Tag Archives: caring about ideas

Waiting for Superman

I hate to think of myself as a pessimist, but I have been feeling that, as a country, we were doomed to a bleak future. Because of partisan politics, the economy, crime? All of these are among the many reasons to be concerned, but the underlying factor for me is our broken education system. In 1983 the problems were clearly outlined in a book presented by the National Commission on Excellence in Education, entitled A Nation At Risk. Our children were already falling in international comparisons of student achievement. But we were going to fix it, right? Wrong. Today, the statistics that are quoted are worse: 25th out of 30 developed or industrialized countries in math, 21st in science, and 11th in literacy. Doomed is not too strong a word.

Then along came a documentary film: Waiting for Superman. The movie hasn’t come to Madison, and I intend to see it as soon as it does. But I don’t need to see it to have a glimmer of hope. Oprah had two shows devoted to it in one week,  Meet the Press devoted half their Sunday morning hour to it, the news hours are covering it, the talk shows are talking it. A seemingly sincere dialogue has begun. Secretary of Education Arnie Duncan called it “A Rosa Parks Movie” because, he said, “the country is compelled to act.” Maybe he’s right. I hope he’s right.

I say go Newark; go Washington D.C.; go Detroit; go New York City! Leaders from these cities have been featured on the shows I’ve seen over the past few days, and I applaud their intentions to act. I join the Madison Urban League in its goals to turn around dismal statistics regarding graduation rates here for children of color. I await news of commitments in community after community, state after state. As in New Jersey may our Democratic and Republican leaders join forces in saying, “Yes, we have some great teachers, but that’s not enough. Every child deserves an excellent education. Every child deserves rigor in the curriculum. Every child’s dreams should be heard and encouraged. And we’re going to work TOGETHER to make it happen.”

Turn Curiosity Into Passion

Recently, Oprah aired a show about “dream jobs.” Not surprisingly, the common element between all the stories these people told was passion. They loved their work. It was hard to distinguish their work from play.

Parents of preschoolers can learn from the story of Michael, a boy I worked with and later interviewed regarding his talent development. Michael knows he had high academic ability even at a preschool age, but it’s unclear to him whether his parents noticed it or created it. “Preschool life was a series of educational games and activities, and I loved it. When a child is young and malleable, curiosity and optimism are the pre-stages of passion,” he explains. “I was naturally curious, but my parents modeled these characteristics and encouraged them in me.

“I remember little about formal schooling before third grade. That’s because my parents shaped my education, and that is as it should be. They took charge of making sure I stayed challenged and excited about learning. To do this, they moved me to a private school when they determined the public school stifled my curiosity.“

At his new school, Michael says he was never bored, but always challenged. He experienced a delicate balance between boredom and anxiety that helped his curiosity and optimism to grow into a life-long excitement for knowledge.

Later at a special program run by the Frank Lloyd Wright School of Architecture at Taliesin in cooperation with WCATY, Michael’s architect-mentors modeled pure love for what they were doing. “For the first time I thought of myself as a passionate person. I define that passion as the lack of a dividing line between work and play. My motivation was purely intrinsic. The external environment of Taliesin provided a challenging course of study, but it was up to me to take from it as much or little as I wanted. There were no grades or bad consequences for doing less than my best, but I always felt stimulated. Taliesin simply allowed my joy of learning to evolve.”

Michael came away from that program with a deep understanding that passion comes from the heart. He further explains what he learned. “Passion is a strong emotional affinity for some kind of activity. For some people it is innate and for others it needs to be developed. That’s why parents need to cultivate curiosity in their young children. I think developing one’s passion requires conditioning a child’s curiosity for learning and optimism for life at an early age into his or her own areas of interest.”

Reaching Poor Smart Children

As our nation’s Supreme Court welcomes its newest confirmed member, Elena Kagan’s high school is in a turmoil over questions of diversity according to an article in The New York Times on August 4, 2010. Hunter College High School, for intellectually gifted students, has been ranked the top public high school in the country. Yet it has experienced a significant decline in numbers of black and Hispanic students served in recent years and debate over admissions policy has left a respected principal with no choice but to resign and faculty and students up in arms.

