One of the beautiful benefits of continuing to wonder, to ask the "why" of things, and to play with possibilities, is that I find myself living with more intention. What an awesome consequence for asking questions, no?
Wondering brings about a broader awareness of the world. Whether you find "answers" or not, you recognize possibilities lurking everywhere. Today I got to witness it firsthand.
A student approached me today saying she wondered if she might talk to me about creativity for a minute. My ears perked up.
"Absolutely Sylvia, you're already speakin' my language."
"Well sir, yesterday my family and I jumped around house, because it was something silly to do."
I'm not sure where this is going. "Tell me more," I invite. She's full-out laughing now. I can't mask my confusion.
"We were bored, and we were looking for something to do together as a family." Shes calming herself down now. "I kept thinking how we could be doing something fun with our time, something different. I really love doing DCA, so I suggested we act like dinosaurs. We made a game of it, Mr. Love, it was hilarious."
"Wow Sylvia, that's incredible. I'm so happy to hear that."
"Thank you sir, I wanted to share the story with you."
And the dream continues...
Why do we spend our time the way we do? What other possibilities are there?
Yours willfully,
Brandon
P.S. An enlightening perspective?
Wednesday, October 31, 2012
Tuesday, October 30, 2012
Project Wonder - Day 31 - Feedback II
Yesterday I wrote about striving to be an anti-oppression educator.
Today I'm wondering just how much I'm actually fulfilling my aims.
I devoted classes yesterday to collecting feedback from students in the form of an anonymous survey, and I interviewed them one by one to learn how I might better support their learning goals. After the first three interviews I was overwhelmed with the realization that these students have so much to say, about their personal learning habits, the structure and organization of the class, and about my teaching. By the end of the day I had taken enough notes to publish a thesis on the value of creating spaces for others to share their voice.
It also occurred to me that this was the first time I had really empowered their voices.
It's not that I've been resistant to accepting feedback and ideas from students. But I had been under the assumption they would volunteer their opinions. Until I actively invited feedback from the students as individuals, they had suppressed their ideas.
And why wouldn't they remain silent? As anyone who's ever been through any sort of education system knows, the teacher's word is often final. Sometimes we learn to see teachers as disciplinarians, keepers of some rigid behavioural code that rejects any different or original ideas.
The question, of course, is what exactly is the desired standard of behaviour? Is it obedience to authority? Is it respect for others? Is it something else altogether, or some combination of them all? And who decides on this standard?
The teacher is often viewed as the enforcer, but the standard is perhaps derived more systematically, trained into teachers from their own educational experiences. There's an argument to be made that so much of our moral compass is blindly inherited through the practices of educators, including parents.
And here I am touting myself as an educator who's interested in empowering students to be willing to share their ideas. Yet for most of the semester so far, I've failed to do just that! Perhaps I haven't actively enforced a code of silence on the students, but I certainly haven't done much to encourage valuing, sharing, and learning from their independent ideas either. Whose classroom is it anyway?
Come to think of it, I don't really receive voluntary feedback from any sources in my life. Perhaps I give off this aura that people detect as being unopen to receiving feedback. Or perhaps the impulse to offer feedback has been learned out of us by an invisible moral agenda in schools. We learn that receiving constructive criticism is associated with failing, and failing is associated with shame. We also learn that sharing ideas is impolite.
These learnings are not completely fruitless, of course. I'm sure we all know an "oversharer" whose opinions are frequently heard without invitation. I know several people who would benefit from the understanding that always offering an opinion can be alienating, and even oppressive.
But perhaps what we need to learn is not that sharing ideas itself is impolite. But rather the act of coercing others to listen, or worse, accept our ideas is disrespectful. That it's not something we'd want to experience ourselves, so we shouldn't do it to others. Perhaps we need to learn that sharing and receiving feedback is not about attacking or praising individuals, but rather about attacking or praising ideas for the sake of the continued improvement of individuals.
I think much of this modern behaviour rests on the philosophical foundation that we are our ideas. Meaniong when I have a perceived "successful" idea, it is I who is successful for having birthed the idea. By the same logic, ideas that fail are representative of me as a failure. The ego gets caught up in defense.
And yet who am I, if not my ideas?
Feedback is essential in the problem-solving process. Yesterday I caught myself in the practice of a top-down feedback relationship with the students. Is there a way we can learn to be open to considering the ideas of others, to welcome feedback and offer it willingly, as a gesture not of "correction" but of support and for the sake of solving problems sooner? What does this practice look like in education?
Perhaps this solvation of the ego into the shared ideas of the broader community is part of the evolution of our species. Or perhaps not.
Thank you for considering.
Yours in a loop,
Brandon
Today I'm wondering just how much I'm actually fulfilling my aims.
I devoted classes yesterday to collecting feedback from students in the form of an anonymous survey, and I interviewed them one by one to learn how I might better support their learning goals. After the first three interviews I was overwhelmed with the realization that these students have so much to say, about their personal learning habits, the structure and organization of the class, and about my teaching. By the end of the day I had taken enough notes to publish a thesis on the value of creating spaces for others to share their voice.
It also occurred to me that this was the first time I had really empowered their voices.
It's not that I've been resistant to accepting feedback and ideas from students. But I had been under the assumption they would volunteer their opinions. Until I actively invited feedback from the students as individuals, they had suppressed their ideas.
And why wouldn't they remain silent? As anyone who's ever been through any sort of education system knows, the teacher's word is often final. Sometimes we learn to see teachers as disciplinarians, keepers of some rigid behavioural code that rejects any different or original ideas.
The question, of course, is what exactly is the desired standard of behaviour? Is it obedience to authority? Is it respect for others? Is it something else altogether, or some combination of them all? And who decides on this standard?
The teacher is often viewed as the enforcer, but the standard is perhaps derived more systematically, trained into teachers from their own educational experiences. There's an argument to be made that so much of our moral compass is blindly inherited through the practices of educators, including parents.
And here I am touting myself as an educator who's interested in empowering students to be willing to share their ideas. Yet for most of the semester so far, I've failed to do just that! Perhaps I haven't actively enforced a code of silence on the students, but I certainly haven't done much to encourage valuing, sharing, and learning from their independent ideas either. Whose classroom is it anyway?
Come to think of it, I don't really receive voluntary feedback from any sources in my life. Perhaps I give off this aura that people detect as being unopen to receiving feedback. Or perhaps the impulse to offer feedback has been learned out of us by an invisible moral agenda in schools. We learn that receiving constructive criticism is associated with failing, and failing is associated with shame. We also learn that sharing ideas is impolite.
These learnings are not completely fruitless, of course. I'm sure we all know an "oversharer" whose opinions are frequently heard without invitation. I know several people who would benefit from the understanding that always offering an opinion can be alienating, and even oppressive.
But perhaps what we need to learn is not that sharing ideas itself is impolite. But rather the act of coercing others to listen, or worse, accept our ideas is disrespectful. That it's not something we'd want to experience ourselves, so we shouldn't do it to others. Perhaps we need to learn that sharing and receiving feedback is not about attacking or praising individuals, but rather about attacking or praising ideas for the sake of the continued improvement of individuals.
I think much of this modern behaviour rests on the philosophical foundation that we are our ideas. Meaniong when I have a perceived "successful" idea, it is I who is successful for having birthed the idea. By the same logic, ideas that fail are representative of me as a failure. The ego gets caught up in defense.
And yet who am I, if not my ideas?
Feedback is essential in the problem-solving process. Yesterday I caught myself in the practice of a top-down feedback relationship with the students. Is there a way we can learn to be open to considering the ideas of others, to welcome feedback and offer it willingly, as a gesture not of "correction" but of support and for the sake of solving problems sooner? What does this practice look like in education?
Perhaps this solvation of the ego into the shared ideas of the broader community is part of the evolution of our species. Or perhaps not.
Thank you for considering.
Yours in a loop,
Brandon
Monday, October 29, 2012
Project Wonder - Days 27-30 - Rooms
What is the largest room in the world?
This is a question I used to pose to my karate students. Common answers include "Skydome" and "the Earth". Today I asked the psychology class and had one student answer "this mind," which I liked.
The answer to the riddle, in case you're curious, is the room for improvement. That's the largest room in the world. Groan.
But it is thought worth thinking, that one can always get better. And now at the beginning of the second half of the semester I find myself taking stock of the many Improvement Rooms in my life.
I find it's so easy to get stuck in a way that seems "good enough". We establish patterns of thinking and behaving that serve their function and we settle into them. Once something seems to work, why bother fixing it?
But if we don't stop to check in on our ways every once in a while, we may stop growing completely, and shut ourselves off from opportunities and possibilities to enrich our lives.
But if we don't stop to check in on our ways every once in a while, we may stop growing completely, and shut ourselves off from opportunities and possibilities to enrich our lives.
This weekend I traveled westward for a little beachside reflection. The change of scenery was an improvement in itself, and I came back to school this morning feeling rejuvenated. While on the beach, I spent some time thinking about my strengths and weaknesses as an educator. Today I invited the students to share some feedback with me regarding our classes. It's amazing how far a little feedback and reflection can go. I've identified some huge Improvement Rooms that I barely even considered before. I was able to check in on my personal goals as an educator and dig deeper into the Why I chose to teach in the first place. This whole process of self-assessment has been very refreshing.
