contemplation. Being in a place that was so quiet was sometimes deafening and it took a few days to adjust. The practice of being quiet allowed me to heightened my inner and outer awareness so I can be a more loving person to myself and those around me. I make it a point to visit the monastery at least once a year or when I have a major life decision to make. These important life skills help me focus and not be distracted by the temporal challenges around me. The one monastery that I have visited the most is Christ in the Desert in New Mexico located in the beautiful Chama canyon. This is also where Georgia O’ Keeffe visited often and did some of her best works (her ranch was across the road from them). There in the desert wilderness I find the stark beauty of nature along with lifelong friendships from the monks (most are great retablo artists themselves). also have had the great pleasure of meeting many fellow pilgrims from all walks of life.
Do you read the Rule daily, just curious.
DeleteNo, I do review it once in awhile and try my best to follow it. basically for me its about meeting others where their are at in love.
DeleteI looked at a few clouds this week. I think putting a hammock in at my place would really help this goal. David, thank you for sharing about the monks. I love New Mexico and while I've visited some of Georgia's favorite NM places, I haven't yet been to the monastery. Perhaps I should put that on my list for my next NM trip. I have visited other monasteries and am always struck by the different pace of life.
DeleteThis week I began to force myself to take the time to relax; I needed to breathe, and contemplate. To think about who I am, where am I going, how do I want to be? I already knew all of these answers, but I needed to remind myself, and focus on me, and only me. Sometimes we all get too busy that we forget to focus on what we really want to do, or how we really want to be. This self-reflecting was very emotional and caused many tears. I was instantly re-awakened, and rejuvenated. That’s what so beautiful about healing through self-meditation. To be wrapped around your own emotions, truly seeing where you are in the world. This experience was so powerful and emotional that I want to continue this practice of meditation. It really helped grounded me when I was overwhelmed.
ReplyDeleteWhen it comes to my work, if I do not like it, I get rid of it. The bad aura of the work just lingers, and upsets me. I usually think for a while, on why I do not like it? When I have decided or given up, it’s gone. I take a break and clear my head, and eventually come back and start over. Sometimes it’s a hit or miss.
I really enjoyed chapter 4 in the book. I really enjoyed the statement on using “art as a tool.” Empowering your students and turning them into critical thinkers. Making them aware of all of their “rights and responsibilities”, and have them see and understand the problems that are happening around them whether it’s in their home, neighborhood, city, or around the world. Helping your students to be the positive change we all wish to see for the future. This is such a powerful goal, and a beautiful dream, I as an educator hope to one day be able to successfully pursue.
Jayson I too this week have given myself if only a few minutes (with a 5 yr old its hard) but at least a few minutes all through out the day just to pray and thank God where I am today and for the strength to keep going especially when times are tough. I always feel after many tears a huge release! and then I am ready to take on the world again.
DeleteI was told a long time ago that every artwork goes through an ugly stage and that when you get to that point you just leave it alone and work on something else until something sparks and you can work on it again. Just a thought instead of throwing it away....
Jayson, it's hard to get that times just for oneself. I oscillate between taking good care of preserving that time for myself and then overloading my schedule at other times. It's also hard that we don't see this kind of balance in life modeled for us--once we are adults it seems we are all rushing, all a "day late and a dollar short", and all wishing for a couple extra hours in the day. I push back as hard as I can, because I really don't like that feeling of busy, busy, busy.
DeleteJayson,
DeleteMaking a daily opportunity to contemplate everything around us is such a critical time that many occupations and professionals don't consider in their everyday work schedules. Some companies only now consider such objectives, but they are indeed rare in relation to the overall context. Self-meditation is just that "self" and should be practiced by everyone to reduce the angst in our everyday lives.
Jason,
DeleteGreat point, that we are so busy that we lose focus on how we want to be. I am very guilty of being a busybody, not just physically, but mentally and mulling over superficial or mundane things. I think for me quieting my mind is one of the most difficult things.
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ReplyDeleteMy responses to the class questions and the chapters seem a little disjointed to me. I have had a really big project going on at work and there is Grapefest this weekend and we are all given extra assignments. I just got home from mine.
ReplyDeleteSo forgive that this is in pieces--the whole bit of writing might be a meditation or an Aztec codex.
Industrial Revolution has given us the 8-4. We needed to train people to work in the factory. Bells related to the shifts.
http://www.geopolitics.us/?p=511
I am uncertain I like a block schedule but some children function better with one. Kids miss a lot when they cannot finish their thoughts or a project. Some kids will get frustrated, others just won’t return to it, some will forget. That is a shame.