Justin Hudson was chosen by the faculty from among all the graduates of Hunter this year to be the commencement speaker. I read his speech in an attempt to better understand the emotion-laden situation. “I don’t deserve any of this…. We received an outstanding education at no charge based solely on our performance on a test we took when we were eleven years old. We received superior teachers and additional resources based on our status as ‘gifted,’ while kids who naturally need those resources much more than us wallowed in the mire of a broken system….”Justin told his classmates.

“We are playing God and we are losing,” he continued. “Hunter is perpetuating a system in which children who contain unbridled and untapped intellect and creativity are discarded like refuse. And we have the audacity to say they deserved it, because we are smarter than them. We have failed to inspire and uplift an entire generation of children. I am acutely aware of where I would be right now without (Hunter).

“I hope that I will use the tools that Hunter has given me as a means to provide opportunities to others … I hope that in the near future, (quality) education will not be a privilege for the few in this world.”

The problem is not Hunter High School, but the entire broken system to which Justin refers. When I was coordinator of gifted programs in the schools and later consultant for gifted programming at our state department of education, I stated that the ideal would be to eliminate my position. That could only happen if all students received a quality education. All children should be taught the skills of creativity in the regular classroom. All children should be able to learn as quickly and deeply as they are able. No child should be expected to wait for others to “catch up.” No child should be denied an opportunity based on ethnicity or economics. All children should graduate with the same curiosity and sparkle with which they started kindergarten.

My goal now for “Grandma Says It’s Good to Be Smart” is to get it into the hands of poor children through community centers, day care centers, and other community connections. At the same time, I am preparing to submit “Color Me Smart,” the story of children from diverse backgrounds who had doors of opportunity opened to them through WCATY, for publication. I need to reach a broader market. What I can do and what Justin can do are tips of the iceberg. It may seem like I can’t make a difference, but if I don’t try and you don’t try, what are the chances that “schooling” will improve? Wouldn’t it be nice to have children NOT hide their talents in school because they are proud to openly use and develop those talents? Will we ever be first in the world in education again?

Grandma Says It’s Good to Be Creative

On July 10, there was an article in Newsweek headlined, “Research shows that American creativity is declining. What went wrong and how can we fix it?”

Reading the article took me back to the early days of my career in gifted education when E. Paul Torrance was still alive and at the forefront of the research as well as development in the area of creativity. It takes me down memory lane in terms of all the work I’ve done over the years with direct or indirect goals and outcomes related to creativity development.

There are several important messages from the Newsweek coverage to discuss in relation to my current interest in writing and publishing children’s picture books on the topic of “smartness.” The first is the misunderstood definition of creativity. It is not just about imagination and playing with ideas. In reality creativity is the “production of something original and useful…to be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).” I hope and believe that in “Grandma Says It’s Good to Be Smart,” I portray the importance of encouraging our children to develop and use both kinds of thinking.

Second, the article reports that preschool children ask their parents about 100 questions a day. Often those questions start with, “why?” and tragically, as the article continues, it stops! I could never describe the issue of low motivation for learning that so often occurs by middle school if not in earlier grades better than with this quote from Newsweek: “They didn’t stop asking questions because they lost interest. It’s the other way around. They lost interest because they stopped asking questions.” It’s not all the fault of parents – some teachers encourage questioning and others don’t – but nevertheless parents need to keep the spirit of curiosity alive regardless of the school’s role in their children’s development from year to year.

Third in importance for today’s parents and grandparents to understand is the long-term benefit of promoting the skills that “Grandma” (in my book) says she values from early childhood on. The research points out that children whose curiosity, imagination, and divergent and convergent thinking are encouraged over time tend to excel, i.e. they finish high school and they finish college at much higher rates. This only makes sense. If they stop asking questions and start languishing in the classroom by or before middle school, a downward spiral is inevitable.

The bottom line of the Newsweek article is that although we have always valued creativity in American society, we are not purposely fostering it. We need to do that. Creativity doesn’t just happen!

