#hugs #HugDay #schools #kids #students
Wednesdays are hug days at Cedar Grove High School.
So begins an article by Cassidy Alexander in the Feb. 25, 2023, edition of The Atlanta Journal-Constitution.
Each Wednesday, the article says, each student at the school in DeKalb County, Ga., is greeted by a hug from either a student or staff member.
Most kids really like it, the article says, but if a student is uncomfortable with a hug, he or she gets a fist bump.
The idea for a weekly hug day was conceived because students in the previous couple of years were cooped up at home because of the COVID-19 pandemic. No touching allowed. Safe distances from others was not just encouraged, but required.
With the pandemic mitigated to a good degree, the school believes students should be shown the love they’d gotten too little of during that time, the article says.
In decades past, teachers might have lovingly touched students routinely. But, as allegations of child sexual abuse increased, teachers had to be careful about their interactions with students.
Even if a teacher wanted to comfort a student in distress, or congratulate a student for a job well done, he or she often had to stop short of any physical contact.
In fact, according to the article, a Maryland elementary school banned parents from hugging any child except their own. In 2018, a Carroll County, Ga., parent said her middle school daughter was reprimanded for hugging a classmate.
But, Cedar Grove students said they are glad for the connections. In fact, a student organization called The Love Club was formed to not only set up the Wednesday hugs, but also perform other acts of kindness. Those include helping custodians empty trash and decorating teachers’ rooms, the article says.
The pandemic caused much distress in all spectra of life. The pandemic-mitigation era is prompting people and organizations to rethink how they do things.
More people are working from home. At the same time, more people are getting out to do things with others that they weren’t allowed to do as the pandemic raged.
At Cedar Grove, before the Wednesday hugs, the atmosphere was “very dry.” Alexander quotes sophomore E.J. Colson. Now, the hugs mean a lot, he says. “It starts you off with a loving feeling. It makes you spread more love,” Alexander quotes E.J.
Obviously, as the weekly hugs may be a good thing, the school, and others that may emulate the idea, have to be careful.
One could easily take advantage of a kid at that level. One could easily spread a cold or other contagion. Good ideas and practices can have unintended consequences.
The school has to be careful to make sure that one thing may not lead to something sinister, or unhealthy.
Just as actor Ted Danson offers a hug to a frustrated cellphone customer in a Consumer Cellular commercial, the intention of the hug has to be noble and kind.
When offering a kind touch to someone, know when it is appropriate and know whether the person being touched is comfortable with it.
Apparently, the students at Cedar Grove, for the most part, welcome the hugs every week.
Peter
Tag Archives: schools
STUDENTS’ FEELINGS AT FOREFRONT OF DIFFERENT CIRCUMSTANCES
#StudentAchievement #MeritCommendations #schools #education #competition
Thomas Jefferson High School in Fairfax County, Va., favors student “equity.”
As a result, TJHS and other secondary schools in that county chose not to promptly disclose that students had won Merit Commendation awards from the National Merit Scholarship Corp.
There were 230 affected students in total, who did not get the news in time to include it on college applications.
Why? Most of the commended students were Asian-American. Other non-commended students’ feelings might be hurt.
Washington Post columnist George Will discussed the Fairfax case in a column that was also published Jan. 22, 2023, in The Atlanta Journal-Constitution.
In other school districts, some books are being banned and certain historical facts are not being properly taught, or even disclosed, because the majority white students might feel ashamed to be white.
The first instance is a matter of competition. There are some winners. Others should not feel like losers, but, to put it bluntly, they didn’t make the grade.
It may not make them any less smart, but they didn’t make it. As Will points out, do school track meets not declare winners because it might make the other competitors feel bad?
Students will learn, either in school or outside, that they will have to compete for things, such as jobs, college admissions etc. They may not always win. They may as well learn that lesson sooner rather than later.
It’s tough to see “equity” in not telling students that they won something legitimately. Most of the winners’ schoolmates are likely to congratulate them, even if they may be disappointed that they didn’t win themselves.
The second instance is a matter of deprivation of learning. Students should know about the behavior of their forebears, even if it may not have been pleasant, or commendable.
Rather than make them feel bad that they are white (and privileged), it might make them think about how they treat others. It might make them more empathetic to schoolmates whose upbringing may have been filled with discrimination and lack of privilege.
In either instance, schools should do the right thing, regardless of how it might make some children feel. Most children are resilient. They will get over temporary feelings. Schools do a disservice depriving students of information that they deserve to know.
Another lesson here is that if Asian-American students do so well on Merit tests, find out why that is. Perhaps their parents and their culture make educational achievement a top priority. There is certainly nothing wrong with that.