It seems studies show that children should go to school later in the day. There are a couple of all-girls school in Dallas which starts later. They believe it is better--but it is also a demographic where one parent is generally at home to adapt to the different schedule.
I am these are not quite polar opposites but it was interesting thinking of the difrasimo:
ghostfood= diet
objectroom= museum
Redos:
I have been given lots of redos. I am a thinker and take a lot of space. Recycle-I am the queen of cropping and reusing canvases. I paint over canvases. Perhaps that painting over is the reason I identify with words like pentimento or palimpsest.
The Reading:
I like the idea of education being shaped in pods (like dolphins).
It’s suggested that early humans evolved by cooperation and intelligence not through competing within their group.
Our text is fairly dense reading for me. I have to look up the theories of constructivist epistemology. It’s slower going for me because so many of the theories are not well known to me.
On page 70, I found interesting the Tree of Contemplative Practices. 7 categories of practices cultivate to awareness: still, movement, creative process, activist, generative, ritual, relational. To arrange one’s teaching around these ideas--what a different education this would be.
At the beginning of chapter 4, there is a discussion on the goal of education
"One of the Key aims of education is to be of service to the richly diverse human family.
In education a key concern is how to foster in students a sense of compassion, social responsibility , ethics' and morality.
When working with low income students who have been marginalized stereotyped and invalidated a key concern is to transform them into a powerful learners.....” pg. 91
I believe that these are qualities which need to be fostered in students of all ages and economic backgrounds.
We all need compassion, social responsibility, ethics, and morality. There is a writer named Karen Armstrong and she was given the Ted Talks grant one year to change the world. It could be used for anything she thought would change the world for the better--she decided that everyone should learn compassion. I certainly think the classroom, the office, the sidewalk would be a better place if we all learned compassion. I have attached the link for Armstrong’s charter for compassion.
http://charterforcompassion.org
Usually when I do art I am open to various ideas and suggestions. I also like my art to be a shared experience where others can participate in my creative process. This experiential ideation comes from constantly sharing my space with a very inquisitive 2 year old. “Liam,” loves to add his own “mark” in whatever I am creating and it certainly is almost always interesting. He really is my biggest fan and my biggest critic with his exclamations of “Yess DADDY!” and “NO, NO DADDY..NO LIKE!”As far as really thinking about my work, I usually have about ten or more pieces of art in different stages of completion which naturally pauses my creativity. I also learned not to rush a piece and let the work speak to me about what it wants to become. I have one large canvas that has followed me for years and has become my pet. I used this canvas more or less as my exploratory canvas. It has several layers of paintings which I have all enjoyed within different phases of my art.
DeleteAs far as the readings are concerned, I really enjoyed the student’s evaluations of the different teaching practices of their teachers. What spoke to me the most is how one teacher gave his students a real sense of purpose in their lives. Alberto Pulido’s interest in helping his students make personal breakthroughs by making “cajitas:sacred boxes” was so inspiring. I also really liked Muller’s four simple questions to shape ones spiritual journey that consisted of: “Who am I?” “What do I love?” “How shall I live, knowing I will die?” and “What is my gift to the family of this earth?” I kept thinking of how incredible it would have been if a teacher asked me these crucial questions in my youth! It also has made me more aware of making art that is purposeful within community.
Just say no to "ghostfood!" I liked your disfrasismos, Lynn.
DeleteA difrasismo (Aztec literary device where opposite terms are used to refer to a 3rd concept/phrase)approach for me has been to re-evaluate my existing framework of formal academic structure from my previous architectural background. My applications of learning, contextual interrelationships, behavior and self-introspection are presently being developed with respect to applications of Pedagogy.
DeleteIn practicing architecture in a formal environment, my experience has been largely constrained to an 8a-5p environment. However, I have found that true discoveries and applications of design work occur before, during and after 8a-5p timeframes. There are occasions where "Charrettes" or quick design sessions are necessary outlets to "break-out" of the mold of constraints that confine architectural development. I have learned more about clients, their wants and aspirations by interacting at social gatherings rather than at formal meetings. I am always open to avenues of design development however they occur. I worked for Duncan & Miller Design (an interior design firm)where their philosophy of design was to "break out of the box". I was happiest working for this firm than any other office I worked at. Learning was fun, application of knowledge was very satisfying and work was more interesting and sometimes challenging rather than cumbersome and dreary.
