Thursday, May 14, 2015

Summer Wish: Happines and Kindess

As I mentioned in Wednesday’s meeting, I try to have my final article summary of the school year focus more on us the personal rather than on the professional level. While teachers are incredibly selfless and giving to their students, we need to take time to take care of ourselves. 

The two articles below focus on the insights from experts on the keys to finding happiness and spreading kindness. 

Just as we are help our students develop a sense of self and belonging, we adults are on the same quest. 

Using the articles as a springboard, ask yourself two existential questions: Am I happy? Am I kind?

As I discussed Wednesday, I purposely left the questions Hemingway-esque, i.e., a simple sentence with few adjectives or modifiers. I’ll leave it up to you to reflect on the two questions and, if needed, add more detail. Am I more happy at home than at school? Am I kind some of the time? Etc.

Obviously, some of us are more predisposed to be happy and/or kind; for others it takes more effort. Yet the goal should be the same for all of us—be happy and be kind.

The first article summary is fifteen suggestions to be kinder to others from being a better listeners, to being less judgmental, to simply smiling more.

The second article is a summary of various TED Talks on what makes people happy (the article contains the links to all the TED Talks and I hope you get the opportunity to watch them this summer). One observation really hit home for me: while most of us believe that happiness precedes gratitude, the opposite is actually true: showing gratitude leads to being happier.

As we talked about on Wednesday, the frenetic pace of a school year’s end often leaves many of us--at least temporarily--unhappy and unkind. I wish that were’t the case as to me happiness ands kindness are controlled by us internally and shouldn’t be influenced by external factors, e.g., stress. 

Summer is a perfect time to reflect and to take stock of ourselves and reflect on what makes us happy and what we can do to be kind to others. 

We’ll discuss this more at back-to-school preplanning.

As we head into the final days of school, let’s celebrate our students, Trinity, and the special comradeship we have all shared this year

I thank all of you for great school year, toast those of you who are leaving Trinity, and wish everyone a relaxing and fulfilling summer!

Joe

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“Constant kindness can accomplish much. As the sun makes ice melt, kindness causes misunderstanding, mistrust, and hostility to evaporate.”
 Albert Schweitzer

“Three things in human life are important: the first is to be kind; the second is to be kind; and the third is to be kind.” Henry James

Kindness is often a pretty simple thing to spread in the world. 

But we sometimes forget about it. 

Or don’t remember how it can help us all.

Three things to keep in mind to try to be a kinder person:
  • I get what I give: Some people will be ungrateful, miserable and not reciprocating no matter what you may do, but most people will over time treat you as you treat them.
  • By being kinder to others I am more likely to be kinder to myself: When I am kinder towards others then my self-esteem goes up and I think more highly about myself.
  • It creates a happier place to live in: Being kinder simply makes my own little world a nicer and happier place to live in.

So how can you start spreading the kindness in your daily life?

Here are 15 simple ways to do it.

Express your gratitude: 
Think about what you can be grateful for about someone in your life. Maybe that he is a good listener, that he often is quick to help out, or simply that he held up the door for you. Then express that gratitude in a simple “thank you!” or in a sincere sentence or two.

Replace the judgments: 
No one likes to be judged. And the more you judge other people the more you tend to judge yourself. So despite the temporary benefit of deriving pleasure from the judgments it is not a good or smart long-term habit. When you feel the urge to judge ask yourself: what is one kind thing I can think or do in this situation instead?

Replace the un-constructive criticism: 
Try encouragement instead of excessive criticism. It helps people to both raise their self-esteem and to do a better job. And it will make things more fun and more light-hearted in the long run.

Put yourself in the other person’s shoes: 
It is quite easy to resort to unkindness when you see things just from your perspective. Two questions that help me to see and to better understand other viewpoints are: How would I think and feel it if I were in his or her shoes? What parts of this person can I see in myself?

Recall how people’s kindness made you feel: 
Just sit down for a few minutes and try to recall one time or a few times when other people’s kindness really touched you and helped you out. Then think about how you can do those very same things for someone in your life.

