Tag Archives: learning is fun

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.”

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.

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

Second Printing: Grandmas and Little Kids Love This Book

Authoring a book about the importance of early childhood education has not only created many wonderful opportunities for me, it has given me a new career.  Copies of “Grandma Says It’s Good to Be Smart” are now available from the second printing. For those of you in the Madison area, watch for them in more and more boutiques and book stores. For those of you from further away, feel free to introduce me to individuals (grandparents, parents, early childhood education teachers, elementary school teachers, early childhood caregivers, or anyone interested in the education of young children) as well as public venues that you would suggest for distribution. Your continuing notes to me – like this one from a grandma of a one-year old – are heartwarming: “Your book is marvelous. (My son) was very touched to have a copy of your book for his Ellie.  You can be sure that I will read it to her often, as will her parents.”

“Outliers” – My Response 2

Aside from his epilogue about his mother and grandmother, Gladwell ends his book with the story of Marita and this statement: “To build a better world we need to replace the patchwork of lucky breaks and arbitrary advantages that today determine success… with a society that provides opportunities for all… The world could be so much richer than the world we have settled for. Marita doesn’t need a higher IQ or a mind as quick as [Bill Gates]. All those things would be nice of course. But they miss the point. Marita just needed a chance.”

I agree wholeheartedly that Marita just needed a chance. I’ve spent many years encouraging students to participate in Talent Search, whereby they take out-of-level tests as a means of showing their need for an accelerated curriculum. All of the Talent Search-based programs – nationwide – give children the kind of chance Marita received at her special high school. Just as Kipp promises it will give kids stuck in poverty a chance to get out, WCATY promises the same. We call it cumulative advantage. Going to one program is an advantage that opens doors to another and then another, and so on. And students who have attended WCATY programs on full scholarship have written the exact same message as Gladwell’s in their letters to their sponsors: “thank you for helping me to break the cycle of poverty that has imprisoned my family by giving me a chance.”

I also like Gladwell’s use of the term “academically minded” in his final chapter. I encourage our schools to say a resounding “yes, that’s cool,” to the academically minded, rather than causing children to hide their talents, dumb down, and lower their aspirations.

Small and Smart

Ayana was reading and writing by the time she was four. Her first attempts to put marker to paper involved drawing, but that wasn’t enough. She wanted to create little poems to go with the pictures she had drawn. She says, “I was lucky to have parents who encouraged me to read everything in the house and to write to my heart’s content. Even before I entered school I had a sense of self and a sense of authority. At age five, on a beginning level, I knew I was writing my own book, my own life.

“Home is where I always worked on my inner voice. School did not allow me to go into one subject – my writing – richly. I wanted to dim the noise and concentrate on my real work.”

At age 26, Ayana is weighing her options for a Ph.D. program that will match her interests. She says, “Talent is the currency that we as individuals invest for our future, but first someone must invest in its development. All the affirmations from my childhood encourage me to pass on the message I was given – it is good to show and develop your gifts.”

Smart children are crying out for recognition and support. The following poem is a compilation of comments made by students who were awarded small monetary grants by the Wisconsin Center for Academically Talented Youth (WCATY) to develop dream projects:

Please challenge me,

Save me,

Give me the guts to be me.

Please notice me,

Tolerate me,

Give me gold-plated wings to unfurl

Somewhere out there in the world.

Please welcome me,

Love me,

Give me the way to go forward

And become the me

I want to be.

In summary, there are smart children from all walks of life. Smart children need recognition of their abilities, and home is where they first need it. Early affirmations of talent start building the self-confidence the child will take from childhood into adulthood.

Highest Duty Revisited

Now I have read “Highest Duty” by Captain Chesley Sullenberger of the January 15, 2009 Hudson River miraculous plane landing fame. His subtitle gives a clue as to why his book was of interest to me: “My Search for What Really Matters.”

As a pilot, Sullenberger knew that his responsibility to the people on board and the community below really mattered. He was able to act on this belief in a crisis because he had spent a lifetime of learning how to do it. On p. 184 (caption) he writes, “I have a clear recollection that at age five I already knew I was going to spend my life flying airplanes.” His mother and father valued learning and supported his passion to learn starting when he was very young.

What may impress me the most about Sullenberger is his grit – his determination and focus. About the process that took him from being a child with a passion in a specific field to becoming an adult who would make a clear difference by applying all he’d learned in the intervening years, he says (p.138), “I’ve derived great satisfaction from becoming good at something that’s difficult to do well.”

“Becoming good at something that’s difficult to do well:” that’s my definition of accomplishment and the foundation for building self-confidence and high self-esteem. In terms of smart young children, this means encouraging them to continually take the next steps in learning new skills and knowledge; never letting them rest on their laurels; always providing a stimulating and challenging learning environment. It’s letting them know that it’s good, but not easy, to be smart.

The Gift of Learning

What better gift to give that special child than the message that learning is cool. Most children really think that naturally as they begin to explore their world by walking, talking, and gaining new skills at a rapid rate as toddlers and preschoolers. A cartoon in the Dec. 14 “The New Yorker” shows two little kids in a sandbox. The older one says to the younger one: “It’s all learning-is-fun and invented spelling, and then–bam!– second grade.”

What’s wrong with second grade? As a teacher, consultant, longtime educational specialist, it is sad to often see fewer smiles and sparkling eyes with each advancing grade of school. Rather than continuing to believe that learning is fun, cool, an ultimate aim, too many children dumb down, hide their talents, and proceed in a lock-step method of learning that doesn’t fit them and holds little appeal. It doesn’t have to be that way.

Miraculously, my children fought the school battle and won – proud of themselves as topnotch learners throughout their k-12, college and graduate school years. I want the same for my grandchildren and yours. I want little children to hear and believe from their first year that learning is exciting, reading introduces you to people, places and things unknown, and asking questions and exploring possible answers is the key to advancement.

I hope “Grandma Says It’s Good to Be Smart” helps many children to firmly believe that second grade and all the grades after that will still be “learning-is-fun” — and that creativity is good too even if not usually when spelling!