Throughout my architectural design journeys, my process for discovery is relatively direct: client needs and wants shaped into forms that satisfy the desired outcomes. I experience various stresses when providing solutions for the client. At any time throughout the process, I could be fired for not satisfying the clients needs. Due dilligence is a necessity of design rather than a desired accomplishment. As an architectural designer, there is "teaching" that occurs with every visit/consultation with the client. It is my responsibility to provide in-depth design development ideals (graphical as well as verbal) to arrive at solutions within the projected budget.
In lieu of these stresses/forces on my psyche, I benefit from taking an early morning coffee break for 15-20 minutes to gather my thoughts for the upcoming day. I evaluate "need to know" vs. "want to know" issues and prioritize events that will occur as the day progresses. Going for a walk cleanses my mind, allows me to feel better about my health, I experience the outdoors and arrive back at my destination with renewed vigor.
When I took Experimental Drawing with Jeff Wheeler this past summer in Junction Texas, I was consumed with projects that were due both weekly and every few days. I produced a lot of work in 3 weeks, but I learned a great deal more about myself. My watercolor drawings allowed me to continue to investigate watercolor principles in practice. After project completion and critiques, there were always opportunities to make my artwork better. Those opportunities reinforced my self-confidence (as I hadn't drawn or painted for almost 15 years)of my abilities and created new ways of thinking. Reinforcement of graphic ideals portrayed in my work were "baselines" of which I later refined.
Lyn, I can not believe you have to look up anything, you are a walking encyclopedia (who is welcomed at all times to share this vast knowledge). What an exciting stretch, no wonder why you like the book after a brief look this past summer. I totally agree we all need to learn and live compassion.
DeleteDavid, the idea that Liam is so much apart of your art is wonderful.What a great way to respect him as an individual and as a creative soul. Very nice thought.
Rick, Your description of architecture and its practice were right on the mark. I have heard this time and time again from friends in that field but never so calmly and with distance. I know J.Wheeler works at an insane pace and that he breaks all the rules we were taught about appropriation or collaboration, not to mention time lines. And that is exactly why he is important to Junction. He is the outside of the box.
Rick
DeleteWhen I looked at your response again I kept thinking Architecture and Visual Studies are your difrasismo.
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DeleteGreat thoughts by all. I will respond more deeply when everyone has responded. I am glad each of you is trying to take a moment or two for yourself, by yourself.
ReplyDeleteA big take-away from last week's reading was the word "intuition." Rendon mentions intuition throughout her break down of the two positions on integrative, consonant pedagogy. It hit home for me because I watch in the school environment how students aren't really given the chance to develop intuitive thinking. A lot of students don't know how to reflectively think through a situation, whether it is as concrete as intuiting how to hold the ruler to calculate the dimensions of their paper or perceiving how to proceed in a social situation, such as empathizing. I do believe that much of teaching higher level thinking strategies is directly linked to the scientific development of the brain, so many times, a failure to intuit or a failure to perceive may just be due to the fact the student just hasn't reached that place in their brain development. It seems to me though, that time and space for students to grow and develop within the school year/educational setting is a very limited, precious gem. Rendon has already mentioned numerous times that to build intuitive, perceptive thinkers the teacher must provide opportunities for the students to experience intuition in a free setting (relaxed, natural, open-ended time frame). I whole-heartedly agree.
ReplyDeleteI was struck with Rendon's introduction of the concept of "difrasismos" by the concept of a pendulum. Difrasismos show that situations do not need to be "either/or" but many times "both." If you spend any amount of time in the education setting, you notice how educational verbiage and trends go in and out of style. Teach phonics! No, teach whole word!! Teach phonics! Whole word! My six years doesn't hold a candle to the educators around me that have taught 30+ years. But this idea of disfrasismos, combined with our previous conversations about how a "one-size-fits-all" approach to teaching doesn't "fit" all, shows that rather than wildly swinging from one extreme to the other in pedagogical ideology we could instead set up situations that merge two seemingly opposed ideals into an educational setting that can "fit" a variety of learners.
Pulido's "una persona educada" ties back to Gardner's multiple intelligences. This idea of knowledge vs wisdom is important to note as an educator…well, really anyone. I first noticed this difference in "knowing" when learning high school French--I was struck that the French (and probably all Latin based languages) have two words for knowing, savoir and connaitre. In thinking through the two verbs, two kinds of knowing, I was able to tie it back into my "English world," where all we have is "to know." Now in the case of savoir and connaitre, one refers to a "heart knowledge" (intimacy) and a "brain knowledge" (concrete). Rendon describes knowledge and wisdom, where I suppose wisdom equates with savoir knowing. I think it is important now to say that it is not the situation where one kind of knowing is"good" and one "bad," but they are simply different ways of understanding our world. I'd also say that a goal for educators is to develop BOTH ways of knowing in our students (and selves).
