Well, I do have to admit defeat – at least in terms of being able to blog for 100 days in a row.  I made it to 66 days spread over about 90 days (including weekends).  I learned a lot.  I learned I do have something to write about – even if other folks aren’t convinced they want to read it.  I learned that I like to write – given the time to do the thinking about what I want to write about.  I learned that although I wish I weren’t; I’ve been too trained in the last 15 years to be an academic writer, and so it’s very hard to write something once and publish it without further work and reflection upon the product.  I learned that it’s hard to write without an audience.  I learned what I already knew already that I’m pretty tenacious; the difference being that as I age I know when to give up!   It was fun.  I intend to go back over my entries, pick up some of the threads and create some more viable products than a paragraph here and there.  And, so actually I wasn’t defeated — I correct myself — I chose to stop something that was no longer interesting and not finish just for the sake of finishing.  For me – that’s big!

Well, I must admit life has been very full — usually is – and I’m considering not continuing this Project — could I call it the 65 day project?  I’ve skipped quite a few days; and see by my trusty old paper calendar that I should be on day 84 today – and here I am at Day 65.  What to do?  Quit or persist?

I’ll give it some thought today: like life, we don’t always have a choice whether to quit.  We must persist in some fashion, perhaps in a different way than we thought, but persist we must.  Since I doubt many people are even paying attention to this project, and it’s been for myself, I need to decide whether to go on in some way, or quit.  I”ll think about it for the day.  The Day 65 versus Day 84 is a bit symbolic of my life.  I’m a middle of the boat kind of person.  I learned it very young.  It was important not to be noticed as a child, and it was a really good idea to try to anchor the part of the boat that was rocking.  So I stayed unnoticed in the middle of that boat.  As an adult, I’ve certainly ventured out, even rocked the boat, but I do end up back there in the middle.  What this creates is a life of getting things done – many of those things good things – but getting them done in a plodding kind of way, and getting them done in a way unnoticed by others.    So, today,  I’m thinking about persistence.

Last class meeting, the students participated in a Literacy Month event at our college.  The local Head Start bused 30 preschool children to our college’s library where we had the joy of reading one-on-one with the children, joining them in snack, and sending them home with a book to call their own.

Today the class was talking about the joy we all had, and how several of the other adults involved in the organizing and in the area commented on how “well behaved” and “cute” the children were.  It provided us with great conversation about what were these adults, and other adults in our culture, thinking about how children behaved and just what was cute anyways.  I challenged students to consider exactly what cute meant to them, and was it okay to continually use that word to label children’s beings and behaviors.  Great discussion.  In the midst of  it, a student said that I needed to give them a little lee way as I was a very deep person.  So today I’m thinking about what that might mean.

“Learning results from what the student does and thinks and only from what the student does and thinks.  The teacher can advance learning only by influencing what the student does to learn.”   Herbert A. Simon  (One of the founders of the field of Cognitive Science and Nobel Laureate)

I think I’ve mentioned at least, if not twice, the open classroom visits that recently happened on my campus.  Just a few days ago, one of the professors that visited my 101 level introduction to early childhood education class thanked me for my hospitality and noted that he was interested in the fact that I “only” had 10 minutes of direct instruction.

Although I’ve never timed myself, I wouldn’t doubt that number at all.  I work hard to create an hour of learning that is doing.  The quote I found fascinates me because I’m sure that the more I provide time for students to do, the more they learn; and the more I talk or lecture at them, the less they learn.  I create opportunities for thinking about what they already know about a subject, what they still want to know, asking others what they know and comparing that knowledge, and thinking about ways to learn what they still want to know.

Thank you Dr. Simon for reassuring me that doing is a good thing in learning, a very good thing.

Today was Advising Day at the community college where I work – a day to sit with your Advisor (for those students who choose to, of course), and talk about your goals, where your studies are going, how they are going, what you want to be when you “grow-up.”   I asked each student as they entered my office to pull up a chair and talk to me about how things were going.  A student who took a semester off stopped by with her two-week old infant to introduce him to me and proudly let me know that she’s registered for next semester – as is her husband.  (Bravo to them!)  I wish I could get each student to pull up a chair – these little half hour talks are so enlightening for me in terms of how to best support that student on their journey – whether as their Advisor or their teacher as well.

While sitting in a classroom with a few students during an Hour Open Session, the President of the College stopped in as he toured an important guest of his around — and he nicely informed the guest that if he wanted to know how Mr. Rogers related to life and learning, he should seek me out!

And so, today I’m thinking of an article written by Mr. Rogers support staff about pulling up a chair and the value and importance of that moment to forming a relationship that creates an environment for deep learning.

“When we sit, we’re also saying “I’m settling in here to be with you because I care about you, your thoughts, feelings and ideas.”  That’s what “Mister Rogers” did at the beginning of each program, when he put on his sweater and sneakers.  He let children see that he was putting aside other concerns and settling in for a “visit” with them (sort of like “pulling up a chair”).  ”

Today I’m thinking about the importance of relationship to learning.

First, if by any chance you were counting, I’m sure I’ve miscounted again!  Since I tend to miss writing on the weekends; I decided I’ll just count the next day I write, not the days of the week!  I haven’t missed more than two days in a row, so I guess if it makes sense to me, that’s all that matters – so sorry to bore you with that one!