Another nice review

I have to share my joy in reading your book to my 3 year old granddaughter this weekend. She was interested and attentive to both the story and the illustrations.
It’s a wonderful, beautiful book.
Thanks so much for the personal message too!
Pat Neely

Young Learners

I dreamed of influencing new generations of motivated learners when I wrote “Grandma Says It’s Good to Be Smart.” At book signings as well as readings like those with my grandson’s preschool class, I realize that is beginning to happen. This little girl epitomizes what the book is about. She is joyous; she breathes enthusiasm for learning. When I first saw her, her eyes were sparkling with awe as she gazed at all the mechanical devices and aerial fantasies that decorate Ella’s Deli on East Washington Avenue in Madison. Her mother tells me she was excited to meet a real author AND to have me write her name and my name in her own book. This little girl, and my grandson and his friend as I read to them in Lafayette, Colorado two weeks ago, demonstrate the wonders of early learning. Their curiosity, motivation and  awe – for books, the outdoors, meeting people, and exploring the world – delight me.

Book review

“Grandma Says It’s Good to Be Smart” was reviewed in the April issue of Dane County Lifestyles in the Mixed Media section by Gary Knowles. Thanks Gary.

Go to: http://www.issuu.com/ogarapublishing/docs/lifestyles_april10

Reading to young children

I had the opportunity to spend a week with my youngest grandson. At the end of that week, he went back to preschool following his spring break and I read to his class before heading back home. This classroom and a few others now have my book for the children to enjoy at their leisure. Jordan is the little guy to my left in the photo. The children sitting on the letters on the other side of the rug (as directed by their teachers) are creeping in (as can be seen by the partial child to the right).

I’m thrilled that the book is reaching more and more children with the message that it is cool to be smart. This means that they enter the world of learning knowing that curiosity, exploration of ideas, reading, and thinking are all positive traits or skills for them to develop.

Book signing on April 14

I’m excited to have the opportunity to read and sign my books at one of the most popular sites that grandparents visit with their young grandchildren in Madison – Ella’s Deli. Please bring your young children or grandchildren to visit with me and get their personalized copy of the book between 5 p.m. and 6 p.m on the 14th.

Go to the following links for more information:

Book Signing with Ellie Schatz – Ella’s Deli and Ice Cream Parlor
Ellie Schatz Book Signing – April 14. Join us on Wednesday, April 14 for a book signing event with children’s author Ellie Schatz
www.ellas-deli.com/ellieschatz.php

Core Elements of Learning

On The New York Times Op Ed page, February 23, 2010, columnist Bob Herbert talked about Deborah Kenny’s philosophy about improving schools in this country. In setting up the successful charter schools known as the Harlem Village Academies, she explained, “If you had an amazing teacher who was talented and passionate and given the freedom and support to teach well that was just 100 times more important than anything else.”

She went on to tell Herbert, “I had five core things in mind for my kids [her own children], and that’s what I want for our students. I wanted them to be wholesome in character. I wanted them to be compassionate and to see life as a responsibility to give something to the world. I wanted them to have a sophisticated intellect. I wanted them to be avid readers, the kind of person who always has trouble putting a book down. And I raised them to be independent thinkers, to lead reflective and meaningful lives.”

Herbert concludes, “It never crossed Ms. Kenny’s mind that a rich and abiding intellectual life was out of the reach of kids growing up in a tough urban environment.”

Kenny’s hiring philosophy is the same that I used at WCATY and I endorse her learning philosophy 100%. In hiring our WCATY teachers, we used three criteria: they had to be excellent in their field; they had to have a passion for that field, and they had to want to pass that passion on to their students.

I think some people perceive that because I have written a book for young children that emphasizes the importance of being smart I put less value on character. This is far from the truth. If you read “Grandma Says,” all the qualities mentioned by Kenny are in some way described or implied: a passion for learning, the love of reading, being good to the world, sharing with others, and in Kenny’s terminology, a “sophisticated intellect.” Being smart includes respecting and developing one’s own and other’s curiosity, creative thinking, critical thinking, independent questioning, exploration, and problem solving. I agree with Kenny that every child, from an early age, at home and at school, should grow up knowing that learning is cool – something they CAN do with great joy!

Grit, persistence, or the understanding that success involves hard work is the one quality that I may not have emphasized to the degree some would prefer in my children’s book. It will be addressed up front in the next – because children do need to understand that practice and careful attention to the tasks at hand are among the keys to learning. Although Kenny didn’t talk about this in the Herbert interview either, I suspect she  considers it a part of the “sophisticated intellect” as do I.