Dennis McCarthy on All In with Pauline Hawkins

On May 9, 2017, Dennis McCarthy joined me on All In with Pauline Hawkins. This was my first live show! I did record two prior to this one, which helped make this show great–that and Dennis is an intelligent, interesting person, making him easy to interview.

Besides being a good friend and the father of my oldest child (are you intrigued yet?), Dennis is a local author and researcher who has made an incredible discovery that will rock our literary world. I consider him a modern-day Galileo.

Dennis researched the authorship of the Shakespearean plays and has unraveled the mystery that has surrounded the viability of William Shakespeare being solely responsible for the entire body of work. Listen to the podcast to hear what he has discovered and how he started his research. To contact Dennis, email him at dennismccarthy@4threvolt.com

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Choose to be Teachers and Students

My daughter and son-in-law asked me to speak at their wedding. I was honored but also hesitant–what could I, of all people in their lives, say about marriage? The only thing I know without a doubt. With their permission, here’s my speech:

As we gather to celebrate your journey together, I want to share with you a little wisdom I’ve acquired along the way. After 15 years in education, I’ve realized a very important fact: We never stop being students. As a matter of fact, even without an education degree, we are all teachers as well.

This concept applies perfectly to our relationships. Every thought, word, and action speaks volumes for those willing to listen, watch, and engage. If we choose to be diligent observers of the people in our lives, we learn the important aspects of who they are. But as much as people observe us, they can’t know everything about us, unless we teach them. We must not be afraid to share the inner workings of our hearts with those we love and trust.

Therefore, Nicole and Tripp, you must choose to be teachers and students of each other.

As much as you think you know the person standing in front of you, there is always something to learn about each other. You must be willing to teach the other what makes you happy, angry, or sad; you must be willing to learn how to ease each other’s burdens and how and when to give each other space.

I know from watching the two of you together, that you have already learned much about each other and are not afraid to teach each other about your needs.

But as time goes on, each of you will change and grow—sometimes together; sometimes apart. But if you make the commitment to always be a student and a teacher, you will learn about the changes and teach each other who you are becoming. You will learn to give each other space and comfort when you each need it because you will teach each other when and how. Just as teachers can’t expect students to know what they have not been taught, you can’t expect the other to know how to meet your needs.

Teach each other with patience and love. Engage with each new stage with diligence and passion. Be dedicated students of each other and your relationship.

Just as you have chosen to marry each other today, Nicole and Tripp, may you choose to be teachers and students for the rest of your lives.

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May Discussion with Global Teacher Bloggers: What do teachers most want to tell parents?

What do teachers most want to tell parents?

“Effective parenting refers to carrying out the responsibilities of raising and relating to children in such a manner that the child is well prepared to realize his or her full potential as a human being.  It is a style of raising children that increases the chances of a child becoming the most capable person and adult he or she can be.” Dr. Kerby T. Alvy

When it comes to fostering a life-long love of learning, parents are the biggest support for their children.

Here are my top 5 things parents need to teach their children so they are successful in school:

  1. Teach Them How to Talk to and Respect All People: Students who cannot talk to or respect other people will have a hard time in school. There are so many students who are disrespectful to others; it is truly shocking. Having positive relationships in school affects students’ abilities to function in that school. Most issues are avoidable when one realizes it is caused by lack of respect, plain and simple. Teaching children how to respect peers and adults will help them to have great relationships and help them benefit from collaboration with teachers and peers.
  2. Teach Them to Stand Up for Themselves and Others: Obviously, not all children will be respectful and kind to each other; it will be necessary, at some point, for a child to stand his or her ground. Parents need to have conversations with their children about when it will be necessary to stand up for themselves and others, and then give them the tools, words and confidence to say enough is enough in a mature way. Teaching this can be tricky as well. How do we teach our children to stand up to someone without turning into bullies themselves? There is a fine line, but it is necessary to know where that line is. Students who are not afraid to protect themselves and a weaker person have the makings of true leaders.
  3. Teach Them the Necessity of Working Hard: A new trend in student achievement seems to be that even minimal effort should be rewarded with an A (according to some students and parents). If students want A’s, they need to be willing to put in the hard work necessary to get that A. It is unfortunate that parents are supporting this trend because it leads to students only caring about the grade, not the learning. Students who do not value working hard will be susceptible to cheating, which will lead to more severe consequences as they get older.
  4. Teach Them Accountability and Responsibility: Students who are not afraid to answer for something they have done are more likely to make better decisions as they get older. If students cannot admit to wrongdoing for small things, and think they got away with it, the trouble they can cause and get into will intensify exponentially as they get older. Being accountable also means that students know their responsibilities. Students need to show up to class; they need to come prepared with all materials for that class; they need to be rested and ready to learn; and they need to find a way to connect with the material the teacher presents.
  5. Teach Them Failing is Learning: Every self-help book tells its readers: Learn from mistakes. Learn from the setbacks. Yet, the current education movements seem to revolve around the idea that failure is not an option. Failure always has and always will be an option, and people can learn some of the best lessons from their failures.