Speaking of rooms, I also had the chance to visit the various spaces of the Cape Coast Castle, which provide enough fodder for a million questions about the nature of human existence. This gorgeous 17th century structure was the launching point for some 2 million abducted African people who would be sold as slaves in America and Europe. How could such a beautiful place harbour a history of unimaginable atrocities? I stood in incredibly small dungeons and pondered the cruelty and abuses our species inflicted on one another. I thought about the perceptions humans must have held of one another, and the "dehumanizing" that must have occurred in order to inflict such suffering. I thought about how much we have improved with respect to our respect for one another, and I wondered just how much more improving we can do.
Early on in the psychology class, we had a class discussion about bullying, and the increasingly extreme consequences of our hurtful behaviour in today's world. At the time the class seemed to agree that "bullying is just a fact of life, something we all have to deal with." I challenged the class to consider what it meant if one person learned that it was okay to exert their will over another's. What would happen if this behaviour was considered "just a fact of life"?
This weekend I was reminded of the responsibility we have in ensuring the well-being of one another. I was reminded of my own educational aim to help students discover the roots of injustice, and to encourage openness and love of diversity in all its forms.
There is so much room for growth and connection and better living. I hope I continue to develop the capacity to help others realize their rooms, and stretch their minds in them a bit.
Thank you for reading,
Yours in self-improvement,
Brandon
Thursday, October 25, 2012
Project Wonder - Day 26 - Firsts
Currently I'm sitting at my first ever teacher's desk, watching my first ever students complete the first midterm exam I've ever prepared.
Today has been especially rich in "first ever" experiences. In fact, my time in Ghana has been especially rich with first ever experiences. Many of the first evers have been experiences that I've never even imagined before arriving here.
First evers have the capacity to transform my adult ego to the embryonic mind of a child. They leave me with a sense of wonder and offer me fodder to broaden my perspective of the realm of possibility. And I've learned that one can develop a practice to experience first evers every day. All it takes is a little unabashed humility and willful consideration of new perspectives.
Every first ever provides an opportunity for deepening my understanding of this life. For example, sitting here at my first ever set of midterms I find myself examining my impetus for teaching, questioning the importance of the content, and asking myself why I'm here and how I'll know when I've reached my goals.
First evers, like midterms, offer pauses for reflection, adjustment and rejuvenation. Which is why I'm taking another opportunity to experience a first ever this weekend.
Tomorrow is a holiday, which means I have a three-day weekend to consider the first two months of the semester, and to prepare for the last two. I'm heading out on a bus to Cape Coast for my first ever independent travel in Ghana!
This means I won't be publishing PWs for the next couple of days, though I will still be writing them. They will be published upon my return, on Sunday or Monday.
I hope to spend the weekend reflecting on my first evers, and relishing the in the gratitude I have for these first ever opportunities.
Thank you for reading.
Yours in continued exploration,
Brandon
P.S. Check out this video shared with me by a friend which discusses the value of probing. Once the chain of questions begins, there's no telling where it ends. Or is there?
Today has been especially rich in "first ever" experiences. In fact, my time in Ghana has been especially rich with first ever experiences. Many of the first evers have been experiences that I've never even imagined before arriving here.
First evers have the capacity to transform my adult ego to the embryonic mind of a child. They leave me with a sense of wonder and offer me fodder to broaden my perspective of the realm of possibility. And I've learned that one can develop a practice to experience first evers every day. All it takes is a little unabashed humility and willful consideration of new perspectives.
Every first ever provides an opportunity for deepening my understanding of this life. For example, sitting here at my first ever set of midterms I find myself examining my impetus for teaching, questioning the importance of the content, and asking myself why I'm here and how I'll know when I've reached my goals.
First evers, like midterms, offer pauses for reflection, adjustment and rejuvenation. Which is why I'm taking another opportunity to experience a first ever this weekend.
Tomorrow is a holiday, which means I have a three-day weekend to consider the first two months of the semester, and to prepare for the last two. I'm heading out on a bus to Cape Coast for my first ever independent travel in Ghana!
This means I won't be publishing PWs for the next couple of days, though I will still be writing them. They will be published upon my return, on Sunday or Monday.
I hope to spend the weekend reflecting on my first evers, and relishing the in the gratitude I have for these first ever opportunities.
Thank you for reading.
Yours in continued exploration,
Brandon
P.S. Check out this video shared with me by a friend which discusses the value of probing. Once the chain of questions begins, there's no telling where it ends. Or is there?
Wednesday, October 24, 2012
Project Wonder - Day 25 - Sun Thoughts
I have been thinking a lot about the sun lately. It's been hard not to think of the sun actually.
Every day is hot, and sunny. I'm not used to such consistency. We shared some disagreements in the beginning, the sun and I, but I think we're starting to get used to one another. I mean, it IS nice to have a bright path to walk to school every day. And the birds I so love seeing stay hidden on the rare cloudy-skied days.
I was curious today, to know just how far that bright little life-sustaining dot in the sky really was. NASA tells me its 150000000 km away. Wikipedia tells me that it takes sunlight about 8 minutes and 19 seconds to get across that distance!
We really can't comprehend how far that is. Nor can we understand how huge it must be to support our existence at that distance. Even 1 km is particularly difficult to conceive of. I often think it terms of football fields and track lengths.
We can try to understand the distance by analogy. If we took a navel orange for the sun, then the earth would be the size of a sesame seed, 49 feet away! In the distance between the sun and the earth, one could stack almost 12 000 earth clones!
These analogies help us understand such inconceivably large numbers. They help us explain ideas and perspectives to one another by allowing the listener to relate some new information to some pre-existing worldview. But do we ever fully understand what's behind the analogy? Can we ever actually conceive of the distance of the sun from earth? Or of a concept like infinity? Or of the implausibility of life as we know it? Or of consciousness itself?
Just how DO we make sense of this distant ball of fire as it energizes our delicate existence?
The sun's got me thinking about thinking. Thank you for reading.
Inconceivably yours,
Brandon
P.S. My thoughts turned down a little when I watched this video of a huge solar flare that caused a radio wave interruption here on planet Earth just a few days ago. !!!
Every day is hot, and sunny. I'm not used to such consistency. We shared some disagreements in the beginning, the sun and I, but I think we're starting to get used to one another. I mean, it IS nice to have a bright path to walk to school every day. And the birds I so love seeing stay hidden on the rare cloudy-skied days.
I was curious today, to know just how far that bright little life-sustaining dot in the sky really was. NASA tells me its 150000000 km away. Wikipedia tells me that it takes sunlight about 8 minutes and 19 seconds to get across that distance!
We really can't comprehend how far that is. Nor can we understand how huge it must be to support our existence at that distance. Even 1 km is particularly difficult to conceive of. I often think it terms of football fields and track lengths.
We can try to understand the distance by analogy. If we took a navel orange for the sun, then the earth would be the size of a sesame seed, 49 feet away! In the distance between the sun and the earth, one could stack almost 12 000 earth clones!
These analogies help us understand such inconceivably large numbers. They help us explain ideas and perspectives to one another by allowing the listener to relate some new information to some pre-existing worldview. But do we ever fully understand what's behind the analogy? Can we ever actually conceive of the distance of the sun from earth? Or of a concept like infinity? Or of the implausibility of life as we know it? Or of consciousness itself?
Just how DO we make sense of this distant ball of fire as it energizes our delicate existence?
The sun's got me thinking about thinking. Thank you for reading.
Inconceivably yours,
Brandon
P.S. My thoughts turned down a little when I watched this video of a huge solar flare that caused a radio wave interruption here on planet Earth just a few days ago. !!!
Tuesday, October 23, 2012
Project Wonder - Day 24 - Creating Space
I came across this really great webcomic today:
Despite the language being a bit harsh (i.e. "crackpot") I found the advice to be refreshing. I find it so easy to be defensive in the face of different theories, especially when I consider those theories outlandish. When two parties are busy defending the result is endless warring of opinion. We become attached to ideas that believe to be right (not a bad thing) but we often forget that other people are also attached to their own "right ideas". And as the comic suggests, there is usually a logic to their thinking.
As a teacher I've come up against many ideas in my students that I find difficult to believe myself. I focus on trying to create space for the students to feel safe challenging their assumptions and questioning their own ideas, rather than projecting and defending my ideas and worldview onto them.
What if we were less defensive? What would that world look and feel like? What if we could learn from even the most "crackpot" of theories? What if there was no such thing as a "crackpot theory"?
Thank you for reading.
Yours non-judgmentally,
Brandon
Monday, October 22, 2012
Project Wonder - Day 23 - Creativity
Creativity is definitely a subject that swims through my stream of consciousness constantly. It grows the roots of my reasons for loving and playing with magic, and for wanting to teach, and work with others who want to learn. People (students) are inherently creative, and I often feel that we have a responsibility to one another to practice creativity regularly.
Today we watched Sir Ken at the beginning of Psychology. As part of the cognition unit we get to spend a day or two on creativity.
I invited the class to share any reactions.
Stephanie raised her hand at the back of the room, "I think he makes some really good points... school usually feels like its a way for us to get into university, to get a good job."
"A good education means a good job" says another.
"What does it mean, to have a 'good job'?" I posed.
"It's about ensuring you are happy. You know, with a family, and money. To have a good life." A thoughtful response, full of questions itself.
We had a really engaging discussion about the strengths and weaknesses of school as we know it, and considered whether we might benefit from learning to be more creative. Students got really philosophical, questions were flying around the room. One of my favourites:
What if school was a place to practice having original ideas without the fear of personal judgment, or rejection? Where students and teachers feel comfortable sharing these original and borrowed ideas as a community?
