Tag Archives: raising smart children

Can Your Child Read a Menu?

Recently the Madison Urban League shared the trailer for an upcoming film, “TEACHED: A Film about Education in America.” Howard Fuller begins the 3 1/2 minute trailer by pointing out that students of color can now “sit at a lunch counter where they are welcomed, but they can’t read the menu.” To add to the appalling statistics we already know about the achievement gap/the numbers of poor children who end up in prison rather than college, the trailer states: “Of the students [of color] who do graduate it is estimated that 1 in 5 is still functionally illiterate despite the diplomas in their hands.”

Grandma Says It’s Good to Be Smart is currently being reprinted. Having sold 800 copies in the first year, some of them to community centers that serve poor families and provide educational resources to the children, my goal for this third printing is to reach more poor children in Madison, Milwaukee, and other communities. Talking about the text and the whimsical illustrations will encourage not only reading, but also questioning, imagining, and dreaming as well as vocabulary building. Talking is a skill not discussed in the book but one that precedes reading in the developmental process. For poor children, a structured reading setting will introduce vocabulary that they otherwise might not hear at this critical stage of learning. Statistics demonstrate that by age 3, children talk as much, but only as much, as their parents. These same studies point out that while professionals talk an average of 3,000 words per hour with their children, welfare families talk an average of 500 words per hour, with most of those words being in the form of commands.

Michelle Rhee states in the film that 3 good teachers in a row can change the trajectory of development for a poor child. I agree that excellent teachers can have a profound impact. That is what WCATY was all about from day one – 20 years ago! But, starting in kindergarten or first grade is too late and too little. The earlier they talk, the earlier they read, and the earlier they come to realize that there are high expectations for their achievement, the better our children’s chances for success. Let’s join Howard Fuller in addressing the issue of not only welcoming the children to the lunch counter, but assuring they can read the menu.

Link to the trailer:  http://www.youtube.com/watch?v=w0k5TF7PJbo

Our Babies Need a Different Education

On October 26, public radio had a story on the skills today’s babies will need to master in order to become successful adults. Learning to crawl, clap, walk, and talk, they reported, are a beginning, but technology has expanded/changed what must become the face of education.

I say expanded because we need to start with the appalling statistics that I mentioned in my post on September 27. I repeat: this year, out of 30 developed or industrialized nations, our children ranked 25th in math, 21st in science, and 11th in literacy. Needless to say, the basics have not changed – speaking, reading, mathematics, and science will continue to be the bottom line. And, in a global economy and mobile society, speaking and reading will require something we as Americans have never been required to master in the past – competency in multiple languages.

The story emphasized the importance of creative thinking and problem solving. With technological machinery now able to accomplish many of the tasks that people were required to do in the past, it is the creative, effective, and efficient use of those machines that is left to human endeavor. Interestingly, one of the age-old problems with gifted programs is that some students are removed for parts of the school week to participate in what are called pull-out programs. Often the focus of those programs has been creative problem solving. The problem? Thirty years ago, we as educators knew that creative problem solving should be taught to all children in the regular classroom. It’s no longer a case of “should be,” but rather a fact that these skills must be taught to all children if they are to be competitive in the future job market. Gifted children do need appropriate curriculum and instruction, but pull-out programs that give them a hint of the basics for a successful future while others are left in the dark is NOT it!

Yes, we must tackle the problems of the achievement gap – the unconscionable problems of inequity within the system. And, for all children, we must address the issues of quality. Society today is nothing like it was when I was born. The education of our children, however, has not changed, not expanded. Outdated practices and content do not add up to quality. The system must change.

Comments on Gifted Program in Madison

As the first state consultant for gifted in Wisconsin, here are a few of my comments based on the article in the Wisconsin State Journal, Nov. 7, 2010:

1.  Federal definition – If Howard Gardner had published Frames of Mind: The Theory of Multiple Intelligences before the federal government issued a definition, chances are we wouldn’t be saddled with categories that make little sense to most people. Leadership and creative abilities are not parallel to academic or artistic ability. For that matter, neither is intellectual ability. The reason children are most often identified in language arts and math is that it is easy – there are objective measures. Intellectual, creative and leadership potential cross these two domains, and the other six domains of smartness or intelligence, as defined by Gardner. A district can deal with the definition even though it’s not the ideal way to consider learning needs.

2.  The chart that lists characteristics of the bright child versus the gifted child – this chart has been used for at least three decades to great disadvantage in the field, in my opinion. Why? Because, as written, it perpetuates the problem of labeling. The purpose of identification is not to label, but rather to provide a curricular fit for a child who needs challenge. The characteristics listed on the chart are indeed indicators of different abilities or skills, but they don’t line up in two succinct columns, and I loudly protest the use of them to label a child as gifted versus smart or bright. Whatever the degree or kind of talent as well as skill strength, each child needs an appropriately paced and level of content.

