Photo Credit: Channing Johnson (from our engagement shoot)
Painting the cannon is the Tufts equivalent of painting Beta Bridge at UVA. Both structures may be painted only at night. Beta Bridge painting must include the message “THX BETA” (formerly “THX DU”), while the cannon must be guarded until sunrise to prevent others from painting over it.
Here’s a math problem: how much paint and how many brushes to buy? how many undergrads or grad students from my fiance’s lab should we convince to paint and guard the cannon?
Visual hint: I’m 5’2″ and he is 6’0″.
From Real Simple’s 5 Things Every Intern Needs to Know:
Q: Do I really need a college degree to do this?
A: In fact, you do not need a college degree to do much of the work you will do as a “grownup.” However, you do need “life wisdom,” “E.Q.” and, depending on your job, the ability to sit still for extended periods of time—all skills you tend to hone while you are also going to college.
How I wish we could better develop “life wisdom”, “E.Q.”, and the ability to sit still in our students. I’ve realized now what a lovely gift it is to have students who are willing to challenge the status quo and speak up. However, that quality often gets perceived as rudeness if the students don’t have the ability to, for lack of a better term, code-switch for different social situations. Last week I helped chaperone a field trip to a local museum. The bulk of the trip consisted of a presentation before a short tour of the museum. During the presentation, the museum educator seemed visibly perturbed when many students in our school group weren’t attentive and engaged. A few stepped up to answer questions, but there were a lot of awkward silences. I hope that the educator didn’t take away only that the lecture fell flat, but took the opportunity to refine the presentation.
The ability to sit still and put on an “I’m interested” face when bored would have served them well there. That would have made them seem like “good” kids in the museum’s eyes. I wish they could have code-switched there, but not just to appear “good.” Simply sitting there and answering the “right” way to closed-ended questions doesn’t develop the ability to channel that urge to challenge into analytical discourse. Their execution of that urge is still quite unrefined, much like that of novice debaters who are mostly argumentative before they figure out how to win with evidence.
On a related note, the other school groups had scavenger hunt worksheets to fill out while circulating through the exhibits. The humanities teacher in charge of our trip commented that he didn’t want to stoop to that, which to him reduced the material to fill-in-the-blanks that must be found to get a grade rather than letting the students experience the museum and use the exhibits as evidence to answer the question “what makes a good president?” and to examine how that evidence was presented. I’m curious about what combination of factors will get our kids to that mindset of being ready to experience a field trip and ask good questions rather than revert to the “this is boring” mode.
From my friend Jess, who found some commonalities between children not speaking up and workers not speaking up in a LEAN article. I find it interesting for examining how to get fellow teachers to feel more comfortable speaking up in meetings.
“The authors propose there are two prevalent explanations for why people don’t speak up. People are afraid or they are resigned. Fear might be well-grounded. People have been punished for speaking something unpopular or they have seen others punished for speaking up. Or, the fear might be brought to the organizational setting. In a prior organizational setting someone was punished. Or maybe there was no punishment. There was only not listening to what was spoken or no action taken as the result of the issues raised. In any case, a choice is made by a potential speaker not to speak. Eventually, that choice is replaced by a resignation that speaking up doesn’t make a difference. And speaking can only risk negative consequences.
Children are culturally conditioned to not speak. Many of us heard lessons like the following from a parent or grandparent:
If you can’t say good things of others, keep your mouth shut.
Silence is prudence.
Nobody ever repented holding his tongue.
Be silent or speak something worth listening.
Often times people don’t speak for fear of being judged for not speaking well, not looking good, being characterized a whiner…(add you own reason here). And people will characterize us that way. However, people who speak with good purpose — with a care for the well-being of a greater purpose — are rarely judged that way. Skillful speaking comes with frequency of speaking.”
Today’s post is inspired by the Relay Rides Road Trip Essentials Campaign. My road trips are usually short and sweet (just like me)–for navigation, hydration, feeding sugar cravings, entertainment, and comfort!
1. Rand McNally road atlas (for when you don’t get cell service)
2. bkr water bottle
3. Trader Joe’s Gummy Penguins with Soft Tummies
4. Haribo Gummi Bears
5. Spotify playlists
6. Scunci hair ties
7. Sunski sunglasses
Today is a throwback to the ’80′s and ’90s…with a blog chain letter! Don’t worry, this isn’t something like an underwear exchange…just a view into the writing process.