What if school were an end in itself? What if the creative pursuit of curiosity was enough? What would that playground look like? To ask and pursue questions in a supportive community. A place where risk taking is safe, and guided. Where we acknowledge our wrongfulness and find value in failing.
Is it possible that a formal education could be worth more than a good future job or a good future life?
What is the "good life"? Great question.
"The Good of man is the active exercise of his souls faculties in conformity with excellence or virtue" - Aristotle
Thanks Aristotle
I thoroughly enjoyed our conversation today. I hope the students did too. One student asked if we could do another DCA in light of the conversation. So we spent the rest of class brainsprouting a list of barriers to developing one's creativity. It was a good day indeed.
Thanking you for reading,
Brandon
Today we watched Sir Ken at the beginning of Psychology. As part of the cognition unit we get to spend a day or two on creativity.
I invited the class to share any reactions.
Stephanie raised her hand at the back of the room, "I think he makes some really good points... school usually feels like its a way for us to get into university, to get a good job."
"A good education means a good job" says another.
"What does it mean, to have a 'good job'?" I posed.
"It's about ensuring you are happy. You know, with a family, and money. To have a good life." A thoughtful response, full of questions itself.
We had a really engaging discussion about the strengths and weaknesses of school as we know it, and considered whether we might benefit from learning to be more creative. Students got really philosophical, questions were flying around the room. One of my favourites:
"Is us, being here right now, just a means to an ends? Is school just a stepping stone to something else?"
And I caught this thought as the conversation shifted to the value of creativity, and in learning to be more creative.
"I really think it's important to have original ideas and not be afraid to share them"
What if school was a place to practice having original ideas without the fear of personal judgment, or rejection? Where students and teachers feel comfortable sharing these original and borrowed ideas as a community?
What if school were an end in itself? What if the creative pursuit of curiosity was enough? What would that playground look like? To ask and pursue questions in a supportive community. A place where risk taking is safe, and guided. Where we acknowledge our wrongfulness and find value in failing.
Is it possible that a formal education could be worth more than a good future job or a good future life?
What is the "good life"? Great question.
"The Good of man is the active exercise of his souls faculties in conformity with excellence or virtue" - Aristotle
Thanks Aristotle
I thoroughly enjoyed our conversation today. I hope the students did too. One student asked if we could do another DCA in light of the conversation. So we spent the rest of class brainsprouting a list of barriers to developing one's creativity. It was a good day indeed.
Thanking you for reading,
Brandon
Sunday, October 21, 2012
Project Wonder - Day 22 - Rest
I was supposed to prepare five midterms this weekend. Between Friday and Saturday, I managed to complete two of them. That left three for me to complete today. Not a big deal.
Except that the power went out, and I had no computer with which to create said midterms.
At first, I was quite frustrated at the situation. But recognizing my powerlessness to resolve it, actually brought me a great sense of relief. I was forced into a day of reading, and relaxation.
Of course, now that the power's back it's a race against the night to finish 3 midterms. But boy do I feel rested!
What a superficial reflection today. Here, enjoy some relaxation music instead:
Yours in haste,
Brandon
Except that the power went out, and I had no computer with which to create said midterms.
At first, I was quite frustrated at the situation. But recognizing my powerlessness to resolve it, actually brought me a great sense of relief. I was forced into a day of reading, and relaxation.
Of course, now that the power's back it's a race against the night to finish 3 midterms. But boy do I feel rested!
What a superficial reflection today. Here, enjoy some relaxation music instead:
Yours in haste,
Brandon
Saturday, October 20, 2012
Project Wonder - Day 21 - Phantom Bug Syndrome
Despite some of my pre-moving-to-Ghana assumptions about moving to Ghana, insects in my room have not as much a part of my life as I expected. Though I do sleep with a mosquito net, I probably don't need to. Aside from the occasional spider on the wall or train of ants in the kitchen there haven't been many uninvited guests.
I am, however, suffering from a terrible case of Phantom Bug Syndrome (PBS).
"What's that?" you cry.
See, although there are no actual bugs around me, I go to sleep swatting at the air and slapping myself silly. I've been having the strangest sensation that insects constantly landing on me, and before I even know what I'm doing my hand is smacking at the spot. I've a few theories to explain this invisible insect phenomenon:
a) Somehow my unconscious mind has formed the belief that insects are rampant, and so is sensitive to any sensation, like my arm hairs blowing in the wind.
b) My mind so readily anticipates the experience of insects that it creates the perception itself
c) There really are little insects landing on me, too small for human sight but not too small to detect them by touch
There's a good chance I'm wrong about all of these theories. Still, it's been interesting to think about.
This whole situation reminds me of phantom limb syndrome, something I first studied in a neuroscience course. In a sentence, phantom limb syndrome happens when amputees have the sensation that their missing limbs are still there. Sometimes these phantom limbs cause great pain to their owners. Imagine having a cramp in a limb that didn't really exist. How could you soothe that pain?
Check out this video on phantom limbs for a clearer idea of what happens:
From what I gather, Ramachandran is a widely respected researcher. His works with phantom limbs serves as evidence to support the notion that the patterns in our brains are not fixed, but in fact can be "rewired". Our brains are "plastic" and are always forming new connections and pruning away unused ones. This idea is empowering in a sense.
Our beliefs, both conscious and unconscious, affect how we perceive the world. Whether we believe that we are surrounded by insects, or subconsciously still have the "belief" that our limbs are intact. Our beliefs, or habits of thinking, are directly connected to our perceptions. It's absolutely fascinating to think that if I could challenge and change my beliefs, I could change my reality. The question, of course, is how does one challenge an unconscious belief? Like phantom bugs?
Thank you for reading.
Our beliefs, both conscious and unconscious, affect how we perceive the world. Whether we believe that we are surrounded by insects, or subconsciously still have the "belief" that our limbs are intact. Our beliefs, or habits of thinking, are directly connected to our perceptions. It's absolutely fascinating to think that if I could challenge and change my beliefs, I could change my reality. The question, of course, is how does one challenge an unconscious belief? Like phantom bugs?
Thank you for reading.
Yours in anti-entomophobia,
Brandon
Brandon
Friday, October 19, 2012
Project Wonder - Day 20 - Habits
During last period today I was whisked away from my class by the school secretary.
"The principal has requested you come and sit in on a meeting with parent."
I tense at the notion for a couple reasons. Firstly, getting pulled out of class for a surprise parent-teacher meeting is almost never for a good reason. Secondly, it's casual Friday, and not that I look like a complete slob, but I am wearing a T-shirt and shorts which SOME might say are "less than professional".
Anyway, I joined the meeting to find a distressed mother and the principal at odds with each other about the well-being of this woman's 20-year old son. The student, who is hoping to graduate from the school in December, is in my morning chemistry class.
"Mr. Love," says the principal, "would you please describe Mark's behaviour in your class."
"Certainly," I agreed with my employer, a habit I formed in my early weeks here. "Mark seems to be quite a bright student. However, he doesn't spend a lot of time focusing on completing tasks, or asking for help when he doesn't understand something."
"He's LAZY!" interrupted the principal. "The fact of the matter is, this boy needs to take some responsibility for his own education."
Mark's mother looked dejected at these words. As though finding out about her son's work habits was a complete shock. Truthfully, Mark would benefit from having an agenda to write his homework in, and a teacher and parents to sign it every day like we did in the 6th grade. I literally need to remind Mark on a daily basis to remove his notebook from his backpack. If I fail to give him this explicit instruction, he will sit inertly for the entire class.
Although on the surface it might appear that Mark has a learning disability, both his mother and the principal agreed that he wasn't always so apathetic. In fact, Mark used to be an A student. But something happened when he came to CIC, and for some reason he's formed a habit of laziness.
One of my greatest fears lies in the power of the human mind to form habits and get stuck in them. This is why I constantly seek new opportunities and experiences, to avoid getting stuck in some monochromatic view of the world. Habits
are formed by the mind to simplify the world. Habits make our lives easier to live, and keep the brain from having to spend time and energy analyzing every moment of our day. In that
sense, forming habits helps us to conserve energy and live
efficiently.
But habits of thought and behaviour can also mislead us into thinking that the way we see and do things is RIGHT, or the way it's supposed to be. Of course thinking we're right precludes the notion that we might be wrong, and certainty is the fuel of conflict and judgment.
So, habits worry me. As a teacher, I try to encourage students to recognize their patterns of thought and behaviour, and hope to empower students by giving them the tools to keep their mind from sticking to one way of thinking too readily.
In the case of Mark and his habitual laziness, what can be done? His mother pleaded with us in that meeting to keep helping her son, "don't give up on him." I had no idea giving up was even an option.
Somehow Mark needs to be made uncomfortable in his patterns. As long as a habit seems to work, there is no reason to change it. Hopefully we can find a way to help Mark see why he may want to change his behaviour.
Coincidentally, I was made uncomfortable in my own patterns today.
I've gotten used to walking home on a particular road for seven weeks now. After a tropical rainstorm today this road was completely flooded. The huge puddle in the middle of the road was like a mirror, showing me the pattern of unconscious behaviour my walking had become.
How can we find a similar puddle for Mark? From where can he draw a different perspective?
Today I'm wondering what other habits have slipped below my awareness. And how best to help others seek and find other perspectives. Thank you for reading.