Great reflections. One size fits all never fits anyone. Remember in the beginning everything was designed to fit the individual...in cloths and in education.
DeleteI have a favorite saying, "who is holding the ruler, who is reading the ruler, who made the ruler?" Literally, what are the rules (ruler) you are using, where did that rule come from and why did it come and how does it apply to you. More importantly what would YOUR ruler look like? Really, what is your intent/vision/desire?
Good work Emily.
Redo's in my art. I never throw art away, I store art and later come back to it. For my sculptural work, I tend to problem solve "series" one series at a time. So when a piece is done, it's done. Occasionally I'll have bits and pieces left behind to play with and "redo," which generally moves me on to the next sculptural series. With my drawings/paintings/prints, I keep works indefinitely and will come back to pieces, sometimes years later, to add more or layer more. I don't really see it as a redo, as much as just continuing where I left off.
ReplyDeleteEmily I love that you save pieces to come back to years later! I wish I could give my work a second chance like that. As I stated earlier, if I am not interested in where my piece is going I usually give up on it. You have motivated me to not be so harsh on my work!
DeleteMy first year teaching at a ninth grade campus we had 55 minute periods, a total of nine periods a day, with a 35 minute lunch. The year following, we switched to block schedule, which I absolutely love. Classes meet every other day and each period is 90 minutes, which means I get 90 minutes a day to breath for conference and planning and 50 minute lunch. I cannot imagine what its like for teachers that are not on block schedule and have only a 35 minute lunch. That is so stressful. I wish there were two shifts in school, of course this would mean a higher utility bill and another meal. One shift of staff could work 8-4 and another shift can work from 11am - 7PM. I am sure schools would consider changes if it meant a higher attendance rate and was more cost effective.
ReplyDeleteI found the Tree of Contemplative Practices from the The Center for Contemplative Mind in Society so fascinating and began thinking of ways to use it in my class as soon as possible. The moon book storytelling journal and the Cajitas art project are excellent projects to do with my students that I will definitely do this semester.
At first I had a hard time wrapping my head around the polarity of epistemology and oncology, as well as the difference between the two diagrams: object/subject/participatory and content/contemplation/wisdom& knowledge. What helped me to understand it better, was remember some points from a prior course I took at UT Brownsville, on Student Centered Learning.
The one model they emphasized and taught was Problem Based Learning or Project Based Learning. I have to admit, every student in this grad class was frustrated and had no direction as to how to complete the project, my guess was because that was the “problem” and it was up to us to use our background knowledge, and leadership skills to come up with solutions within our group. We learned a lot about the way we learn, solve problems, work with groups, and organize our efforts. My point is that I remember that the message was always to engage the learner in student centered learning. My frustration grew from that, because I felt as teacher that I was being pressured reach into students and their self-centered interests when I think I should be teaching them to be more self less and extending their consciousness outside of their egocentric world. Lets face it, the interests of this “iGeneration” does not extend too far beyond facebook, vampires and zombies. So, when I thought about what Rendon was saying about subject and object I thought about our attempt to engage the learner, by making the lesson relevant to them. That alone does not make them any less egocentric or give them a selfless social conscience, which is the point I mention above. The latter diagram of content/comtemplation/wisdom&knowledge not only engages the learner but makes them more open and in tune with their identity and community.
Nice work. I totally agree. 35 minute lunches are really 15 minutes fast eating breaks because you still have hall duty and a very quick bathroom break. No wonder so many of us had indigestion problems or weight issues. It was and is insane to live that way. In parts of Mexico they have two shifts of classes, 8-4, 4-11. Better use of building and ability to hire more teachers without building new rooms. Odd to see kids out at 11 pm in their uniforms but it makes sense in a way. And it aligns with the night shifts at factories (just as Lynn mentioned in her comment).
DeleteI have always thought of art a project based. We do end up with something we see/touch. I had and continue to have more issues with collaborative work. Too many times it was dominate by one personality or I felt I was doing all the work. I love the last reminder in your response on content/comtemplation /wisdom &knowledge...a totally different allocation of time and of focus.
Regarding defrasismo, the polarities complementing each other reminds me of an old Native American story about an elder telling a child about the two wolves in everyone. One wolf is good, all the positive and virtuous traits in a person, and the other wolf is evil, all the negative and self-destructive traits. He explains that everyone has both wolves that are constantly competing against one another. The child asks which one wins, and the elder replies, “The one that you feed.” I just love that story.
