Category Archives: Best Practices
The value of seeking help…
Flossing and the Frustration of Undone Homework
Homework. Hmmm…yeah. The topic is as controversial today as it was when I began my 36-year teaching career in 1981. Although I am now retired, this exasperating subject surfaced a while back when I was veritably blasted by my periodontist for my failure to floss. Let’s just say I really got schooled. In a nutshell, he said he was a highly trained professional, and furthermore a very busy man, and if I couldn’t be bothered to do my share of the work at home, then I should not come back.
Wow. I mean double wow.
So let’s be honest. Hasn’t every teacher run those same thoughts through their head when confronted by a recalcitrant student who refuses to do their homework? Educators everywhere have wrestled with this problem for decades. Every teacher knows that there are some students who will do all their homework, some students who will do some of it, and some students who will do none of it. And in my experience, unless you’re teaching an honors class, the amount of homework that doesn’t get done is greater than the amount that does.
So what strategies can the teacher use to increase the amount of homework that gets turned in? We’ve all experimented. Here are a few I tried. First, I increased the weight of the homework category so a student could not pass my class unless they completed at least a large percentage of it. The result? The students still didn’t do their homework, and tons of kids were failing. Then I tried reducing the number of assignments from four nights a week to two nights a week. That helped with their grades, but it did not increase the number of assignments that got turned in. Next, I tried giving assignments that couldn’t be quantified, such as, “Your homework tonight is to study for your test tomorrow.” And then I just hoped they would do this, although I was pretty sure they wouldn’t. Finally, I gave them classwork assignments and told them if they didn’t finish in class, they should finish for homework. And then I gave them enough time to finish in class.
I can’t say I felt very professionally satisfied with any of these strategies. One thing I can say with certainty, though, is that if I had given voice to my frustration in the same way that my periodontist did, if I had pounded them into the ground for their errors, I could add another failed strategy to my list. Even if my students showed up empty-handed, I was always glad to see them come back the next day. Because every day a student shows up to class is a new opportunity to guide them, to help them be more successful, and to lovingly plant that suggestion one more time that, yes, homework is an important part of continued progress. And seizing these opportunities is never a waste of time or energy, even for a busy, well-trained professional.
I understand full well my periodontist’s exasperation. I empathize. I am truly sorry that my failure to floss provoked such an angry outburst from him, and I forgive him for losing his temper. After all, I’m not a kid. I know the man is right. Since that day I have attempted, in New Year’s resolution fashion, to mend the error of my ways. But I also found a new periodontist.
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Innovative solution for declining enrollment used in South Korean village
Here’s a fascinating story I came across while scrolling on Facebook, and I thought I’d share it with you. The story describes an innovative approach used by elementary school officials in a South Korean village when they were faced with the problem of declining enrollment.
Daegu Elementary School, a rural school in South Korea, was struggling with a significant decline in student enrollment because of a falling birth rate. To respond to this problem, school officials have created an innovative solution. They have enrolled elderly grandmothers who had always dreamed of learning to read and write but never had the opportunity into their first grade classroom. The unique strategy has revitalized the school while at the same time offering the opportunity of a lifetime to the lives of these elderly women.
One of the grandmothers is Hwang Wol-geum, who is 70 years old. She now rides the school bus every day—not only to accompany her grandchildren to school, but also as a first-grade student herself. When she was a child, Mrs. Hwang was not able to attend school because she needed at home to help out with household chores. All her life, Mrs. Hwang longed to learn how to read and write. Now, as one of eight women between the ages of 56 and 80, she is attending classes with first grade children. There the grandmothers learn the Korean alphabet (Hangul), practice their writing skills, and participate in group activities such as dancing during recess.
This innovative program not only helps the school stay open, but it also empowers elderly women by teaching them literacy skills, boosting their confidence, and giving them a new sense of purpose in their later years. I’m sure the cross-generational exposure is great for the kids, too!
Source: Unknown Facts, a Facebook page dedicated to educational and knowledgeable topics on the internet.
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John Dewey: Teacher and influential educational reformer
Teacher John Dewey was an influential educational reformer. Photo credit: Internet Encyclopedia of Philosophy
One of the most influential educators of all time was John Dewey, a visionary, social reformer, psychologist, and philosopher. This chalkboard champion was one of the most influential voices for change in the classroom during the Progressive Movement of the early 19th century. The Progressive Movement emphasizes the importance of student participation, experiential learning, and meaningful activity in the classroom. This approach was in stark contrast to the practices of rote memorization and discipline that were so prevalent in his day.
John Dewey was born to parents of humble means on October 20, 1959, in Burlington, Vermont. As a young man, he attended the University of Vermont. After his college graduation, John inaugurated his career in education as a high school classroom teacher in Oil City, Pennsylvania, where he taught for two years. After earning his doctorate from Johns Hopkins University, John became a university professor at the University of Michigan, where he taught for ten years. In 1894 he transferred to the University of Chicago, where he founded the University of Chicago Laboratory Schools. During this time, he wrote his landmark book School and Society, where he argued the importance of collaborative experimentation in the classroom. He also emphasized practical skills and learning by doing.
Later, John relocated to New York City, where he joined the faculty of Columbia University. There he founded the New School for Social Research, a group that advocated for democracy as the foundation of a free and enlightened society.
Over the course of his long and distinguished career, this extremely influential educator published 40 books and 700 articles covering a wide variety of topics. He influenced classrooms throughout America with his meaning-oriented, democratic approach to teaching and learning. John Dewey died from complications of pneumonia on June 1, 1952. He was 92 years old.