There could be an argument here that book education by itself doesn’t always create the best people. The A students often end up working for the C students, as the adage goes.
It is also argued that certain cultures put too much pressure on students at too young an age.
More likely, the students put the pressure on themselves, since parents can’t MAKE them succeed.
Make no mistake. History has shown cavernous opportunity and achievement gaps among students of certain races and backgrounds. If we want to correct those, we should find ways to close the gaps by helping the underachievers, without depriving achievers of their rewards.
We can also learn that the U.S. is a multicultural society that includes people of many races, backgrounds and circumstances. In that milieu, students, sooner or later, will learn that not everyone is like them. They will either adapt to that, or try to disrupt that in some fashion.
Such disruptions will help no one and hurt many. Do you really want your child to become that sort of disrupter?
Peter
THRILL OF TEACHING GONE? IF SO, WHAT WILL SCHOOLS DO?
#teachers #schools #students #education
The thrill is gone.
So says Maureen Downey, education columnist for The Atlanta Journal-Constitution, when talking about why teachers are leaving the profession in droves.
Certainly, teachers, in fact schools, are being asked to do more than just teach kids. They have to be a psychologist, cook and other things for children under their care.
Teacher pay is relatively low, and the responsibility keeps increasing.
On top of that, teachers are being used as political cudgels when parents protest the teaching of “critical race theory,” which is not taught in any K-12 environment.
Downey talked about all of this in her column published Nov. 23, 2021.
Many non-teachers have, over time, thought teachers had it pretty good. They made “decent” pay, and had great benefits, including three months off every year, the thinking went.
If teachers thought their pay was low, they could augment it during the summer and on extensive school breaks. In fact, many teachers had summer jobs, and worked in department stores over the Christmas holiday break to supplement their income.
At the same time, back then, parents had a good deal of respect for teachers. If a child’s teacher reported to parents that their child did something wrong in school, the parents almost automatically believed the teacher.
Today’s parents seem to have less respect for teachers. The parents, particularly those who’ve experienced hard economic times, see them as public employees who have economic protections many parents don’t have.
The teachers have become handy targets for abuse – much of which is unjustified.
Therefore, teachers are walking away in large numbers. They are looking at other opportunities that seem to be popping up. To them, teaching has become something they didn’t sign up for. Even the dedicated teachers who love what they do are becoming increasingly frustrated.
This begs a question: what will public education do to keep teachers in the fold? Many locales are reluctant to significantly increase school funding. In fact, many taxpayers want their schools to do even more, with even less than they get now.
We consider our teachers as essential workers. The pandemic made teaching children even more difficult.
School systems will have to reckon with these problems for the foreseeable future. How they attract and retain teachers will be a big part of that reckoning.
To parents who unfairly criticize teachers and schools, think of what it would be like without them.
Peter
DOES YOUR PERSONALITY AFFECT EARNINGS?
#personality #earnings #PersonalityAffectsEarnings
Many of us have witnessed people being belligerent a t work. Perhaps they got fired.
We may have seen others who suck up to the boss, and get promoted.
But what about more subtle personality traits? Do they affect how much one might earn?
Tyler Cowen tackles this subject in an article for Bloomberg. It was also published Sept. 17, 2018, in The Atlanta Journal-Constitution.
Cowen quotes a study by Miriam Gensowski at the University of Copenhagen. She revisited data from California schools, back in 1921-22. She culled out the top 0.5 percent of student in the IQ distribution, meaning they scored 140 or higher on the IQ test.
What did she find? Cutting through a lot of numbers, she discovered that conscientiousness mattered for men. Men who scored higher on the conscientiousness scale earned an extra $567,000 over their lifetimes, the article says.
For women, extroversion correlated with higher earnings – even more strongly than conscientiousness, unlike for men, the article says.
The article quotes the study saying that more “agreeable” men earned significantly less. Remember the saying, “nice guys finish last?”
“One possibility is that more agreeable men self-select into lower-earning, more subordinate professions,“ Cowen writes.
And, perhaps no surprise, the smartest ones among the smartest ones generally earned more, the article says.
OK, so you are who you are. You may think you aren’t the sharpest knife in the drawer, and the study referenced above may not have looked at people like you.
But that doesn’t mean you can’t make it above where you think you should be – if you want to.
Being conscientious will help. If that doesn’t come naturally, work on it – man or woman. Conscientiousness is something that can be acquired with effort, if it doesn’t come naturally.
To a lesser extent, extroversion can also be acquired but, for some, requires a good bit more effort. If you are naturally shy, you can change that, but you have to be motivated to WANT to change it.