Brandon,
Yours in novelty.
Thursday, October 18, 2012
Project Wonder - Day 19 - Models
I once heard something about "being the change you wish to see." Or something like that. Can't remember who said it. Think his name started with a G.
Anyway, when I first heard it I was impressed by its simple wisdom. It paralleled another philosophy I bought into while teaching karate: "the best way to lead is by example". This mantra worked really well for me as a youngster trying to teach adults how to properly do a roundhouse.
As I got older, however, I saw these quotations used more and more frequently and associated their overusage with being overrated.
You know how if you spend enough time repeating a word, the word itself seems to lose meaning? You can try it. Just repeat this sentence. Eventually it loses all significance, and dissolves into sounds. This is what happened for me with respect to these phrases. They became meaningless and empty, and I forgot about them.
Today, however, these vacuous words have once again filled with life.
For the past few days, I've felt particularly dispassionate about my work here. I have been investing a lot of time and energy into the creation of what I think would be fun and engaging lessons, only to watch students scoff and remain apathetic toward the class. It has been disheartening, and consequently I have been caring less and less about these students' education. Adopting the mentality of a much younger (fourth grade) self, I reason that "if they don't care themselves, then why should I?"
After expressing my frustration and a negative frame of mind a friend suggested that perhaps the students are acting so detached because they perceive my own detachment. She asked what might happen if I modeled the way I want them to be, or the role I want them to play. And it was this suggestion which reminded me of the quotations I mentioned above.
Truly, modelling is one of the best ways of encouraging change. Because it is human nature to see ourselves in one another, we are constantly learning how to behave by modelling after others who share our situation. Attitudes and actions are contagious. If you want others to have fun, start by having fun yourself. If you want others to be kind to you, start by being kind to others. If you want your students to be passionate about their learning...
Today "I was the change I wished to see". I mustered some purpose into my own experience and got excited about the opportunity to learn with the students. As the students began to file in to class I greeted them enthusiastically. To keep the energy in the room up, I paced briskly through their desks. I smiled widely. I laughed, I asked questions, and I paused in wonder as we discussed the importance of our course curriculum and the relevance of our learning to life after school.
I did this in all three classes, and the vibe seemed way more positive! Students were noticeably more engaged in their work, and more focused in their efforts. I had a wonderful day, and perhaps so did they.
Such a simple notion of leadership. Empower others to follow your example.
Today I'm grateful for the models I learn from. And thank YOU for reading.
Yours enthusiastically,
Brandon
P.S. Leading by example involves being motivated from within even if the students are not. These personal affirmations might help maintain the fuel supply.
Anyway, when I first heard it I was impressed by its simple wisdom. It paralleled another philosophy I bought into while teaching karate: "the best way to lead is by example". This mantra worked really well for me as a youngster trying to teach adults how to properly do a roundhouse.
As I got older, however, I saw these quotations used more and more frequently and associated their overusage with being overrated.
You know how if you spend enough time repeating a word, the word itself seems to lose meaning? You can try it. Just repeat this sentence. Eventually it loses all significance, and dissolves into sounds. This is what happened for me with respect to these phrases. They became meaningless and empty, and I forgot about them.
Today, however, these vacuous words have once again filled with life.
For the past few days, I've felt particularly dispassionate about my work here. I have been investing a lot of time and energy into the creation of what I think would be fun and engaging lessons, only to watch students scoff and remain apathetic toward the class. It has been disheartening, and consequently I have been caring less and less about these students' education. Adopting the mentality of a much younger (fourth grade) self, I reason that "if they don't care themselves, then why should I?"
After expressing my frustration and a negative frame of mind a friend suggested that perhaps the students are acting so detached because they perceive my own detachment. She asked what might happen if I modeled the way I want them to be, or the role I want them to play. And it was this suggestion which reminded me of the quotations I mentioned above.
Truly, modelling is one of the best ways of encouraging change. Because it is human nature to see ourselves in one another, we are constantly learning how to behave by modelling after others who share our situation. Attitudes and actions are contagious. If you want others to have fun, start by having fun yourself. If you want others to be kind to you, start by being kind to others. If you want your students to be passionate about their learning...
Today "I was the change I wished to see". I mustered some purpose into my own experience and got excited about the opportunity to learn with the students. As the students began to file in to class I greeted them enthusiastically. To keep the energy in the room up, I paced briskly through their desks. I smiled widely. I laughed, I asked questions, and I paused in wonder as we discussed the importance of our course curriculum and the relevance of our learning to life after school.
I did this in all three classes, and the vibe seemed way more positive! Students were noticeably more engaged in their work, and more focused in their efforts. I had a wonderful day, and perhaps so did they.
Such a simple notion of leadership. Empower others to follow your example.
Today I'm grateful for the models I learn from. And thank YOU for reading.
Yours enthusiastically,
Brandon
P.S. Leading by example involves being motivated from within even if the students are not. These personal affirmations might help maintain the fuel supply.
Wednesday, October 17, 2012
Project Wonder - Day 18 - Amnesia
I showed this video to the psychology class today. Could you imagine having such a limited memory?
The human mind is a mystery. I often wonder just how much I've forgotten.
Short reflection due to illness and lesson planning. Thanks for reading.
Yours,
Brandon
The human mind is a mystery. I often wonder just how much I've forgotten.
Short reflection due to illness and lesson planning. Thanks for reading.
Yours,
Brandon
Tuesday, October 16, 2012
Project Wonder - Day 17 - Assumptions
I had forgotten just how easy it is to leave assumptions unchecked. Every day a student surprises me with something I'd never expected.
What if it's not as it seems? What assumptions have gone unchecked?
Today I was invited to watch a student I teach deliver a presentation in another class. He spoke clearly and with confidence. I might even say he was passionate. I was shocked, and noticed myself assuming that this student didn't have a care in the world.
He even approached me for feedback. "Sir, how did I do?"
I'm glad I was there to see that presentation. Gained a different perspective, and now I'm wondering what assumptions I have of my other students? Of other staff?
We get so used to perceiving things in a certain way, that we sometimes come to expect they'll always be that way. It reminded me of an old idea to demonstrate just how quickly we make assumptions. I got out the playing cards and did a little photo shoot.
Check out this photo. Notice anything particularly unusual about it? What assumptions do you find yourself making? What if it's not as it seems?
 |
| Many will unwillingly assume that there's nothing wrong with this picture. |
What if it's not as it seems? What assumptions have gone unchecked?
 |
| Reality momentarily shattered? :) |
 |
| It often helps to try and look at things from a different perspective. |
Curious, no?
We make these sorts of assumptions about everything, all the time. Making assumptions is how we're able to make sense of things. They form the lenses through which we see the world. They determine what we pay attention to, what we remember, who and what we care about.
The thing is, most of the time we don't realize what assumptions we're making. As I'm joyfully reminded every day.
Thank you for reading.
Yours in perspective seeking,
Brandon
Monday, October 15, 2012
Project Wonder - Day 16 - Fufu
Sometimes I like to think of the whole world as a complex series of coincidences. How and why do we meet the people we meet? How and why do we end up where we are? How and to what extent do our experiences determine our future realities?
Can these questions be answered? I'm not sure, but I'm positive they need to be asked. At least every once in a while. Some have argued that our human task is to drink some sort of meaningful reality out of this complex soup of events and ideas. That we create our own story. Looking through the coincidence lens and asking these sorts of questions helps me realize that I'm writing it.
I've been noticing coincidence quite regularly recently. Lurking in the soles of a student's shoes which are identical to mine. Hiding on a seven-legged spider's back on the wall while I took seven steps up the stairs. Creeping in after the rising sun which seems to appear every morning.
Today was especially coincidental.
Since my arrival at the school, one of the students has been harping on me to eat fufu, one of the staples of Ghanaian cuisine. My surrogate family only recently bought the pestle and mortar with which to pound the cassava and plantain to make the dough. So unfortunately, I've been unable to try it.
Oddly enough, I've been gently reminding the same student to get caught up on writing his weekly reflections. He keeps telling me he hasn't had any power or Internet access in order to read the articles from the course website. So unfortunately, he's been unable to do them.
Today, Jason handed in his past reflections. Tonight, I ate fufu, and became fully unofficially initiated as a Ghanaian.
Coincidence?
Thank you for reading.
Yours deeply in thought,
Brandon
P.S. Some photos. WARNING - seven-legged spider pictured below!
Can these questions be answered? I'm not sure, but I'm positive they need to be asked. At least every once in a while. Some have argued that our human task is to drink some sort of meaningful reality out of this complex soup of events and ideas. That we create our own story. Looking through the coincidence lens and asking these sorts of questions helps me realize that I'm writing it.
I've been noticing coincidence quite regularly recently. Lurking in the soles of a student's shoes which are identical to mine. Hiding on a seven-legged spider's back on the wall while I took seven steps up the stairs. Creeping in after the rising sun which seems to appear every morning.
Today was especially coincidental.
Since my arrival at the school, one of the students has been harping on me to eat fufu, one of the staples of Ghanaian cuisine. My surrogate family only recently bought the pestle and mortar with which to pound the cassava and plantain to make the dough. So unfortunately, I've been unable to try it.
Oddly enough, I've been gently reminding the same student to get caught up on writing his weekly reflections. He keeps telling me he hasn't had any power or Internet access in order to read the articles from the course website. So unfortunately, he's been unable to do them.
