Chapter 1. It's All Invented: How can we think
outside the box we live in? What assumptions are we making that we're not aware
that we are making? What might we invent that would give us other choices?
The connection I’m able to make from the
information here is the practice that I use frequently in my classroom. I ask students to think, to dissect, to
analyze, to interpret, and to question.
I ask them to not immediately assume that they know the answer, just
because they’ve read it on the Internet or heard their parents or peers
verbalize it. I ask them to question, to
pick things apart, to be curious, and to try to see things from many different
angles before they form their own opinions.
As you might guess, this is a challenge for many adults, not to mention
eighth graders!
Chapter 2. How are your thoughts and actions a
reflection of the measurement world?
Because we live in the “measurement world”, it is
sometimes difficult to step away and view things in a different light.
Personally, I struggle to view things in the black or white, the right or
wrong, or inside or outside of the boundaries. I think the thing that saves me
is my mantra: I don’t have to have an
opinion about things that don’t concern me.
That doesn’t mean I don’t have an opinion about important things – it
just means that I don’t have to get overly excited about things that don’t
directly impact me. It makes my life
much simpler!
Chapter 3. Giving an A: Giving Yourself an A.
There are many messages to be taken away from
this chapter. So many, in fact, that
I’ve been struggling to decide which is the one I should record here. Reading the stories embedded in the chapter
has given me cause to reflect over some past relationships, and come upon some
realizations of my own. Without going
into personal detail, suffice it to say that I could relay a similar story to
nearly every one in the chapter. I love
the concept of giving yourself an A (maybe it’s recognition, maybe it’s
forgiveness?) and moving forward with your life. This is a concept I want to practice!
Chapter 4. Being a Contribution: How will I be a
contribution today?
I shared this story at some point with a previous
instructor, but will share it again, because I think it is a great example of
touching one person, of being a contribution to the greater good.
I used to teach at an alternative school in
Seattle, grades 6-12. Students were
required each year to complete a community service project. One eighth
grade girl, Whitney, struggled to find a passion, a project, and a
placement. We went back and forth with
ideas for weeks. After one particularly
frustrating discussion with her, I was on the ferry, on my way home. I happened to sit beside a woman who had a
guide dog with her. The dog was really a
pretty playful puppy, who I tried desperately to ignore. With permission, I petted and played, and
conversed with the woman. She told me
about the guide dog program she ran, and how she was having trouble finding
people to raise dogs until they were ready for guide dog training. As we departed the ferry, I really didn’t
give our conversation much more thought.
The next time I saw Whitney, I was braced for yet
more “I don’t know”, and “I don’t want to do that”, and “I don’t like that”
conversation. We were sitting near a
window, and a woman walking some sort of puppy happened to walk by. Whitney immediately smiled and pointed and
started talking about puppies. The light
bulb went on in my head, and I mentioned the conversation I’d had on the ferry
with the woman about guide dogs. Whitney
immediately and excitedly wanted to know all about that type of program. We looked online, found a contact number, and
sent her home to talk to her mom about the possibility.
In the weeks that followed, Whitney and her
family attended informational meetings about raising guide dogs. “Laurence” was delivered to them about a
month later, and became a permanent fixture in our classroom. He attended school daily, and Whitney could
not have been more proud and pleased to have found this service project. In the years that followed, the family raised
and delivered Laurence and multiple other dogs to be trained for guide dog
service.
Whitney wrote me an email a year or so ago, and
thanked me for “turning her on” to guide dog raising. She recounted how difficult it had been for
her to step outside of her comfort zone and actually do service for
others. She told me she loved me every
time her family got a new puppy to raise, how they all secretly hoped the puppy
would fail training so they could keep it, and how she hated me every time they
surrendered a dog for training.
In this case, I guess my contribution is showing
someone else how to make a contribution.
I love it when I reach in and grab students by the heartstrings!
Doing anything with an 8th grader is challenging!! But, it is great that you already have them questioning and be curious. That is the only way they will truly learn to break the barriers that they have. That is an interesting philosophy you have. I’m not sure I ever thought about it that way or that I completely understand exactly what you are saying. I asked my husband about this. He feels the same as you do. He says he can’t handle thinking about everything that is going on in the world around him because it would make him too worried, nervous, and unfocused on what he needs to do and take care of. Chapter 2 was about expanding our view and opening up to new possibilities. Your story is a wonderful example of this and one of contribution. The impact you had on Whitney’s life and the life of all the Visually impaired people is great. Even though those people may not directly affect you personally, you affected them personally.
ReplyDeleteWhat an incredibly touching story about finding the connection that works for a specific child. All too often, we as educators are made to fit into a specific mold that doesn’t always fit very well. Imagine the cramped feelings that teens get these days as they are continually being molded into identical little shapes. I often think of it as cookie cutters. WE teachers are armed with cookie cutters to make our students into identically shaped students! We are armed with paintbrushes. We are challenged every day to make sure that each of our students is decorated, or armed with a rich educational experience, uniquely. Finding that young lady’s niche is a gift that can never be taken away from her and one that she will carry with her for a lifetime. Beautifully touching story to go with our book about stepping outside of the box! Thanks Paula!
ReplyDeleteWonderful overview and summary of the reading. I really did love the sorry of Whitney and the dog training. Amazing how such small things can turn lives around. Thanks for sharing.
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