3.  Superintendent Nerad stated, “Our responsibility is to take every child from where they are to their next level of learning, whether they’re kids in the middle, kids that are already meeting our proficiency standards, or kids that are experiencing achievement gaps.” The first phrase of this statement is perfect! Regarding the different types of kids listed, be aware that these are not discreet categories. For example, kids experiencing achievement gaps can be meeting proficiency standards and in the middle, when they should be soaring.

4.  Not implementing the MMSD TAG Plan now – I was the DPI consultant for Gifted Programs when MMSD did not meet the requirements of Standard (t) in 1990 (it was before I left DPI at the beginning of 1991). Twenty years to establish compliance, and now, as I read the timeline, March 2011 is not a firm date to require the plan to be put into action. I don’t understand the issues in Madison. As I read it, the parents are asking for more options that will allow students to go as far and fast as they require to “take them to their next level of learning.”   They are not advocating for either labeling or elimination of existing options. It sounds like Mr. Nerad sees it similarly to me. So, let’s get on with it!

 

Achievement Gap Versus Opportunity: A Success Story

According to the Achievement Gap Initiative at Harvard University: “The best available evidence indicates that children of different racial and socio-economic backgrounds come into the world equally equipped to excel… However, by age three, between-group skill differences are clearly in evidence. Later gaps in school readiness are firmly established by the first day of kindergarten.”

Talking and reading with small children are two parental musts that are often lacking in low-income homes. A third factor, as I noted in my post about “The Other Wes Moore,” is the establishment of high expectations.

Meet Angie, who was born poor and under the influence of the drugs in her mother’s system. Raised by her father, she proceeded to thrive because he was determined that she would be all she could be from day one. Talking, reading and high expectations are a large part of her story.

She relates, “My father read to me and I received speech therapy to help overcome stuttering and slower-than-normal language acquisition. I didn’t understand the reason for these early language experiences at the time but they probably explain my affinity for reading and writing. As a preschooler, I learned to read by memorizing the words of book after book, and by age 8 my speech problems had been conquered. By age 10, I had read Shakespeare. Although I had far from comprehended all that I read, spelling and reading became second nature to me.”

Although it was the early home environment that set the scene for her success, it was her kindergarten teacher who first accelerated her. “I never considered what this acceleration meant in terms of aptitude. All teachers after that advanced me. I first became aware that I was considered academically talented when I was in eighth grade. My guidance counselor approached me about Talent Search, and six months later, I was taking the ACT. I had never heard of such a test, and even after I received my scores, I didn’t expect to hear much about it again. I figured someone somewhere was testing my academic limits for a giggle and never expected it would amount to much. I was mistaken.”

Mistaken is an understatement. At age 13, Angie had received a perfect score on the ACT English test. Going from a fragile beginning in which her language-acquisition skills were delayed to a perfect English score on a college admissions test while still in middle school was an accomplishment in which her father rightly took great pride and joy. I met Angie at this point, and worked with her through her high school years. I’m happy to report that now, as a college graduate, she continues to seek opportunities that match her abilities and interests. She says, “When more opportunities came along, I jumped at every chance. My (early) experiences had given me the courage to open new doors. The catalysts in my life were important to where I am today. Cumulative advantage cannot occur without a beginning. Of the future, I know it will build upon early advantages. I know there’s a way to bring my passions to other people and that words are important. I am living in that spirit right now and will continue to live in that spirit.”

 

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.”

Serious Grandma Extends Special Price Through September

Several of you asked that I extend the offer of buy one, get half off the second Grandma Says It’s Good to Be Smart. For two reasons, I will continue that Grandparent’s Day special through September 30. First, it’s because you asked. Second, it’s because I care about learning and now, as school starts, is a great time to support it in a special way.

In July, David Brooks wrote a column in The New York Times regarding the value of books to disadvantaged children versus the advantages of participating in an Internet/games-based culture. Researchers from the University of Tennessee showed that children who read just 12 books over the summer did just as well upon the return to school as they would have had they attended summer school. Research from 27 countries showed that kids who grew up in homes with 500 or more books in them did better in school and stayed in school longer than children from families with fewer books. The final conclusion, though, was that the real debate was not books versus Internet, but how to build an Internet-based culture that would attract people to serious learning.

My concern is about serious learning. My concern is about giving positive reinforcement to children who engage in serious learning. To use a cliché, it takes a village to raise a child. Grandmas are key players in the village structure. For my “Start of the 2010-1011 School Year Special,” please still go to the “Contact Ellie Books” page for order details. And, buy one book for $10, with the second – for another child in the family or community – being just $5 through September 30.

"What if you were the lion in the zoo?"