Today, Jason handed in his past reflections. Tonight, I ate fufu, and became fully unofficially initiated as a Ghanaian.
Coincidence?
Thank you for reading.
Yours deeply in thought,
Brandon
P.S. Some photos. WARNING - seven-legged spider pictured below!
 |
| Fufu and Palmnut soup. Delicious. And no, I didn't take this picture. But my dish looked just like it! I didn't wanna seem "touristy" |
Sunday, October 14, 2012
Project Wonder - Day 15 - Dreams
Today I feel as though my life is but a dream. Merrily merrily merrily merrily.
Every day I am lucky to experience this sense of surrealism. But lately it's been getting stronger and stronger. You know that feeling in a dream, where the most ridiculous things can happen, but in the dream they're not ridiculous but actually expected?
I'm practicing the art of expecting the unexpected.
Yesterday I wanted to get a hair cut, and Jennifer wanted to go for a drive, so we combined ideas and she drove me to get my haircut. On the roller coaster ride to the barbershop I was in an unusual state of calm. Normally I would be white-knuckled from the terrors of traffic and a lead-footed driver, but yesterday I was expectant.
So much so that when we got pulled over by two police officers on a motorcycle, I didn't even flinch.
And when one of the cops jumped into the backseat with us so that he could direct us to the police station, I remained completely unfazed. Normally I would expect to be in a state of mild panic, fearing what a trip to the police station might me. Instead I smiled widely, feeling completely detached from the experience. As though I was watching from the roof of the car.
When we got to the station, Jennifer got out telling me she had to go talk to them for a few minutes. "They want money" she whispered.
"Okay, good luck," I whispered back. Not an ounce of worry as I watched her walk alone toward the officers.
When she came back to the car a few minutes later I thought she was going to ask me for my wallet. Instead she reached through my window to grab her phone from the cupholder.
"They didn't want money after all, they just wanted my phone number. Can you believe that's why they pulled us over? Silly police officers."
Eventually we drove to the barbers. But not before Jennifer managed to get the cops to buy her phone credits and offer to give her police escort anytime she wanted. She figured if she was going to give them her phone number they'd better make it worth her while. "Dave" the cop called her several times that evening. It looks like Jennifer has a new friend.
I must be dreaming. What is "real life" anyway?
Thank you for reading.
Yours gently down the stream,
Brandon
P.S. This video teaches some techniques to practice lucid dreaming. Check it out! Thanks to Brain Pickings for introducing me to it.
Every day I am lucky to experience this sense of surrealism. But lately it's been getting stronger and stronger. You know that feeling in a dream, where the most ridiculous things can happen, but in the dream they're not ridiculous but actually expected?
I'm practicing the art of expecting the unexpected.
Yesterday I wanted to get a hair cut, and Jennifer wanted to go for a drive, so we combined ideas and she drove me to get my haircut. On the roller coaster ride to the barbershop I was in an unusual state of calm. Normally I would be white-knuckled from the terrors of traffic and a lead-footed driver, but yesterday I was expectant.
So much so that when we got pulled over by two police officers on a motorcycle, I didn't even flinch.
And when one of the cops jumped into the backseat with us so that he could direct us to the police station, I remained completely unfazed. Normally I would expect to be in a state of mild panic, fearing what a trip to the police station might me. Instead I smiled widely, feeling completely detached from the experience. As though I was watching from the roof of the car.
When we got to the station, Jennifer got out telling me she had to go talk to them for a few minutes. "They want money" she whispered.
"Okay, good luck," I whispered back. Not an ounce of worry as I watched her walk alone toward the officers.
When she came back to the car a few minutes later I thought she was going to ask me for my wallet. Instead she reached through my window to grab her phone from the cupholder.
"They didn't want money after all, they just wanted my phone number. Can you believe that's why they pulled us over? Silly police officers."
Eventually we drove to the barbers. But not before Jennifer managed to get the cops to buy her phone credits and offer to give her police escort anytime she wanted. She figured if she was going to give them her phone number they'd better make it worth her while. "Dave" the cop called her several times that evening. It looks like Jennifer has a new friend.
I must be dreaming. What is "real life" anyway?
Thank you for reading.
Yours gently down the stream,
Brandon
P.S. This video teaches some techniques to practice lucid dreaming. Check it out! Thanks to Brain Pickings for introducing me to it.
Saturday, October 13, 2012
Project Wonder - Day 14 - Limits
Okay, so today's PW is probably going to read like a PSA.
I once heard that the amount of food wasted in the world would be enough to feed all the people living in sub-Saharan Africa. Pretty astonishing when you think about the abundance of resources available to sustain life on this planet, and the sheer numbers of people who suffer and perish needlessly.
After stumbling on this bit information I decided it was worth more than trivia. I committed myself to eating everything on my plate, so as to avoid wasting.
The thing about being wasteful, is that it's easy and convenient. It doesn't require careful planning, it doesn't require thoughtful reusing. As long as we buy into the mentality that there will always be more, we won't feel any pressure to change our behaviour. Why work when we don't have to?
While I had come to appreciate the value of food more, I still left lights on when I left the room, because I had never not known them to be there. I still spent time and money frivolously expecting that there would be more of it later.
Here in Accra, I've been granted a new perspective on the value of the things in my life. Probably because unlike my life in Canada, the limitations and value of resources here is somehow more tangible.
For example, power is never guaranteed. It's not uncommon for the power to go out for a day or two. And, as I'm so often reminded, I live in the wealthiest neighbourhood in the country. Some of my students from other areas of the city have reported being without power for up to two weeks. Never knowing when it might vanish means conserving and using it efficiently when it's available.
I find myself thinking about the other things that I'm so used to having that I expect them to be limitless? Food and water, shelter, family and friends, time, my senses, fresh air, toilet paper. Realizing the value of these things involves acknowledging that they might be gone tomorrow. Many of the people I spend time with here model this gratitude for the things they have. Of course, many people don't.
Thankfully there are so many people and organizations who share in the growing realization that the planet won't sustain us at the rate in which we currently consume it. The big question is, what is the best use of resources to change it? Sounds like we need to do some Brainsprouting.
Today I'm wondering what the world would be like if we all took one step to reducing our waste. What does a sustainable human existence look like?
Thank you for reading.
Yours in public service,
Brandon
I once heard that the amount of food wasted in the world would be enough to feed all the people living in sub-Saharan Africa. Pretty astonishing when you think about the abundance of resources available to sustain life on this planet, and the sheer numbers of people who suffer and perish needlessly.
After stumbling on this bit information I decided it was worth more than trivia. I committed myself to eating everything on my plate, so as to avoid wasting.
The thing about being wasteful, is that it's easy and convenient. It doesn't require careful planning, it doesn't require thoughtful reusing. As long as we buy into the mentality that there will always be more, we won't feel any pressure to change our behaviour. Why work when we don't have to?
While I had come to appreciate the value of food more, I still left lights on when I left the room, because I had never not known them to be there. I still spent time and money frivolously expecting that there would be more of it later.
Here in Accra, I've been granted a new perspective on the value of the things in my life. Probably because unlike my life in Canada, the limitations and value of resources here is somehow more tangible.
For example, power is never guaranteed. It's not uncommon for the power to go out for a day or two. And, as I'm so often reminded, I live in the wealthiest neighbourhood in the country. Some of my students from other areas of the city have reported being without power for up to two weeks. Never knowing when it might vanish means conserving and using it efficiently when it's available.
I find myself thinking about the other things that I'm so used to having that I expect them to be limitless? Food and water, shelter, family and friends, time, my senses, fresh air, toilet paper. Realizing the value of these things involves acknowledging that they might be gone tomorrow. Many of the people I spend time with here model this gratitude for the things they have. Of course, many people don't.
Thankfully there are so many people and organizations who share in the growing realization that the planet won't sustain us at the rate in which we currently consume it. The big question is, what is the best use of resources to change it? Sounds like we need to do some Brainsprouting.
Today I'm wondering what the world would be like if we all took one step to reducing our waste. What does a sustainable human existence look like?
Thank you for reading.
Yours in public service,
Brandon
Friday, October 12, 2012
Project Wonder - Day 13 - Feedback
My sleight of hand is getting a little rusty.
This morning I greeted our chemistry class with a few card tricks. I explained to them, "I'm going to go play magic at the primary school this afternoon, so I need a little warming up." I don't mean to brag but, for comparison's sake, the students were jumping out of their seats. Several uttered indecencies.
I was feeling pretty confident when I walked through the gate of the primary school that afternoon. Perhaps a little too confident.
The primary school has two teachers and five students, aged 10, 9, 9, 9, and 5. Upon seeing my strange face they all raced into the library to sat politely, and the show began.
I brought out a deck of cards to do a few tricks. Lucky for me, they were all really familiar with cards.* One kid especially. Today, I met my match in the Clarence, the four-and-a-half-foot tall fifth grader magic ruiner.
A confident and intelligent student, Clarence was the leader of the bunch.
As we played with a few tricks most of the students were "in the magic." Clarence was not. Clarence was as far "out of the magic" as one can get. He was too busy calling out my every move to get into the magic.
"I saw the card there"
"You memorized the deck"
"I watched you put that pen behind your ear. You're NOT fooling me."
