Well, the thing I always wanted for my son has happened. The boy who was the total chameleon has finally focused on one endeavor. Of course it’s not what I had hoped it would be, but he’s obsessed about something. For years, starting back when he was old enough to start socializing – pre-school age…
So what is this education reform of which you speak?
It’s a great buzz word, isn’t it? And some people have been great at leveraging it to advance their causes. And when tied to the phrase, “for the children,” arguments become Teflon.
That combination in a hypothetical scenario — ” when I work towards education reform,
The National Education Policy Center at the University of Colorado, provides great insights into the research currently going on in education reform. A recent release reviewing two reports from the Gates Foundation MET project raises an interesting question, “Can we quantify what effective teaching is?”
The review looks at this question from a strictly academic perspective, as good academic research should. The researchers ran into problems — real world problems — of not being able to have children remain with the teachers they were assigned to. The questions the research raised, however, immediately had me thinking about an important component well understood by current educators: learning styles.
In the discussions about education reform a crucial element seems often to be overlooked: the human element. We’re dealing with people. Kids. Teachers. Administrators.
A very close friend of mine once came up with something called Stuff Theory: something to do with there only being so much stuff in the world, a kind of twist on the theory that there is only so much matter in the universe, that it can be neither created nor destroyed. The difference with the Stuff Theory is that it also applied to the metaphysical and abstract: like thoughts and emotions, behaviors and pathologies.
I know I
I ran into a friend tonight in front of the grocery store. He looked sad. Maybe he was just tired, saying, as he had, that he had just returned home from an all day seminar in San Jose, an hour
With one son already stepping over the threshold into tweendom, and seeing the conflicts that this has created with him
Boca Raton, FL, August 23, 2010
I have a jogging route that takes me through the back of a shopping mall where deliveries are made, onto a busy highway, and through what used to be a Cancer Center, but is now an empty building since the Cancer Center moved to Miami.
My routine is to stop and stretch at benches in front of the Center, as this usually is the end of my jog. The past few weeks I have come upon homeless people sitting on the benches. First it was a man. We exchanged pleasantries. He grew up in New Hampshire and recognized my New England accent.
Today I came upon a man and a woman sitting on the ground because the benches had been removed. The day the benches disappeared I was puzzled, but then realized the owners of the building must be trying to discourage the homeless from making this walkway into a shelter.
One thing that I’ve noticed lately is how much my life is no longer my own. I guess on a highly metaphysical level we could argue if our lives are ever our own, but my point is a little less complicated.
As a young adult, and early into your life of autonomous adulthood, you have those day-to-day choices specific to who you are. You order a hamburger. You get to put whatever you wish on that hamburger. You get to eat that hamburger without fear of someone taking it from you: at least in most rational and reasonable settings.