 

This list comes from Uncommon Core: 25 Ways to Help Your Child Succeed in a Cookie Cutter Educational System. Pauline Hawkins’ book is available on Amazon as well as directly from the publisher using the link in the right margin.

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The Top 12 Global Teacher Blogger Discussion: March 2017

What roles do teachers have in creating kind and compassionate citizens?

Teaching is about investing in our future.

Teachers need to do more than teach content. We are so much more than knowledge transmitters and test proctors. We are human beings that have made it our life’s mission to improve the world through nurturing, guiding and educating the world’s children.

I became a teacher because I wanted to help children/teenagers become the best they could be. I had a few amazing teachers who changed my life, and I wanted to be that teacher for other people.

Teachers stand in front of the classroom and help a room full of people discover the beauty of knowledge, and discover who they are and who they can become some day. If teachers are not embracing the importance of their role, then they may be doing more harm than good. Whether we like it or not, we are role models; we are educational coaches and knowledge facilitators.

When I taught in the high school, I taught the whole child, not just my content area. I love English and everything in the curriculum: writing, grammar, literature and oral communication. But what I loved more was how the English curriculum lent itself to teaching my students life skills, particularly kindness, empathy, and compassion. I believe these characteristics are more important than content knowledge because they will help students become successful in all areas of life, not just in the classroom or with standardized tests.

As a mother, I am also a teacher and role model to my children. I am not the perfect parent by any means; however, I have been raising children for 30 years now; my daughters and stepsons are adults, living on their own, and enjoying happy, successful lives, through which they are contributing positively to society. Ian is thriving and making significant gains in school.

As I navigate through my parenting experiences, I struggle with many of the things parents and teachers are currently dealing with. I struggle as a mother on the other side of the desk with how my son is treated by teachers and students in the classroom. However, my experiences as a teacher have given me insight into my collaboration with my son’s teachers. What I do know, beyond a shadow of a doubt, is that if we all work at behaving as and creating kind and compassionate citizens, we can effectively help our children become happy, successful adults.

As important as it is for teachers and parents to model and teach kindness and compassion, students have a responsibility to engage with this part of their education as well. It is through the daily lessons, contrived or not, that students discover who they are and who they want to be. If we all work together, we will help students acquire the skills necessary to become civic-minded individuals who continue our work in improving the world through nurturing, guiding and educating the world’s children.

Much of this comes from the “Introduction” to my book, Uncommon Core: 25 Ways to Help Your Child Succeed in a Cookie Cutter Educational System. I have changed a few parts to focus on the question at hand.

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Noam Chomsky on the Dangers of Standardized Testing

Creative by Nature

“The assessment itself is completely artificial. It’s not ranking teachers in accordance with their ability to help develop children who will reach their potential, explore their creative interests. Those things you’re not testing.. it’s a rank that’s mostly meaningless. And the very ranking itself is harmful. It’s turning us into individuals who devote our lives to achieving a rank. Not into doing things that are valuable and important.”

noam-chomsky-005

The following is a partial transcript for an interview with Noam Chomsky uploaded to youtube by The Progressive Magazine.

“You take what is happening in education. Right now, in recent years, there’s a strong tendency to require assessment of children and teachers so that you have to teach to tests. And the test determines what happens to the child and what happens to the teacher.

That’s guaranteed to destroy any meaningful educational process. It means the teacher cannot be creative, imaginative, pay attention…

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The Top 12 Global Teacher Blogger Discussion: February 2017

How do we teach young people the rigorous critical thinking and research skills to distinguish news from propaganda? How do we ensure the next generation is one which communicates civically, values honesty, and recognizes reality?

facts-imageFirst, we have to have courses for young people to take that are centered on critical thinking. Most college campuses have an introductory course that stands alone or coincides with a writing class, but until college, most students do not have intensive critical thinking instruction.