ReplyDeleteMy contemplative practice begins before I get out of bed, I lie there and think about my upcoming day. In the shower, where I am notorious for losing time, I think about all the things and filter out the petty thoughts.
I have done redo's in my art. At times I can really battle with a piece, but I force myself to push through a bit further when I want to give up. I rarely abandon an artwork, but it does happen. I have started a few pieces over, and recycled other pieces into other artworks. I work on my artwork alone at home and typically the only people that see me working is my husband and niece. I am constantly seeking their brutal honesty.
I really enjoy the story of the wolves! What a great lesson for us to realize what is important, and to focus on who we want to be! Your defrasismo, and my comment earlier are connected! So do not be so hard on yourself Corina! I believe you are doing a great job as an educator, artist, and leading role model for your students!
DeleteCorina I totally agree with you on the block scheduling. I LOVE IT! and I LOVE my conference period of 90 minutes as well. When I don't have my admin crap I have to do I really try to work on my own work. I hated having the regular schedule I felt like as soon as we got started on anything it was already time to clean up and the whole day was rush..rush..rush!!!! I feel like we can actually breath in block scheduling.. and this year I have 3 advanced classes which I LOVE and gives me more time to be more creative with them and in my own work. I love working along side of my students!
ReplyDeleteI like the idea of a shift schedule. I think parents would too. it works better for some that work the late shift and never get to see there kids and would work better for students that work better late and night then in the morning. I know I am a night owl and love to stay up and work at times but I think I function better getting up and getting it out of the way. I just cant wait to be done with the day so I can spend time with Carson and if anything there is just not enough time for that! The fun stuff outside of work for family and fun!
As I was reading parts of chapter 4 my mind kept drifting to different things that are going on in my life and students I have or have had, the way I teach, teachers I have had or my boyfriend has currently and how they all teach so differently.
ReplyDeleteI teach at a title I school and my kids are no different than others and deserve the same learning experiences as "rich" kids. The thing I love most about my school is that most of our kids would not fit in, in a public school because they are different and they want to be here. The things they would be made fun of in public school they are praised for here! We may be title I but we have some really SMART kids and kids that are willing and want to go that extra mile. I think that makes all the difference. and we have teachers that encourage that and encourage that the kids are all DIFFERENT!! I know in my room I talked about that in my procedures for my classroom. It is OK to be different and I want that, I hate that some schools want all of us to be the same to teach the same, to set up our classrooms the exact same way, but here yes we all have the same rules and procedures to follow but we are also encouraged to have a set of our own and to make our classrooms how we want them to be... a learning environment that our kids are comfortable in and want to be there. It OUTRAGES me that teachers would intentionally embarrass students because they didn't write something perfectly the first time. I don't know too many time if any at all that I write something perfect the first time. Isn't that why we are here to TEACH them, not embarrass them, to help encourage and see them grow in different areas? I think I have definitely become way more flexible and way more encouraging and creative and want my students to express themselves and so I don't want to put limits on them. I do because of our school system but as far as how far "OUT OF THE BOX" they want to go.. I let them run with it! How else do we learn??? We learn from our mistakes and one thing I tell my son is that it is OK to make a mistake, we have to learn from it and move on! WHY would a teacher want to break down a student??? My boyfriend has a prof like that now and he sets them up for failure. I just don't understand that way of thinking. And coming from emotional and verbal abuse, it takes a LONG time to build that confidence back up and to be ok with making a mistake and growing from it. That is what we should be teaching our kids how to grow from our mistakes not making them feel worthless for messing up!!!!!
Any time I think of our current education, I always think of how things have not changed much since I was in the primary grades. Since that’s been awhile, I am sure much has not changed since even before that. I have experienced both regular classes and block scheduling, and for some reason schools tend to revert back to regular 55 minute or so classes (may be less). For me, that was never enough time to truly accomplish anything. However, at the same time if a teacher is not prepared enough for the longer classes of block scheduling, they would drag on and interest is easily lost. As for going to school from 8-4, I think that is just for convenience of parents.
ReplyDeleteWhat excites me the most about chapters 3 and 4 is the idea of integrating both inner/outer learning. I have always learned best when a teacher/professor was able to show the students how to relate the subject to their own personal experiences. Sometimes it’s not the knowledge of a student that holds them back in the classroom, it’s their confidence level. Students need to feel as if they are part of the group. The classroom should be a safe zone for students. Once a student is safe and comfortable with the environment, then the teacher can begin to push the comfort level and challenge the student.