Express kindness for something you may often take for granted: 
It is easy to remember and to feel motivated to express kindness when someone is having a rough time or have just finished an important project. But also remember to express kindness for being on time every day and doing their job well and keeping deadlines.

Hide a surprising and kind note: 
Leave a small note with a loving or encouraging sentence in your partner’s or child’s lunchbox, hat, tea-container or book that he or she is reading right now. That minute of your time will put a smile on her face and joy and motivation in her heart.

Just be there: 
Listen – without thinking about something else – when someone needs to vent. Just be there fully with your attention. Or have a conversation and help someone find his or her way out of fear and to a more constructive and grounded perspective.

Remember the small acts of kindness too: 
Let someone into your lane while driving. Let someone skip ahead of you in a line if he’s in a real hurry. Hold up the door for someone or ask if they need help when you see them standing around with a map and a confused look.

Give someone an uplifting gift: 
Someone in your life may have a bit of a tough time right now. Then send him or her an inspirational book or movie. Or simply send an email with a link to something inspiring or funny that you have found like a blog, article or a comic.

Help someone out practically: 
Give them a hand when moving or with making dinner or arrangements before a party. If they need information, then help out by googling it or by asking knowledgeable people that you know.

Help the people in your life see how they make a difference in their lives: 
When you talk to someone about his/her day or what has been going on lately then make sure to point out how he/she also has spread kindness and given value. People are often unaware of the positive things they do or they minimize them in their own minds. So help them to see themselves in a more positive light and to improve their own self-esteem.

Remember the 3 reasons for kindness at the start of this article: 
It will help you to be kinder even when you may not always feel much like it. If you like, write those reasons down on a piece of paper and put that note where you can see it every day.

Pay it forward: 
When someone does something kind for you – no matter how big or small – then try to pay that forward by being kind to someone else as soon as you can.

Be kinder towards yourself: Then you will naturally treat other people with more kindness too. It is truly a win-win habit. A simple way to start being kinder toward yourself is to each evening write down 3 things you appreciate about yourself and about what you have done that day in a journal.

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What makes us happy? Thirteen happiness experts, including psychologists, researchers, monks, and the inimitable Malcolm Gladwell, try to shed light on this surprisingly difficult question in a series of TED Talks about happiness.

Over and over, the same two themes emerge.

First, we're usually wrong about what will make us happy--or unhappy, for that matter. 

For example, research has demonstrated that people who win the lottery are no happier about that event one year later than if they'd lost the use of their legs instead.

And second, happiness is largely a matter of choice. Which is good news, because it means we can pretty much all be happier if we want to be.

How can we make this happen? Here's some of what the TED speakers advise:

Don't expect happiness to be one-size-fits-all: 
In a fascinating bit of product history, Gladwell recounts how the food industry discovered to its astonishment that some people like chunky tomato sauce. And what that discovery means in a broader context--that what makes me happy won't necessarily do it for you, and vice versa.

Stop chasing things like success, fame, and money: 
Or at least, keep chasing them but don't expect them to make you substantially happier than you are right now. As psychologist Dan Gilbert explains, our brains have a defense mechanism that's hard-wired to make us happy with the lives we have, whatever those may be. Even Pete Best, a drummer best known for getting fired by the Beatles just before they hit it big, now says he wouldn't want it any other way.

Keep challenging yourself:
 If you love your work, you're good at it, and you've been doing it for a while, you probably have experienced "flow," that state where you get so lost in what you're doing that you forget yourself and everything else. That state of flow is where true happiness lies, says psychologist Mihaly Csikszentmihalyi, and we can also find it when doing something creative, or even something recreational. But only so long as we keep challenging ourselves. Boredom is the opposite of flow.

Be generous:
 Connecting with other people and feeling part of something larger than ourselves takes us a long way toward happiness. Social scientist Michael Norton recounts a fascinating experiment that proves--contrary to popular belief--that money can buy happiness, so long as you spend it on someone other than yourself. Not only will you have made someone else happy, you'll have made yourself happy too, a happiness buy-one-get-one-free special.