In the critical thinking class I teach at GBCC, we read about and practice observation skills, word precision, facts and inferences, assumptions, opinions, viewpoints (and their filters), arguments, logical fallacies, and inductive and deductive reasoning. The most important part of this course is not the tests students take, but the discussions we have as we explore the concepts and share our experiences with critical thinking or the lack there of. What students learn is that they need to read, ask questions, be willing to say “I don’t know, but I’ll research it,” and then actually do it. They learn to spot those logical fallacies and not be duped by them. I tell them never to just believe anyone, not even me. They cannot trust the majority of sources, including mainstream media, because everyone has an agenda.

However, within the constructs of my high school English classroom, I still made sure students received some critical thinking lessons. During research projects, I showed students how to distinguish between legitimate and illegitimate sources, where to find those legitimate sources, and how to use them ethically. We also had a number of shared inquiry sessions during classes on the most controversial subjects that didn’t have easy answers. Here are a few questions I would ask during these sessions: Did George do the right thing when he shot Lennie? Who demonstrated the worst behavior in Romeo and Juliet? Who is responsible for the destruction of freedom and equality on Animal Farm? Through these discussions, students learned to listen to each other (regardless of whether they agreed with each other or not), go beyond their own experiences and care about people and/or characters outside of their own bubble, and look back at text support for their responses—all critical thinking skills.

Which brings me to me next point: Students need to read more, and not just for pleasure, but also for exposure to the human condition. Reading diverse texts will arm them with knowledge outside of their limited perspectives. People cannot be critical thinkers when they have limited knowledge and limited experiences.

Finally, it’s not just young people who need to learn these skills. We have far too many adults who are role models for these young people that do not have critical thinking skills. I’ve said it before and will say it again: We cannot expect our children to learn skills the adults in their lives are not demonstrating on a daily basis.

http://www.cmrubinworld.com/TGTB

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“Volunteering” by guest blogger Felicia Thomas

As a college writing teacher, I have the pleasure of helping my students discover their writing voice and their passions in life. Every once and a while I will read an essay that I need to post on my blog because it lines up with my goals, which is to help people find their own healthy path in life through optimistic realism. Felicia’s essay on volunteering fits well with that mission and my own passion for reforming education. 

volunteerImagine a world in which we could feel confident enough to leave the major decisions and responsibilities that need to be addressed in our country in the hands of our young people. We would do this and feel secure that the oversights and misdirection our country previously was subjected to by its predecessors would be rectified by an involved, enthusiastic, emerging generation. It would be invaluable to have young idealists addressing the concerns and issues facing their communities before they turn into larger problems that then become national issues. What a world this would be if, instead of leaving the complicated issues our country faces on the shoulders of an unwilling and unprepared younger generation, we arm them with the value of community and the tools for successful civic engagement.

We all know that as the US. Population grows, newer and newer generations emerge, each one seemingly worse off than the last. Prior generations, unless otherwise affiliated with public institutions such as churches, private schools, or youth based organizations (where volunteering is required), were not shown how to offer impactful change in their community. Without these examples of how to care about more than one’s own immediate personal needs, each new generation of young people grows increasingly detached and uninvolved as time goes by. Alison Muller made an observation about what she witnessed during her volunteering initiative offered by the students that reside at the troubled youth facility she worked at:

One of our most successful volunteer activities was with a local senior nursing home. We had an idea of what we had hoped could be gained by volunteering with the elderly, but we could not have anticipated all of the benefits the youth received, especially for those deemed the most troubling. We found over time that the youth who were most problematic within the residential program were often the best volunteers or helpers. The same qualities that caused problems in the residence made them successful with our senior citizens. (Mueller)

Even with the most troubled of our youth, volunteering can have great impact on their social and individual development irrespective of the social/emotional challenges they may face.

I’m confident that most people can list a minimum of three or four issues they feel either their community and or state deals with, whether environmental, institutional, or public, that involve not only themselves but their fellow citizens directly. The need for change is obvious, and the need for volunteering is nationally recognized. “Volunteerism during the Transition to Adulthood: A Life Course Perspective” points out the need for more visibility of our young people in volunteering:

Concerns about the maintenance of American democracy and civic society is heightened by a presumed disengagement of the contemporary younger generation from the political process and civic life, as well as its greater individualism and materialism. The empirical evidence for the perceived disengagement of young people is mixed, however. While trust among young people has declined and materialism has grown, rates of volunteering and community participation have remained stable or even increased over the past two decades. Despite this evidence, concern about young people’s civic involvement and the future of American civic society continues. To be concerned is warranted, since learning a sense of civic-mindedness and being engaged in the community early in life is found to be of utmost importance in developing responsible and civically active adults.