Thankfully, the others didn't seem to mind Clarence's commentary and enjoyed the show. Though it didn't affect them it certainly left an impression on me. I started working harder, doing the some of the strongest magic I know to entertain the cynic. He put me through the ropes. I haven't been caught so many times in a LONG time. So much so that I've decided it's time to put a little polish on the sleights again. Apparently.
Despite my busted chops, Clarence and I eventually buried the hatchet. I think he enjoyed the afternoon. Turns out he knows a few tricks himself. Perhaps the CIC Magic Club has found its next recruit. Yes.
Today I'm amazed by the perspective-yielding value of feedback. Put in my place by a (really brilliant) ten year old. Yes.
Thank you for reading.
Humbly yours,
Brandon
*Except the five-year old. She brought a book to read when she got bored.
This morning I greeted our chemistry class with a few card tricks. I explained to them, "I'm going to go play magic at the primary school this afternoon, so I need a little warming up." I don't mean to brag but, for comparison's sake, the students were jumping out of their seats. Several uttered indecencies.
I was feeling pretty confident when I walked through the gate of the primary school that afternoon. Perhaps a little too confident.
The primary school has two teachers and five students, aged 10, 9, 9, 9, and 5. Upon seeing my strange face they all raced into the library to sat politely, and the show began.
I brought out a deck of cards to do a few tricks. Lucky for me, they were all really familiar with cards.* One kid especially. Today, I met my match in the Clarence, the four-and-a-half-foot tall fifth grader magic ruiner.
A confident and intelligent student, Clarence was the leader of the bunch.
As we played with a few tricks most of the students were "in the magic." Clarence was not. Clarence was as far "out of the magic" as one can get. He was too busy calling out my every move to get into the magic.
"I saw the card there"
"You memorized the deck"
"I watched you put that pen behind your ear. You're NOT fooling me."
Thankfully, the others didn't seem to mind Clarence's commentary and enjoyed the show. Though it didn't affect them it certainly left an impression on me. I started working harder, doing the some of the strongest magic I know to entertain the cynic. He put me through the ropes. I haven't been caught so many times in a LONG time. So much so that I've decided it's time to put a little polish on the sleights again. Apparently.
Despite my busted chops, Clarence and I eventually buried the hatchet. I think he enjoyed the afternoon. Turns out he knows a few tricks himself. Perhaps the CIC Magic Club has found its next recruit. Yes.
Today I'm amazed by the perspective-yielding value of feedback. Put in my place by a (really brilliant) ten year old. Yes.
Thank you for reading.
Humbly yours,
Brandon
*Except the five-year old. She brought a book to read when she got bored.
Thursday, October 11, 2012
Project Wonder - Day 12 - Hidden Treasures
So many wonderful things happened today. A few highlights worth mentioning:
- The CIC Magic Club grew by five members. One student even exchanged magic effects with me.
Tomorrow we'll be performing some telepathy together.
- I got to spend time with every student, in every class.
- The biology class as a whole completed an assignment DURING class time.
- And Mary, well she didn't once stop paying attention. And at the end of the day she was proud of her
efforts. Well done Mary.
I came home and celebrated with a freshly lopped coconut.
Today I'm amazed hidden treasures. Thank you for reading.
Yours in revitalization,
Brandon
- The CIC Magic Club grew by five members. One student even exchanged magic effects with me.
Tomorrow we'll be performing some telepathy together.
- I got to spend time with every student, in every class.
- The biology class as a whole completed an assignment DURING class time.
- And Mary, well she didn't once stop paying attention. And at the end of the day she was proud of her
efforts. Well done Mary.
I came home and celebrated with a freshly lopped coconut.
Today I'm amazed hidden treasures. Thank you for reading.
Yours in revitalization,
Brandon
Wednesday, October 10, 2012
Project Wonder - Day 11 - Education
I know what you're thinking. You're thinking 'education' is too huge of a topic for a Project Wonder entry. You're thinking there's no way I could possibly speak to the myriad complexities of education and the multitude of meanings it has for different people.
You're right.
What has me in a state of wonder today is education NOT as it could be, with its myriad complexities and its capacity to empower a multiplicity of perspective-seeking meaning makers. No. Today I'm in wonder at the institution that education has become. Where students view classes as obligations, instead of opportunities. Where understanding and shared experiences lose their glimmer in the shadow of grades.
In biology, which is our last class of the day, I noticed that the students were particularly unwilling to be students. Many strolled into class late, and complained of being tired. Many proceeded to converse (at full volume) with each other between my requests that those who are talking respect the learning space of others.
And truthfully, I can relate to where they are. When I was a student I enjoyed socializing as much as any, and I often viewed classes as a means to an end. For me, school was a ticket to university, which would pave the road to a surefire career and consequently, an American Dream lifestyle. A means to an end.
It wasn't until I was three years into a degree that I realized that there might be some better reason for which we go to school. What if we thought of learning as an end in itself? When you have the opportunity to learn about something you care about, aren't you too living the dream?
Where we get the idea that school isn't real life IS a topic too big for a PW. If you're interested, check out this guy:
I've listened to Sir Ken so many times, and with his words echoing in my mind during biology I HAD to sit down to watch the class. The students really didn't seem to care to be there. One student must've seen the expression of defeat on my face.
"Sir, are you okay?"
"Yes I'm fine, Violet. To be honest, I'm completely amazed and I'm a little heartbroken."
"Sir really?"
"You know, looking around this room is humbling. You are all such bright, creative people. And yet, it's like you don't even know it. You're here, but you've given up for the day. How can I help you want to be here?"
They looked at each other and the room fell silent as they adjusted themselves to business mode.
Violet's pal Mary raised her hand.
"Mr. Love, I would like to promise you NOW that I will start paying attention in every class, and if I don't you can take 5% off any assignment."
This, was a bold promise. Grades matter.
"Wow Mary, that's bold. Would you put that in writing for me?"
"Starting tomorrow." I couldn't help but smile.
They truly are brilliant.
Tomorrow I hope to help students find more interest and I'm grateful for the chance.
Thank you for reading.
Brandon
You're right.
What has me in a state of wonder today is education NOT as it could be, with its myriad complexities and its capacity to empower a multiplicity of perspective-seeking meaning makers. No. Today I'm in wonder at the institution that education has become. Where students view classes as obligations, instead of opportunities. Where understanding and shared experiences lose their glimmer in the shadow of grades.
In biology, which is our last class of the day, I noticed that the students were particularly unwilling to be students. Many strolled into class late, and complained of being tired. Many proceeded to converse (at full volume) with each other between my requests that those who are talking respect the learning space of others.
And truthfully, I can relate to where they are. When I was a student I enjoyed socializing as much as any, and I often viewed classes as a means to an end. For me, school was a ticket to university, which would pave the road to a surefire career and consequently, an American Dream lifestyle. A means to an end.
It wasn't until I was three years into a degree that I realized that there might be some better reason for which we go to school. What if we thought of learning as an end in itself? When you have the opportunity to learn about something you care about, aren't you too living the dream?
Where we get the idea that school isn't real life IS a topic too big for a PW. If you're interested, check out this guy:
I've listened to Sir Ken so many times, and with his words echoing in my mind during biology I HAD to sit down to watch the class. The students really didn't seem to care to be there. One student must've seen the expression of defeat on my face.
"Sir, are you okay?"
"Yes I'm fine, Violet. To be honest, I'm completely amazed and I'm a little heartbroken."
"Sir really?"
"You know, looking around this room is humbling. You are all such bright, creative people. And yet, it's like you don't even know it. You're here, but you've given up for the day. How can I help you want to be here?"
They looked at each other and the room fell silent as they adjusted themselves to business mode.
Violet's pal Mary raised her hand.
"Mr. Love, I would like to promise you NOW that I will start paying attention in every class, and if I don't you can take 5% off any assignment."
This, was a bold promise. Grades matter.
"Wow Mary, that's bold. Would you put that in writing for me?"
"Starting tomorrow." I couldn't help but smile.
They truly are brilliant.
Tomorrow I hope to help students find more interest and I'm grateful for the chance.
Thank you for reading.
Brandon
Tuesday, October 9, 2012
Project Wonder - Day 10 - Festus
I am significantly balder now than I was when I left Canada.
For my first month here I'd never known so much stress. I'd been warned by just about every educator with whom I'd spoken that the first year of teaching is nigh torture. Of course, all one can do is nod in agreement as though agreeing to the challenge is enough to prepare for the challenge. But as is the case with so many things, preparation will only take you so far.
So far indeed! While it's been exciting to have the opportunity to teach five different senior science classes in three different periods, it has certainly been trying at the best of times. Eventually I had to approach the principal of the school to see about other options.
And this is how we came to know Festus. Festus graduated top of his class in biology and chemistry from the Kwame Nkrumah University of Science and Technology, where he was also an undergraduate teaching assistant. In his current capacity, Festus is my classroom assistant. And I love him.
I was nervous about having to manage an assistant in addition to the students. Never you mind though. Festus has taken care of everything. After a few days of having him observe my teaching style, I invited him to teach a lesson to the eleventh grade biology class. Perhaps a student said it best:
"Mr. Love, I think Mr. Adjei is a much better teacher for us. Plus you seem less stressed."
Well said kid. Well said. And no, I'm not crying.
I've been working with Mr. Adjei now for nearly three weeks and I can't imagine where I'd be without him. He is excellent with the students, and knowledgeable to boot! I spend a few minutes every day thanking him for the relief his presence affords me. I think he's getting tired of awkwardly saying "you're welcome".