High Expectations from Good Role Models

This summer I happened to tune into Oprah on the day she was interviewing Wes Moore, a Rhodes scholar and now highly successful businessman. They were talking about his life and that of another man who shares his name. The second Wes Moore is serving a life sentence for being part of an armed robbery in which a police officer was tragically killed. I knew then and there that I had to read The Other Wes Moore: One Name, Two Fates.

Moore begins and ends his book with the same statement: “The chilling truth is that Wes’s story could have been mine; the tragedy is that my story could have been his.”

I recommend that anyone who serves as a role model for children – teachers, parents, day care providers, community center staff, civic volunteers—read this story of one young man whose mother was so afraid that his early bouts of trouble in school and in his Bronx neighborhood would lead to a life of crime that, with help from her parents, brothers, and sisters, she sent him away to military school. Of that experience, Moore says, “The expectations that others place on us help us form our expectations of ourselves.” From his mother and his grandparents, uncles and aunts, to the military officers and older students at his boarding school, Wes learned that he had great academic and leadership potential. He fought the decision that removed him from the environment that threatened his future when he was a boy. But he ultimately listened, believed, and changed.

The other Wes heard a similar message early in his life. His older brother, already dealing drugs and in trouble with the law at a young age tells him, “Acting stupid isn’t cool. …Tony felt his brother’s life could be saved, even if he felt his had already at age 14 passed the point of no return.”

So what happened? “Wes wanted to be just like Tony.” Although this Wes’s mother moved several times, it was from one disadvantaged neighborhood to another. Try as she did, the help she needed was never there for her. Wes’s  environment never changed. The temptations were always there. Follow in Tony’s footsteps he did. Tony was believed to be the man who fired the lethal shot in that robbery, but Wes was there too, following the brother who was the apple of his eye.

As the successful Wes Moore elaborates at the end of the book, “What changed was that I found myself surrounded by people… who kept pushing me to see more than what was directly in front of me, to see the boundless possibilities of the wider world and the unexplored possibilities within myself. People who taught me that no accident of birth—not being black or relatively poor, being from Baltimore or the Bronx or fatherless—would ever define or limit me. In other words they helped me to discover what it means to be free. My only wish—and I know Wes feels the same—is that the boys (and girls) who come after us will know this freedom. It’s up to us, all of us, to make a way for them.”

I applaud Wes Moore for tracking down and telling the story of the other Wes Moore. I echo Tony’s early message to his brother, putting it in the positive: “It’s cool to be smart!” Although getting that message to all the children who need to hear and heed is a daunting undertaking, it begins with me. It begins with each of us, individual by individual, role model by role model.

Grandparent’s Day Special

In honor of Grandparent’s Day on Sunday, September 12, I have two special offerings. First, I will be reading and signing at the Oompa Toys store in Middleton between 1-3 p.m. on Saturday, the 11th. It will be great fun to see grandparents and their little ones on that occasion or to meet parents who might be getting the book as a gift to give Grandma on the next day.

Second, I am featuring a BLOG SPECIAL. For two weeks, from August 30-September 12, I am offering a “buy one copy of Grandma Says It’s Good to Be Smart, get a second copy for another grandchild or favorite little one, for one-half off.” Go to the Contact Ellie page of this website for the details.

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!

Raising Smart Children: Case Stories

Recently someone suggested I should be writing an adult book in addition to children’s books on the issue of being smart. My response was that my original plan was to write a parenting book on raising smart children. And, I did. THEN I wrote “Grandma Says It’s Good to Be Smart,” believing that I could essentially put chapter one of the adult book into basic terms for small children, including my grandchildren. Now I am working on a children’s book on diversity and kinds of talent based on later chapters of that manuscript.

I did not publish the adult book for two reasons. First, it is not about raising gifted children, but rather intended for a broader audience. I believe there are far more smart children out there than we admit. We are losing potential solutions to serious problems when we ignore this fact. And, we are not encouraging children to be all they can be. I’ve never subscribed to the Lake Wobegon idea – “where all the children are smart” –  but I do advocate something much closer to this Garrison Keilor paradigm than what now exists in our schools and communities. Because of this philosophy and the broad approach I take to the topic, my manuscript is not a perfect fit for publication in the field of gifted education.

Second, the market for books in general has been steadily declining. And books about a field as specific as talent development are not in high demand to start with. At the same time, the market for online materials is exploding.

My conclusion? I’ve decided to remake the tips section of my blog into something potentially of greater interest to my readers (and in full recognition that I really had done next to nothing with it up until now).  I have published the table of contents of my parenting book on the tips and preview page of this blog. You will need to help me take the next step. One possibility would be to post some of the stories in the book, based on your requests. Another would be to send a chapter to someone with the desire or need to read a specific topic. Another would be to excerpt information or data based on your requests or questions. Please let me know if and how this might be of interest and use to you and we’ll take it from there.