Sympathetic Influences

This morning, the kids played Legos at the kitchen table while I graded papers.  Because of early conferences, they had no school today, so we enjoyed a relaxing day... a day of where they could just be.  Laura suggested they play house with the Legos, and Will happily agreed, breaking out the pieces.  "Let's pretend I live in a dump, and this can be my bed," Laura suggested.  "Okay," agreed Will. "And I'll come visit you there."  Sound familiar?  A modified version of Maniac Magee!  They were acting out what had been on their minds--our story. 

The story has given way to interesting conversations about prejudice and homelessness and illiteracy.  Their innocent curiosity and concern found a new outlet through this story.  I cannot help but reflect upon the power of story.  What I read about, I think about.  I dwell on story nuggets and think about characters' eccentricities and behaviors.  I learn from what others do and say as much from what they avoid and omit. 

Sharing stories with my children is a way they and I develop into more thoughtful and humane people.  Textual encounters are personally shaping experiences possessing sympathetic influences which move us. 

Mother Teresa

Mother Teresa inspires me to be a better person. I have been reading a compilation of her talks to her Sisters: Where There is Love, There is God. What I appreciate most about her spirituality is its emphasis on human dignity. Mother Teresa saw beauty in everyone and served that beauty, that goodness, that Divinity. In a world overly concerned about insignificant, superficial, vain concerns, she radiated hope and love in its fullness--and still does. She had nothing to prove and nothing to lose. Like her, when we live that kind of spiritual poverty, we become rich in what matters most, and others grow rich, as well.

Maniac Magee

Yesterday, I started reading Maniac Magee with my children. I try to read to them everynight and then give them quiet time in their rooms to read on their own. Believe it or not, I have never read this book.

So far, they are hooked. The short, action-packed chapters keep them on the edge of their seats. Smart thinking, Spinelli! This keeps young readers anticipating the next reading session. And I must admit that I like to see progress--even in a book.

So...off to read this evening.

Confusion

Reading my statistics chapter gave me a clue as to what it must feel like to learn a second language.  Certain sections in this text assume the reader has ample prior knowledge.  So I'm reading to understand something I do not understand!  And yet, I find this powerful because I am working through the paragraphs at a painfully slow place and determining what parts I know and which I don't.  Then I consult other texts to fill in gaps.  Working through this textual nightmare is clearly showing me how important it is for the classroom teacher to activate prior knowledge, anticipate struggles, and fill in gaps.  Whatever doesn't kill you makes you stronger.

Are we fragmented?

(September 2011)

Not sure... I'm almost finished with Cultural Literacy: What Every American Needs to Know by E. D. Hirsch.  I'd see the title referenced by others, and when my brother suggested I read it, I decided to take the plunge. 

As a whole, he make some excellent points.  Basically, Hirsch argues that our skill-focused school curriculum is too fragmented to develop a robust knowledge of content, which equates to being culturally literate.  When we read, we activate our prior knowledge, and the difference between literate and illiterate folks can be the amount of general knowledge they possess to supply meaning (making comprehension possible).  The knowledge need not be extensive--just enough to suffice what the writer assumes we know.  He has since come out with a cultural dictionary to be used as a "national curriculum," of sorts. 

I'm glad to have read the book and will most likely come back to it for various reasons.  Though I am not sold on all his ideas and wince with his critique of American schools, I do applaud the point he is making and am grateful he has placed emphasis on a part of education that addresses reading comprehension.

Amygdala

(June 2011)

Today, I began a class on brain-based reading instruction.  We are learning about the brain and how to develop instructional practices that bring about optimal performance.  The subject matter is fascinating to me... What struck me most today was learning about a part of the brain called the amygdala (a-migg-da-la).  It essentially "hijacks" control of other brain processess when it notices stimuli that triggers fear, kicking the body into fight-or-flight reaction.  This can completely impede learning.  I can think of so many times in my own learning when I was unable to process or concentrate or focus because of triggered emotion.  I am going to look into how stress affects brain functioning.  More to come...

Practical Reasoning

(June 2011)
Today, I wrote a position paper for a class.  The subject?  Practical reasoning--the philosophy behind determining a course of action...the reasoning one undertakes in order to arrive at an intention, which then prompts action...  I was to reflect upon the practical reasoning of an effective teacher, and though I entered the process with little formal knowledge of the philosophy, I came away realizing that I had, indeed, internalized a good share of convictions over the years.  Through this reading-writing experience, my understanding of this subject and myself concretized. 

Isn't that the beauty of writing--that it shapes our thinking and serves as an avenue of intellectual consideration?  I entered the writing process uncertain of the outcome and exited it a more confident, grounded thinker. 

Students at all levels are not writing enough.

Dostoevsky

(May 2011)

Last summer, I discovered Dostoevsky.  Crime and Punishment took me awhile, and I savored every word.  While I listened to praises of his writing during my college days, I had not encountered him circumstantially.  Now, I am working my way through The Brothers Karamazov, eager to squeeze in a few minutes each night before I fall asleep.  Ten minutes a night doesn't make for significant progress in a thousand page Russian novel, but what a novel...

It's his ability to characterize people that reigns as his remarkable gift.  Like few others, Dostoevsky lives (lived) inside the minds of his characters, bringing them to life in tangible ways.  A reader can relate to the complexity and humanness of his colorful, sensitive characters.  I feel more psychologically "in touch," so to speak.  Who wouldn't benefit from experiencing more soulful compassion through the reading of a good book?

Until next time...