Today I'm grateful to have had the opportunity to work with Festus, and to know that I have support in more ways than I'm aware.
Thank you for reading.
Yours in hair retention,
Brandon
Monday, October 8, 2012
Project Wonder - Day 9 - Vowels
Language, on its own, is full of wonderment. I mean, we chop up the world into the words we use, and somehow we are able to communicate with one another in meaningful ways.
Today I have been in awe of the way in which I've adapted to the language here, in Ghana.
In Canada if I'm blown away by somethin' someone says, I would often attempt to qualify my emotions with words. "Holy smokes," or "isn't that something" I might respond. The problem with using these words, as I've recounted in previous posts, is that they don't quite seem to capture the raw emotion of my experience. My attempts to convey my attitude always end up falling short.
Here in Accra, I've taken a page from the lexicons of the students I teach.
Today's psychology lesson was about learnin', specifically, classical conditionin'. We were engagin' in a discussion about Pavlov and his dogs, and comin' to understand how our own learnin' results from association.
I asked the students if they could identify an example of associative learnin' in their own lives. Faces around the room looked unsure and unwillin'. Finally one of the more vocal students in the class raised his hand.
"Sir, I do you mean that we learn something new by associatin' it with somethin' we already know?"
"We very often do this, Omar," I responded, voice already on the rise.
"Sir, then I have an example: I've learned to get really excited at the sight of a deck of cards, because now I associate it with magic."
"OOOOOOOOOOOOOOOOOOO!" I exclaimed.
You see, my blog-baskin' buddies, this simple string of similar vowels is enough to convey my enthusiasm at Omar's understandin'. For the first time in my life, I feel like I've found the words to express that purest form of excitement.
Other vowels are equally useful. For example, if a student's comment is cheeky or borderline inappropriate, a resoundin' "AAAAAAAAAA" clearly communicates that a boundary is being tread.
Or perhaps I've recently been confused by a student's question. Instead of havin' to scrape the recesses of my mind for the three or four words to express my confusion, I can cut straight to a punctuated "IIIIIIIEEEE" to get my point across and respectfully request another attempt at the question.
Truthfully, I've been makin' these sounds since I got here. But today I noticed it. Along with my truncation of the "g" from words endin' in "ing", I've really begun to morph my language of the world to match the language of the world I'm in.
Today I'm fascinated by the ways in which we communicate, and adapt our ability to communicate with others. Thank you for readin'.
OOOOOOOOOOOO,
Brandon
P.S. Of course, speaking with vowels is not unique to Ghana. Spectators of magic have long known the secret code of monophonemic expression.
Sunday, October 7, 2012
Project Wonder - Day 8 - Thanksgiving
"When you give thanks, you open yourself to noticing that there are good things around you"
This line came in an email newsletter. The topic was gratitude, in light of this being the Canadian thanksgiving. If you're interested you can read the full message here.
I have been thinking a lot about the value of gratitude and humility for the past few months. The more I dwell, the more I feel thankful. It's a wonderful self-fulfilling prophecy.
Today's PW is short and sweet. I am grateful for my family, and my friends, and all other with whom my path has intersected. I am grateful for my accomplishments and my opportunities, as well as for my failures and my challenges. I am grateful for conversation, for freedom of thought, for creativity and for possibilities. I am grateful for all the magic that fills my life with meaning.
Thank you all. And thank you for reading.
Yours in appreciation,
Brandon
Saturday, October 6, 2012
Project Wonder - Day 7 - Many Stories
For the first month of my time here in Ghana, I was nervous to put pen to paper (or fingers to keyboard). I was nervous to start telling tales, knowing that my experiences are infinitely richer than I could ever hope to capture with words.
I learned about the concept of the "single story" in one of my courses in teachers' college last year. We watched the following video of Ms. Adichie, a story teller whose message speaks to one of my greatest fears in this world.
Beautiful no?
Our minds so easily settle into ONE explanation. We can't help but "flatten our experiences", and flatten our perceptions of others. After all, it's nearly impossible to see both sides of a coin simulaneously.
When we see heads, we must remember that there's another side we can't see. We can shift our perspective to see tails on the other side. And then we can shift our perspective to see the edge of the coin. And we can rotate the coin. How many ways are there to view a coin? I like to think that there's always another way.
It's easier said than done. Finding new ways to perceive our experiences DOES require effort, and regular practice.
I'm convinced we can learn to to acknowledge that our interpretation of the world is not the ONLY nor is it the BEST interpretation. If we remember that there are other ways to explain our experiences, and that our perceptions of the world might not be entirely accurate, then we can practice thinking in possibilities. We can work collectively to understand our shared experience of this strange universe, and learn peacefully from and with one another.
Ms. Adichie offers many wonderful insights, but I found one idea particularly empowering, and a little frightening:
"Power is the ability not just to tell the story of another person, but to make it the definitive story of that person."
Makes me wonder just how much power I have. How much do any of us have? My instinct tells me that it's much more than we want to admit.
Thank you for reading.
Yours in multiplicity,
Brandon
I learned about the concept of the "single story" in one of my courses in teachers' college last year. We watched the following video of Ms. Adichie, a story teller whose message speaks to one of my greatest fears in this world.
Beautiful no?
Our minds so easily settle into ONE explanation. We can't help but "flatten our experiences", and flatten our perceptions of others. After all, it's nearly impossible to see both sides of a coin simulaneously.
When we see heads, we must remember that there's another side we can't see. We can shift our perspective to see tails on the other side. And then we can shift our perspective to see the edge of the coin. And we can rotate the coin. How many ways are there to view a coin? I like to think that there's always another way.
It's easier said than done. Finding new ways to perceive our experiences DOES require effort, and regular practice.
I'm convinced we can learn to to acknowledge that our interpretation of the world is not the ONLY nor is it the BEST interpretation. If we remember that there are other ways to explain our experiences, and that our perceptions of the world might not be entirely accurate, then we can practice thinking in possibilities. We can work collectively to understand our shared experience of this strange universe, and learn peacefully from and with one another.
Ms. Adichie offers many wonderful insights, but I found one idea particularly empowering, and a little frightening:
"Power is the ability not just to tell the story of another person, but to make it the definitive story of that person."
Makes me wonder just how much power I have. How much do any of us have? My instinct tells me that it's much more than we want to admit.
Thank you for reading.
Yours in multiplicity,
Brandon
Friday, October 5, 2012
Project Wonder - Day 6 - Memories
Today is about appreciating my personal history, and being able to draw on my experiences and memories to help me connect with others.
One of the students I teach is particularly intellectual. Some other staff members have argued that he is dangerously so. Although I've not seen any evidence of a threat from this student, I suppose they have a case. Intelligence, like any form of power, could be harmful if in the wrong hands.
These staff members are concerned that this student is going to hurt himself or others. The student has admitted that he is not happy, and does not believe he will ever be happy. He confesses that if you see him looking happy you should first consider that he is "faking it". He is widely read, and enjoys challenging institutions, structures of language, and everything else that often goes unchecked.
He reminds me a lot of me.
When I was younger, I went through a similar intellectual journey. I've always loved digging into ideas, but I went through a phase where what I found was incredibly unnerving. It was a lonely place at times, and it got to a point where I needed to see a mental health care team.
I remember my first interview vividly. Surrounded by men and women with clipboards and pasted on smiles, knowing there were even more men and women with clipboards on the other side of the mirror. They questioned me for nearly an hour, rapidly recorded my words and behaviour, and witnessed not an ounce of my burden. I put on my happy face, and faked it. I wasn't about to open up to a bunch of strangers.
Since then I have learned to better deal with my mental struggles, and I've developed a positive frame of mind. And in many senses I'm very grateful for having lived through this type of experience.
I had a brilliant teacher who once told me that he hoped that my life would be rich with tragedy. Not for my own suffering's sake, but so that I might better understand the struggles of others.
With this in mind, I decided to share my story with the principal, and this student and his family. And it has made all the difference. Sharing these experiences has laid the groundwork for trusting, honest relationships. The principal felt relieved to know that I might be a role model for the student. The parents and I spoke sincerely about ensuring their son's well-being. And the student and I exchanged book recommendations.
Today, I'm amazed by the power of a memory, and I'm grateful for my "tragedies".
Thank you for reading.
Yours in sharing,
Brandon
P.S. In case you're wondering, I recommended Man's Search for Meaning.
One of the students I teach is particularly intellectual. Some other staff members have argued that he is dangerously so. Although I've not seen any evidence of a threat from this student, I suppose they have a case. Intelligence, like any form of power, could be harmful if in the wrong hands.
These staff members are concerned that this student is going to hurt himself or others. The student has admitted that he is not happy, and does not believe he will ever be happy. He confesses that if you see him looking happy you should first consider that he is "faking it". He is widely read, and enjoys challenging institutions, structures of language, and everything else that often goes unchecked.
He reminds me a lot of me.
When I was younger, I went through a similar intellectual journey. I've always loved digging into ideas, but I went through a phase where what I found was incredibly unnerving. It was a lonely place at times, and it got to a point where I needed to see a mental health care team.
I remember my first interview vividly. Surrounded by men and women with clipboards and pasted on smiles, knowing there were even more men and women with clipboards on the other side of the mirror. They questioned me for nearly an hour, rapidly recorded my words and behaviour, and witnessed not an ounce of my burden. I put on my happy face, and faked it. I wasn't about to open up to a bunch of strangers.