Why is our younger generation so uninvolved? Are materialism and consumerism going to be all we demonstrate and pass on to our future generation? Can we encourage and promote community based problem solving?  I would say, “Yes, we can,” and “Yes, we should,” specifically while our students are attending school and while their minds are pliable and open to guidance.

There are those who have some definite opinions surrounding this idea of volunteering and students specifically in conjunction with the school environment.  Robert Grim weighs in on the topic:

School is a key area for youth socialization. Not only is it a place where youth begin to develop an identity apart from their family, it is also a context in which youth begin to develop a sense of a larger community to which they belong. In addition, previous research has shown that involvement in volunteering through schools, whether through community service or service-learning, can lead to improvements in self-esteem and academic achievement. In response to the overall decline in civic engagement among Americans, the past decade has seen a growing debate on the role that educational institutions should play in promoting civic education in schools. (Grimm)

He makes a great point. Volunteering adds a substantial enrichment component to the education of school aged children. Isn’t emphasizing a sense of community just as essential to our children’s education as other skills taught? We should equip our youth with the ability to facilitate group projects that are beneficial to their community, state, or country. How can we truly say that we are preparing our children to become the best people they can be if we are not somehow tracking the way their minds and ideas are developing and whether those ideas will hinder or fall in line with civic engagement fundamentally?

A good solution for dissolving the unappealing image volunteering has will be to familiarize/normalize volunteering and civic education. It should be written into curriculum starting from third grade and up. Most adults hold the impression that volunteering is time consuming or that they get no direct immediate benefit. Some feel that they simply don’t know where to start. All of these misconceptions could be dispelled through early engagement and information on participation.

There are those who feel that forcing students to perform mandatory-volunteering is an oxymoron. This is not completely inaccurate. This is precisely why more attention to and the creation of service learning and civic education curriculum should be implemented as soon as possible into public and private schools alike. It’s important to remember that not all the benefits of volunteering go only to the students.  Large scale volunteering itself sets the tone of the community in which it’s frequently offered. Implementation of this idea not only would make the process familiar to each new emerging generation, but also for the current members of the community. The relationship between volunteer and recipient is a unique dynamic:

The new pattern of volunteering offers challenging and meaningful activities . . . the engagement is for short term and the turnover in the organizations is rather high. These developments are linked to a general process of individualization, which however cannot be totally identified with egoism. . . . nowadays the service-oriented attitude is emerging, which creates a climate of trust and results in a more satisfactory and productive relationship between volunteer and recipient, in contrast with the earlier “merely” helping attitude, where reciprocity was not necessarily prevalent. (Feynes)

It’s not an easy task, trying to locate recent studies or statistical information on the frequency of youth volunteering. This is because volunteering is not a topic that generates enough conversation. There are organizations that employ the use of young adults to teach service learning to school age children in their community. They also facilitate and organize volunteering projects in those same communities. One such organization is called City Year, another is called AmeriCorps. Both organizations encourage youth volunteering and try to educate about civic engagement and leadership. Both also offer a presence within the local school systems as well. The relationship with schools and the organizations is a very idealistic initiative. However, on the part of the public schools, the amount to which each organization is allowed to introduce their objectives and volunteering initiatives is extremely limited. This seems counterproductive, even with organizations being readily accessible.

Think about how many times you’ve volunteered in your life. How did you feel after? Now place yourself in that same scenario with one major difference. You have a solid understanding of what it means to make the choice to step into leadership roles, and civil service has now become your instinctive. This could be achieved with our emerging generation, but only if we teach unconventionally:

These new ways of understanding and brain-friendly approaches to learning are creating waves of change in all levels and domains of education from the instruction of formal schooling in both private and state based programs, to education policy, to an increase in academic research institutes, to special needs education, to private educational and therapeutic enterprises. However, such new advances are still young, with research yet in its early stages of development and acceptance. Many educational systems across the world still adhere to more traditional approaches and more enlightened institutions are grappling with the transition from the old ways of thinking to the new. (Karabulut)

In conclusion, no matter what your political views or opinions are, we all want our country to progress and strive for improvement; we don’t want to continue to witness the corrosion of our “democratic” nation. This starts with us. But for everyone to carry the same sentiments it must be instilled early on.

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