This week is Open Classroom week at the community college where I teach.  Faculty have volunteered to open their classrooms to other faculty.  The purpose is not for observation or evaluation, but simply to share teaching and its challenges and pleasures.  I have a full week and today was the only day I could visit others; so I attended an Intermediate Algebra class and a Human Growth and Development class.  I picked up quite a few little ideas, such as buckets of items at each table for those who “forget” (extra pens, ruler, etc.)  This was in the math class and contained math tools, but it seems like a good idea that I think I’ll try out in one of my classes.  In the other, I was fascinated by the professor’s use of PowerPoint and presentation of materials.

I was reminded that I really need to do something about my terribly rusty, and honestly, none existant math skills as a learner myself.  I keep thinking about taking a refresher course; and I think I’ll try to get it in this spring.  The morning hours spent doing this chore makes me think about how much time I spend figuring out ways to teach material to these students who are so spread out along the learning spectrum.  (We are a state supported, open door college.)  This is an okay thing, but I was thinking about how much I wished I could have more time to learn myself.  To improve my math skills, return to my study of Spanish, finally learn how to play the autoharp.  How will I solve this dilemma?  Today I’m thinking about me as a learner who wants to learn.  Tomorrow I’ll be thinking about me as teacher as I have several colleagues coming to visit my Open Classroom!

Today, at the community college where I work, I had the great fortune to spend the day in a workshop with Barbara Walvoord.    It was an excellent workshop about Curriculum Mapping.  The overarching task I’m not so fond of — each department/division/program at the school – is being asked to curriculum map their program and create a connection to the college’s larger general education competencies.  I don’t disagree with the need for the task, just that it’s another large task on top of so many others.

Like so many institutions, each of us is already doing two jobs, so it’s challenging to find time to add another item to the in-pile.  This aside, I find her a great teacher — our Dean, in introducing her, called her “a teacher’s teacher” — and she is indeed.  To attend an all day workshop at the end of a week where I put in three 12-hour days was not something I looked forward to doing.  I really learned a good deal, I’m excited by the task, even if I don’t see any way around the challenge of finding the time to complete it.

Assessment gets a dirty rap — presented the way Dr. Walvoord presents it wipes it off and shows it for the useful tool, done authentically, that it can be for a teacher to support a learner’s journey to learning well.  Today I’m thinking about Assessment.

Become a Big.  Do you want to make a difference in the world?  Yes, you could donate some money, bring some cans to the food bank, donate your old clothes, your old car, and put coins in the red bucket during the holidays.  These are good things; but I’m telling you being a Big Sister or Big Brother makes a donation that will last a lifetime – someone else’s.

Tonight I spent a few hours carving out pumpkins with my Little at the local chapter office of Big Brothers/Big Sisters. We talked about school on the drive there, and while we carved, we talked about Halloween, cats, pumpkin whoppie pies, pizza, cool friends, and the rock climbing opportunity her elementary school was giving her tomorrow.  We’ve been a match for two years: getting together twice a month for two years isn’t really a lot; just like the cans, or the old car or the coins aren’t a whole lot.

But I know that my Little is getting a glimpse at something different, at a possibility of other choices when she’s older, and at a different way to interact with life:  helping her learn to say please and thank you and eat with a napkin may be a small thing, but it lasts a lifetime.  Teaching and learning at its finest, at its sweetist, at its finest.  I wish every adult would find a Little: today I’m thinking about the power of mentoring.

This evening I had occasion to have dinner with three other very bright, and devoted women: women who have worked for years with young children and their families.  Discussion ranged from jobs and families to the state of politics, and about children.  This recent study was one of the topics we discussed: the harm  done to young children when they are exposed to excessive television.

My question this evening is this:  who will be the leaders thirty years from now when all of the children who have been raised surrounded by technology all are showing the effects of too much technology?  Or will it matter?  We know what’s best for children: there’s a plethora of research that shows us that the outdoors, being read to and playing with toys and pots and pans and friends are what make for healthy and happy adults.  But, apparently we’re willing, as a nation and individual families, to take a risk that too much technology won’t do much damage.  Especially when technology takes the place of play and the outdoors and social interactions with friends.  Today I’m thinking about taking the wrong kind of risk.

An interesting internet road happened today:   First my usual email newsletter blast from Child Care Exchange about Creativity.   From there I decided to follow their link to  The 99% website that seems to be about good ideas in the world of business.  But, I really went there because I was fascinated by the article recommended by Child Care Exchange having to do with “Why you can’t buy creativity.”

The article looks at the difference between intrinsic and extrinsic motivation in the business world.   This is fascinating in my teaching for two reasons: one having to do with beginning college students that I work with in my Study Skills course, and the other with the career those in my early childhood education courses are choosing to pursue.

With Study Skills students, I have to support, teach and figure out a way to help students understand the intrinsic rewards for working hard in college to get to their goals (whatever their career choice will be).  In early childhood, if children are taught only the value of extrinsic rewards: the sticker, the lollypop, the smile from teacher or parent, it’s a bit challenging to think they are going to figure out intrinsic rewards in the blink of an eye once they get to college.

With early childhood students, the reward has more to do with the fact that they won’t get paid what they are worth – at least not in the US.  So, they absolutely need to work with young children for the intrinsic reward and value of that work.

I have to spend my day prepping classes for students who need support sorting out the motivations for their choice of career.   How odd.  I never quite thought of it this way before.   And, so it verifies for me why the struggle to help students see these differences can be so challenging.  Today I’m thinking about motivation.