Since then I have learned to better deal with my mental struggles, and I've developed a positive frame of mind. And in many senses I'm very grateful for having lived through this type of experience.
I had a brilliant teacher who once told me that he hoped that my life would be rich with tragedy. Not for my own suffering's sake, but so that I might better understand the struggles of others.
With this in mind, I decided to share my story with the principal, and this student and his family. And it has made all the difference. Sharing these experiences has laid the groundwork for trusting, honest relationships. The principal felt relieved to know that I might be a role model for the student. The parents and I spoke sincerely about ensuring their son's well-being. And the student and I exchanged book recommendations.
Today, I'm amazed by the power of a memory, and I'm grateful for my "tragedies".
Thank you for reading.
Yours in sharing,
Brandon
P.S. In case you're wondering, I recommended Man's Search for Meaning.
Project Wonder - Day 5 - Coaches
I'm pleased to announce that I am
officially the football coach of Canadian Independent College –
Ghana. Our varsity team will be playing a rival school, somewhere,
sometime.
Extra-curriculars have started at the
school, and it so happens that I'm the teacher who has been assigned
football on Thursdays. I'm also the basketball trainer on Wednesdays,
and the drama club facilitator on Mondays. All ideas are welcome.
It has been so great to interact with
the students and teachers outside the classroom. I get to learn from them in a
new light. Drama and basketball are going to be a lot of fun, but our
football, well, as one of the players said, “we are in this to
win this.”
Today was our first practice, and Ben, our captain, met with me and the rest of the team on the wee basketball court. Together we put the
troops through a workout and some skills training. I even gave a pep
talk:
“Gather round folks. Good. Okay now listen up. You guys
are working hard, but I'm hearing a lot of whining about the push-ups.
Ya know, every thing you do costs you effort, and energy.
Including moaning. Stop moaning, you'll be less tired, and feel
stronger. Focus on your actions. Focus on controlling your thoughts.
Focus on getting through the torture HERE,” pause, “so we'll be
strong enough to handle it out there.”
I did that thing where your voice
fades into a really significant sounding whisper, to emphasize the
gravity of the inspiration. It may not read very well now, but in
performance it was Hollywood caliber. And the look. The look in
their eyes. Like a gentle fog. Not a mist, but a fog. All of them.
Maybe one student was still with me, nodding eagerly. The rest, they
had tuned out long ago and were patiently waiting for me to stop making noise so they could play. I haven't felt that boring in a long time.
Ben did most of the talking for the
rest of practice. I took notes.
Today, I'm grateful for all of the
coaches who inspired me, and who taught me the value of perfectly
timed pauses. Thank you for reading,
Yours in monologue-ing,
Brandon
P.S. This is how I imagine our players one day:
Wednesday, October 3, 2012
Project Wonder - Day 4 - Fresh Air
Today was a very challenging day at school. Unfortunately I cannot get into the details, but there was a clash of ideologies and a lot of tension among several members of the staff.
I managed to catch my temper on the rise, and was able to slip outdoors where I was welcomed by a gentle breeze and a shot of perspective. The fresh air spoke of the omnipresent beauty that exists whether I take notice or not. It reminded me that there's so much more to the world than my hurt feelings, and I breathed slowly and rhythmically to drift into a state of appreciation. After all, I'm collecting some phenomenal stories for the grandkids. No, I don't actually have grandkids. At least, none that I'm aware of.
Today I'm grateful for the cool breeze. Thank you for reading.
Yours in respiration,
Brandon
I managed to catch my temper on the rise, and was able to slip outdoors where I was welcomed by a gentle breeze and a shot of perspective. The fresh air spoke of the omnipresent beauty that exists whether I take notice or not. It reminded me that there's so much more to the world than my hurt feelings, and I breathed slowly and rhythmically to drift into a state of appreciation. After all, I'm collecting some phenomenal stories for the grandkids. No, I don't actually have grandkids. At least, none that I'm aware of.
Today I'm grateful for the cool breeze. Thank you for reading.
Yours in respiration,
Brandon
Tuesday, October 2, 2012
Project Wonder - Day 3 - Self-actualization
Don't let the title of today's PW mislead you. In no way have I achieved self-actualization.
However, today in our Psychology class we were discussing Abraham Maslow's hierarchy of needs, which categorizes our various human objectives. According to Maslow, and many other scholars, self-actualization is the ultimate human need. It refers to someone's ability to fulfill her/his human potential, in all capacities. It is clearly not something one achieves in a night.
"But how long does it take to reach this top rung of individual achievement?" I asked this question to the class.
It starts a wave of a murmur, washing around the room. Judging from the growing buzz students are genuinely interested. It gets louder as students declare enthusiastic opinions with each other. Two students nod in agreement that it would take a long time, some are debating whether Bill Gates is self-actualized or not, and another few are refuting a claim that self-actualization could be achieved by your 20th birthday. I don't care whether your brother has accomplished his life's dreams so young, he couldn't possibly be self-actualized.
Then Alex spoke. And Alex rarely speaks.
"Self-actualization has NEVER been achieved, and NEVER will." This popped a bubble of silence into the room, causing everyone in the room (myself included) to pause and allow the sheer enormity of this idea to rest on our brains.
Then things got intense. Faces animated, voices raised, fingers pointed. The stakes were higher now. The chaos and enthusiasm seemed it would not end, and this is when the real games began: the students SELF-ORGANIZED A DEBATE! That's right. They recognized the inefficiency and violence of their shouting and yelling and channeled it into an organized, systematic debate.They formally took sides and practiced listening and responding and defending their perspectives. No shortage of tact, or diplomacy. I was blown away.
I'm reminded that energy and participation really are contagious. All it takes is finding something you care enough about. When you have that, you work to find solutions to the problems in your way.
Today I'm grateful to work with inquiring, engaged, risk-taking minds. And of course for you, dear reader.
Yours in potentialization,
Brandon
P.S. Click here to see another fantastic example of student surprises.
Then Alex spoke. And Alex rarely speaks.
"Self-actualization has NEVER been achieved, and NEVER will." This popped a bubble of silence into the room, causing everyone in the room (myself included) to pause and allow the sheer enormity of this idea to rest on our brains.
Then things got intense. Faces animated, voices raised, fingers pointed. The stakes were higher now. The chaos and enthusiasm seemed it would not end, and this is when the real games began: the students SELF-ORGANIZED A DEBATE! That's right. They recognized the inefficiency and violence of their shouting and yelling and channeled it into an organized, systematic debate.They formally took sides and practiced listening and responding and defending their perspectives. No shortage of tact, or diplomacy. I was blown away.
I'm reminded that energy and participation really are contagious. All it takes is finding something you care enough about. When you have that, you work to find solutions to the problems in your way.
Today I'm grateful to work with inquiring, engaged, risk-taking minds. And of course for you, dear reader.
Yours in potentialization,
Brandon
P.S. Click here to see another fantastic example of student surprises.
Monday, October 1, 2012
Project Wonder - Day 2 - Birds
The birds.
I've always loved sky gazing. Stars, treetops, but I'm especially into birds. I'm not sure why, they just seem to get me. I love thinking that they're always going
somewhere and every movement seems so intentional.
Before moving to Ghana, I read that it was an excellent place for bird-watching So naturally, I've been scouting the skies for bright-coloured feathers, darting in and out of the mango and palm trees.
Save for a brief glance of a kingfisher, I've seen little other than ravens and pigeons since arriving here a month ago. Don't get me wrong, I like ravens and pigeons. But ravens and pigeons do not make tourist-touted birding haven.
Suddenly today, like magic, I was greeted this morning by a teeny purple-throated hummingbird, dancing and dashing and posing above the empty desks. She was so enchanting. I followed her obediently to the door, and as she flew I noticed a white "macaw-esque" bird (I'm not a serious birder) just swooping by the balcony.
I didn't have my camera fast enough to capture these two winged beauties, nor for the other blue-tinged specimen, nor for the "eagle-ish" bird of prey on the school roof. I DID manage to spy through my lens a few new species at the end of the day.
In total, I probably noticed about 7 or 8 different species of bird today. Like, have they been here the whole time? Have I been too busy looking at the ground? Is it possible that I saw them without noticing?
Today, I'm grateful for avian diversity. And I can't help but wonder at the timing of the universe.
Thanks for reading. Yours in variety,
Brandon
Before moving to Ghana, I read that it was an excellent place for bird-watching So naturally, I've been scouting the skies for bright-coloured feathers, darting in and out of the mango and palm trees.
Save for a brief glance of a kingfisher, I've seen little other than ravens and pigeons since arriving here a month ago. Don't get me wrong, I like ravens and pigeons. But ravens and pigeons do not make tourist-touted birding haven.
 |
| I nearly fell over the school balcony in my haste to photograph this rare (to me) kingfisher. |
I didn't have my camera fast enough to capture these two winged beauties, nor for the other blue-tinged specimen, nor for the "eagle-ish" bird of prey on the school roof. I DID manage to spy through my lens a few new species at the end of the day.
 |
| Bet you wish I had a telephoto lens! |
 |
| Bird love. |
In total, I probably noticed about 7 or 8 different species of bird today. Like, have they been here the whole time? Have I been too busy looking at the ground? Is it possible that I saw them without noticing?
Today, I'm grateful for avian diversity. And I can't help but wonder at the timing of the universe.
Thanks for reading. Yours in variety,
Brandon
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