Right now, you could be working in a job that you do not believe will EVER make you “successful,” as experts seem to define it, or wealthy. Don’t fret. There are ways out there for people, even shy people, to be successful. You just have to be willing to look for them. And, though you may be shy, you HAVE to be teachable.
If you WANT to change your life and are willing to check out one of the best such vehicles to potential success, message me.
Teachability can compensate for many natural personality traits. Conscientiousness, however, is easy to learn, in relative terms.
The lesson here, perhaps, is don’t let the person inside you take the best out of you. Be willing to find the best that’s inside you, and bring it out.
Sometimes, it takes another person to see the best that’s inside you and help you bring it out. Sometimes, you never know who that person might be. It may be someone you already know. It may be someone you haven’t met yet.
Don’t look at what someone is offering with the person inside you who wants to take the best away from you. Look at that person believing that the best of you has yet to appear.
Peter
TEACHING HAPPINESS
#happiness #TeachingHappiness #schools
Most of us think of happiness as a feeling.
Either we are happy, or we are not.
In Delhi, India, children have a class on happiness in school.
It appears the public schools in Delhi are experimenting with such a class, since schools in India are so obsessed with test scores that the obsession may be stressing the students.
Vidhi Doshi wrote about this in an article in The Washington Post. It was also published July 29, 2018, in The Atlanta Journal-Constitution.
And, the article says, the classes have paid off. Delhi’s public schools have outperformed the private schools on standardized test in recent years.
“We should work happily,” the article quotes Aayush Jha, 11, who took his first happiness class. “When you work sadly, your work will not be good,” he said.
But, after nearly three decades of rapid industrialization in India, some states in the country made exams easier and graded them leniently to bring up the scores. Some students got through high school without being able to read or write, the article says.
So now, experts in India are asking whether the focus on employability has stifled creativity and stymied social progress, the article says.
So, how do the classes work? Some 10,000 Delhi students spend the first half-hour of each day without opening a book, learning instead through inspirational stories and activities, as well as meditation exercises, the article says.
It’s kind of like recess, indoors, to start the day.
During this period, the students are encouraged to think about what makes them happy.
So, if your job, or school, stresses you out, start the day by thinking about what makes you happy.
Not just, say, ice cream, or cake. Instead, think about what you want out of your life that you don’t currently have. It may inspire you to do something different or, at the very least, allow you to go to work inspired to do something great. Then, you may be able to have what you want, eventually.
In realistic terms, however, many jobs will not provide people with what they want out of life. The jobs either don’t pay enough, or occupy too much of our time – or both.
If you have a really big dream, and your situation isn’t getting you closer to achieving that dream, it may be time to look at something else.
Fortunately, there are a number of vehicles out there that, starting with a small, part-time effort, could give you what you need to fulfill that dream. To check out one of the best such vehicles, message me.
As we’ve learned in the U.S., focusing an education system on test scores may not be the best way to educate children. We certainly want our children to achieve as much as they can academically, but kids need time to be kids.
They also need to learn the value of skills that are not easily measured – happiness, friendliness, working as part of a team, getting along well with others etc. They can be just as important to one’s career as math, science, social studies and language.
Perhaps U.S. children don’t need to take a class in these “soft” skills, but they should learn them as part of their overall education.
Chronic unhappiness not only leads to other mental and physical problems, it can reduce productivity.
We’ve been taught to work smarter, rather than harder. We should all learn to work happy, live happy. We may have to work harder to create that happiness.
Peter
TECHNOLOGY AND EDUCATION: PART 2
Imagine going to school, and not having to lug a lot of books home with you.
Sure, we want students to be more physical, but carrying books, backpacks laden with “stuff” for school, is probably not the best way to be active.
Cheryl Atkinson, superintendent of schools for DeKalb County, Ga., recently announced that by August 2014, every middle school and high school student in DeKalb will have HIS own device, with all his textbooks on it. Every teacher will have a laptop. Every school will be wireless.
Maureen Downey, education columnist for The Atlanta Journal-Constitution, discussed this in her Dec. 10,2012, column. Atkinson spoke at a DeKalb Chamber of Commerce luncheon about this topic. “The fact is … (students) can’t wait for us to catch up to their style of learning, nor should they have to,” Downey quoted Atkinson.
Technology is eventually going to change education in more ways than one. School districts are scrounging for resources. Their governmental benefactors want to give them as few resources as possible. Many see public education as a costly burden, that wastes much of what is given to it.
Technology can solve a good bit of that problem. Technology is making books – one of education’s biggest costs – obsolete. One day, we could see many classes taught by interactive videos. Imagine having one teacher who teaches a certain subject well, simultaneously broadcast to multiple schools. How many fewer teachers might we need in the future? How many students might get the best education the school district can offer, vs. multiple teachers of various experience and abilities making learning in one school better than learning in another school in the same district?
