A Short Tale of Two Schools

Which paragraph best describes your school?

________ schools had been very rigorous but had provided little outlet for individualism.  All the children had the same exact books and assignments.  Children were on the same schedule, no matter what.  Those who did well in their education were not rewarded or accelerated.  Children who struggled were not accommodated.  They had been taught to wait for someone else to tell them what to do, when, and how much effort to put in.

OR

In _______ schools children could play to their strengths and pursue their own interests, and their education was somewhat customized according to their abilities.  Kids had all sorts of ways to develop the capacity to act independently, to make one's own free choices, and to make decisions quickly - and not just through academic performance.




At first read, you make think these describe two very different present-day schools - at least I did when I read first came across this.   Actually, the first paragraph described schools in former East Germany and the second paragraph was used to describe schools in former West Germany. 

Researchers have explained that the students in East German schools displayed low confidence levels, gave up easily, and were more reliant on others' leadership.

On the other hand, the schools in West Germany created students who were self-starters - had personal initiative.  These students developed the capacity to act independently and became competitors and innovators.

STRESS and PERFORMANCE

I recently finished reading, Top Dog: The Science of Winning and Losing, by Po Bronson and Ashley Merryman.  

A section of the book was devoted toward investigating the relationship between anxiety and performance. Conventional wisdom tells us that positive feelings should lead to a strong performance (athletic, social, academic, etc) and negative feelings, such as anxiety and anger, leads to making mistakes.  However the research does not necessarily support this.  

Over thirty years ago, Dr. Yuri Hanin proposed a theory in which he claims we each have our own Individual Zone of Optimal Functioning in relation to athletic endeavors.  Recent studies have confirmed that this is true in nonathletic contexts as well – from coping with stage fright to military operations to taking a test in a classroom.

The basic idea is that we each have our own individual arousal (stress) level that should be met in order for us to achieve optimum functioning. For example, if I go into an interview for a new job and my arousal level is too low I may not be on top of my game and perform poorly.  On the other hand, if my arousal level is too high I may freeze up and perform poorly.  It needs to be the right amount for me.

This section in the book concludes that anxiety in itself is not always bad.  The appraisal we give it and our coping strategies are just as important to channeling it into optimum performance.

 

So the next time you take on a new endeavor, consider the stress load that will accompany it.  Will it cause you to be at or above your zone of optimum functioning?  How will you appraise the new stressors?  Do you have coping strategies in place to maintain an optimum functioning?

Hanin, Yuri L., “Performance Related Emotional States In Sport: A Qualitative Analysis,” Qualitative Research, vol. 4(1), art. 5 (2003)

Jamieson, Jeremy P., Wendy Berry Mendes, Erick Blackstock, & Tori Schmader, “Turning the Knots in Your Stomach into Bows: Reappraising Arousal Improves Performance on the GRE,” Journal of Experimental Social Psychology, vol. 46(1), pp.208-212 (2010).

The VALUE of TESTING

This could be a very controversial blog post, I know.  This week, my son will be taking his Fourth Grade Ohio Achievement Assessments.  I teach Advanced Placement Psychology and my students are preparing to take their National Exam on May 6. 

 

One of the hottest topics in education today is testing.  Many educators are frustrated with the amount of and type of high stakes testing.  In some states there is an enormous amount of testing that infringes, rather than enhances, the teaching and learning process.

 

Maybe I am just a simplistic half-glass full type of guy, but I propose that we focus on the value that high stakes tests do offer.  I am not arguing that high stakes tests should be used often and as the only means to demonstrate learning.  However, they do offer some exceptional value to teachers and students.

 

What is good about high stakes tests:

• The preparation process can help to teach students: discipline, GRIT, delayed gratification, perseverance, organization, hard work, dedication, commitment, critical thinking, goal-setting, study skills and strategic planning, time management, and self-efficacy.
• The opportunity for students to demonstrate knowledge gained and ability to transfer and apply understanding to novel situations and experiences.
• The thorough feedback that a written assessment can provide should help the instructor to re-design the course to make for a more efficient and effective learning experience for students
• The appreciation of a sense of pride and personal accomplishment among the students when they meet their performance goal on the assessment

 

What other advantages and values does testing offer?

First Day of Student Teaching

About a month ago, I witnessed the excitement of a first day student teacher.  I noticed a mix of unparalleled enthusiasm and low key anxiety of what was to come. You remember that day, don’t you?  The world was at your fingertips. 

 

I remember the first day of my student teaching.  I arrived early that Monday morning to make copies and make sure I had everything ready.  No one was in the copy room when I got there.  I started making front to back copies (stapled) of guided notes.  I had both chapter 17 and chapter 18 to copy.  Back in 2002, our copy machine was not the best.  It kept jamming.  Other teachers started filing in to make their copies for the day.  I started sweating.  It kept jamming.  Finally, I realized I had enough copies for the morning classes – I would come back down during my lunch to make copies for the afternoon.

 

Ten minutes later I introduce myself to the first period students and pass out the guided notes.  “We are going to begin with chapter 17 today,” I tell my students (wow, sounds exciting doesn’t it!?!).  Well, when I get about half-way through passing them out a student raises his hand.  My first thought is, what can you possibly have a question about already!?! 

 

“Uh, Mr. Keenan, these are the handouts for chapter 18,” said the student.

 

“Oh crap,” went through my mind.

 

I went over to the desk to grab the chapter 17 notes whereupon I realized that I did not make those copies.  I messed up.  I looked over at my cooperating teacher and asked if he would stay with the students while I go make the correct copies.  He said no.  He said he will go make the copies, but I had to stay with the kids.

 

Luckily I made a bulletin board that weekend (remember those?).  It had photos of the people that we would be learning about.  I stumbled my way through previewing the chapter by using the photos. 

 

I remember thinking I would never get a job now.  That was the worst mistake I would ever make.

 

Well, I have come a long way since then.  I have made a ton more, and worse, mistakes than that.  But more importantly, I have grown as an educator.  I am grateful to my work ethic for causing me to persevere in challenging times and my many mentors for providing feedback and guiding the way for me.

UNCOMMON COURTESY

 

Many years ago, a friend of mine (Matt) was traveling for business.  When he came back he told me this story.  I believe this took place in Sweden, although I could be wrong.

 

The morning of Matt’s first day, a colleague from his company picked him up at the hotel. When they arrived at the building, his colleague parked in one of the last parking spots available – actually the furthest spot from the front doors. 

 

While they were walking in, Matt said, “Why did you park all the way out here?  We are the first ones to arrive at work.  We can park in the first spot by the doors.” 

 

To which his Swedish colleague replied, “That is exactly why I parked all the way out here.  Someone may be running late today and they will need the first spot.  I am hoping to save it for that person.”


How will you show uncommon courtesy today?