My friend Jess at Little Miss Runshine invited me to be part of the “My Writing Process” blog tour, where you share about your other writing process and other bloggers. I’m coining the term “Jess-of-all-trades” to describe her, because she excels at so many things (running, yoga, barre, spinning, Tough Mudders, cooking, and blogging). We met in Cambridge Running Club, and she has inspired me to get into blogging and to try all sort of new fitness pursuits!
1) What am I working on?
Right now, I’m on a bit of a hiatus because of being in the middle of IB exams, prom, and graduation at the high school where I teach (and IB coordinate). I’m also getting married in about a month, so I’ll be writing about more of my favorite things this summer: creative lesson ideas, forays into cooking, and reflections on education.
2) How does my work differ from others of its genre?
When I started blogging, I thought I would follow in the footsteps of other food or healthy living bloggers, but that wasn’t really me. I started sharing more about my lesson ideas or thoughts on education after being inspired by other teacher-bloggers and realizing that I didn’t need to be SuperTeacher in order to feel justified in sharing my thoughts and ideas.
3) Why do I write what I do?
I write to reflect and to share my thoughts, and so I can become a better teacher and cook. I like getting feedback on my lesson ideas and would love to be able to start interesting discussions about curriculum or pedagogy.
4) How does your writing process work?
My writing process is usually “write when the mood strikes me.” Sometimes I like writing a few posts on weekend days and scheduling them throughout the week. Ideally, I’d like to write one or two detailed posts per week. I’ve tried a couple of 30-day blog challenges (NaBloPoMo and MtBos30), but didn’t feel completely successful with either of those. With the NaBloPoMo, I was grateful that I had to tackle questions and topics I wouldn’t have normally chose. With the MtBos30, I was grateful for developing a little consistency (made it through 21 of the 30 days before finally succumbing to the “just go to sleep when getting home” urge).
Um…because my writing style is often procrastinatory, I’m tagging three lovely bloggers and hoping that they will respond!
1) Sophia at Skimming Deep, whom I met through the Massachusetts Asian American Educators Association in 2008. She’s amazing at working with youth, a foodie, and a world traveler.
2) Joslynn at Adventuring the Unventured, whom I also met through Cambridge Running Club. She’s a newly minted PhD, ultrarunner, and now a Minnesotan.
3) Victoria at Take Time Away, whose blog I found through Blog and Tweet Boston. She’s an awesome cook, photographer, and arbiter of the Boston food scene.
Found langostino tails at Costco today. Bought chives and garlic to go with Kerrygold butter for the sauce, and added corn from the freezer. Put it all over Seeds of Change quinoa & brown rice and leftover potatoes from yesterday. That’s my kind of relaxed Sunday cooking.
Today I took Emily’s class at Btone. When we did torso twist, she excitedly referenced an old standby from Algebra 2: All Students Take Calculus to explain the boundaries for range of motion on the exercise (90 degrees from one’s nose to the mirror). Imagine that your nose is the origin. For facing the alley, that’s quadrant 1 (where all trig functions are positive) and for facing Newbury St, that’s quadrant 2, where sine is positive.
I love that she incorporates fun explanations for clients.
My frustrations with teaching and leadership often come from the amount of mental energy and worry I expend when concerned that folks won’t follow through. With Running Club, that happens when I worry that a) students won’t show up or b) the majority of the workout will be spent trying to coax those who are phoning it in or giving up.
Today I have been so swamped with already taking a 6:00 a.m. Btone class, doing IB exam administration, proctoring MCAS, and dealing with various IB items that I did not have the energy to do the Running Club workout. I thought of canceling because my co-coach was out today, but when I saw the group of six who showed up, I realized that they would do the run + strength training if given clear directions.
I told them “do the Mass Ave run in 13:30 [30 seconds faster than last week]” and come back for strength training. The portion on the river (which I asked them to do) is 1.9 miles. The warmup and cooldown from school to the river makes the total run about 3.2 miles. When they came back, out of breath and sweating, they reported that they did it in 13:21 (7:02/mile). They willingly did a modified Pumps & Iron workout (10-9-8-7-6-5-4-3-2-1 of burpees + crunches + squats). I didn’t have to reprimand anyone for slacking once.
There was no worrying that the boys would start walking and come back 30 minutes late, get lost, or bail on the strength training. All I had to say was motivational stuff and countdowns for how many sets or reps they had left.
I think this is what it feels like to teach in a good school.
Our Personal Project Showcase today went great. I love that we celebrate the pursuit of learning in this way, and am so proud of our students. One of our alumni was there and commented that she wished they’d gotten a chance to do Personal Projects as 10th graders.
A few years ago, I eschewed marathon training in favor of HIIT, tabata, and other forms of interval training.
I wish teaching was more like marathon training.
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