EVERYTHING A STUDENT NEEDS IS IN HIS POCKET?
Imagine a student carrying everything he needs to learn with in a device. As innovations progress, devices shrink. Someday, everything students need will be in their pockets. Just think: no books, no pencils, no pads of paper. All those supplies that cost money will be totally unnecessary. If you buy each student a device, it will seem like a bargain, compared to all those other supplies.
Education will be like other industries, using technology to do more, and better, with less. These advances may not go over well with teachers and other employees, who will see job opportunities decrease. On the other hand, technology can help the really good teachers get in front of more students. That can only improve education.
Because of the Internet, information is readily available to students. Teachers can spend less and less time imparting information, and more and more time teaching students the best way to use information. Teachers can be more creative with student interaction, and less structured in the classroom.
Education is slow to use technology to increase productivity and improve quality. The education systems have to overcome old barriers to innovation, so that students can learn in their own style, as Atkinson put it.
Imagine making a great income showing friends something on a gadget. How? Visit www.bign.com/pbilodeau.
We’ve seen many young people so immersed in their gadgets doing insignificant things for hours on end. We’ve seen gadgets keep kids stationary, when they should be moving more. We’ve seen students lugging backpacks full of books and supplies to and from school.
When the school requires them to use their gadgets for educational purposes, they’ll still spend hours with their gadgets, but doing more fruitful tasks. They won’t be lugging books and supplies to and from school, so maybe they’ll want to get out and move more.
Technology may be a curse as well as a blessing, but it is reality. Let’s hope our educational system catches up with reality sooner rather than later.
Peter
EDUCATION VS. FAITH
Most think of education as learning something new. That idea was turned on its head in Texas.
The Texas Republican Party has the following plank in its 2012 platform: “We oppose the teaching of Higher Order Thinking Skills (HOTS) [values clarification], critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) [mastery learning], which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority.”
The quoted plank comes from The Miami Herald’s Leonard Pitts, in a July 2012 column. Naturally, Pitts is outraged at the thought of this, but let’s take it line by line, shall we?
Higher Order Thinking: Do Texans not want children thinking too much? When students do something wrong, and a parent asks, “What were you thinking,” should the student respond: “I didn’t want to upset you by violating the Higher Order Thinking ban.”
No critical thinking allowed: Despite numerous reports from employers that they are looking for more people who are good critical thinkers, no matter what job they apply for, the students in Texas should NOT be good at this, the plank seems to state.
Outcome-Based Education: Do Texans want their students to have no outcomes from their education, other than, perhaps, the acquisition of a piece of paper that says they graduated? Do they want them to learn NOTHING in school that might encourage them to learn more, perhaps outside of school, the home, or church?
Now, we are getting to the heart of the matter. Some folks out there believe that whatever your mother, father or preacher tells you is the absolute truth. Anything you see or hear that contradicts that is false. We hear people talk about the need for higher education, and at the same time call the institutions of higher education indoctrination centers, whose goal is to poke a million holes in a student’s core beliefs – or, as Texas calls them, “fixed beliefs.”
IRON-CLAD FIXED BELIEFS
There are all kinds of ways to go with this concept. Should all “fixed beliefs” be iron-clad? Do we want our students to respond, “we can’t do it that way, because we were always taught to do it this way,” when their employer shows them a new way to do something that may be more efficient, improve quality or make their lives easier? Or, God forbid, they discover FOR THEMSELVES a new way of doing things? It may be safe to presume that the platform plank is Christian oriented. How would the proponents of this feel if, say, Muslim students could not learn new ways of thinking, so as not to challenge their fixed beliefs and undermine their parents’ authority?
Some private schools are operated by religious establishments. Some allow students who are not practitioners of that religion. In some schools, those students can opt out of religion classes, and still get a good education in practical, secular disciplines.
The public schools, to which the platform plank refers, should contain no religious orthodoxy in any class. They should teach the students of all religions, or no religion, exactly the same way. Decades ago, students had no problem reconciling what they learned in church, at home or at school, regardless of how the material may have seemed contradictory. If they are having that problem today, it may be because of disputes among parents and various institutions.
The definition of faith is to believe something is true without necessarily having proof. The definition of science is to suspect something may be true, then seek to prove it right or wrong. We may never have proof that things in our faith are true. That’s not to diminish faith. Faith can be a powerful, positive motivator and a good foundation for one’s character. But everyone, students or otherwise, must understand the difference between faith and science. Everyone should have some of both in their lives. Beliefs should not be so powerful that they cannot change under any circumstances. Faith should never be so powerful as to inhibit real learning.
Peter
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