Be grateful:
 We tend to expect that being happy will make us feel grateful, but actually it's the other way around, explains Benedictine monk David Steindl-Rast--being grateful is what will make us feel happy. And gratitude is a choice, he says. How can we remember to be grateful? By reminding ourselves of all the gifts in our lives. Even something so simple as a water faucet was a true occasion for gratitude for Steindl-Rast after a stint in Africa where drinking water was scarce.

Train your mind: 
The way to do this is by meditating on compassion, says Buddhist monk Matthieu Ricard. It takes time, he says, but it's worth doing. Brain scans show that monks who are practiced at such meditation show happiness activity in their brains that is "off the charts" compared with everyone else. Though he doesn't mention it, Ricard himself is the poster child for this approach.

Smile:
 It sounds too simple to be true, but research actually shows that if you smile, you'll have better health, a better marriage and other relationships, and increased life expectancy, says HealthTap founder Ron Gutman. So if you haven't smiled yet today, what are you waiting for?

Tell the truth: In a highly personal talk, Eve Ensler recounts the epidemic of worldwide violence against women she learned about as a result of her hit show, The Vagina Monologues. For a while, these stories threatened to overwhelm her. But then she found herself at the head of a movement to end that violence and give young girls in Africa a refuge from violence she herself had lacked as a child. And then she says, she learned, "this really simple thing, which is that happiness exists in action; it exists in telling the truth...and giving away what you want the most." That's the kind of happiness all of us can reach for.





Thursday, May 7, 2015

The Importance of Emotional Intelligence

 This week’s article summary is Why You Need Emotional Intelligence to Succeed

Over the past thirty years or so, there has been much research highlighting the importance emotional intelligence in school, career, and life success. In many ways, EQ trumps IQ and (as the article points outs) personality, which are both in essence constant, with only EQ being malleable, hence teachable.

There is a lot here for kids and parents to understand and for schools to emphasize and develop in their students. It’s why cooperative learning, project-based learning, and even unstructured recess time are important ways kids develop social management and awareness.  And by giving kids more voice and choice in their learning, we help them develop personal competence.  

Joe

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When the concept of emotional intelligence was introduced to the masses, it served as the missing link in a peculiar finding: people with average IQs outperform those with the highest IQs 70% of the time. 

This anomaly threw a massive wrench into what many people had always assumed was the sole source of success: IQ. 

Decades of research now point to emotional intelligence as the critical factor that sets star performers apart from the rest of the pack.

Emotional intelligence is the "something" in each of us that is a bit intangible. 

It affects how we manage behavior, navigate social complexities, and make personal decisions that achieve positive results. 

Emotional intelligence consists four core skills that pair up under two primary competencies: personal competence and social competence.

Personal competence comprises your self-awareness and self-management skills, which focus more on you individually than on your interactions with other people. Personal competence is your ability to stay aware of your emotions and manage your behavior and tendencies. Self-awareness is your ability to accurately perceive your emotions and stay aware of them as they happen. Self-management is your ability to use awareness of your emotions to stay flexible and positively direct your behavior.

Social competence is made up of your social awareness and relationship management skills. Social competence is your ability to understand other people's moods, behavior, and motives to respond effectively and improve the quality of your relationships. Social awareness is your ability to accurately pick up on emotions in other people and understand what is really going on. Relationship management is your ability to use awareness of your emotions and the others' emotions to manage interactions successfully.

Emotional intelligence taps into a fundamental element of human behavior that is distinct from your intellect. There is no known connection between IQ and emotional intelligence; you simply can't predict emotional intelligence based on how smart someone is. Intelligence is your ability to learn, and it's the same at age 15 as it is at age 50. Emotional intelligence, on the other hand, is a flexible set of skills that can be acquired and improved with practice. Although some people are naturally more emotionally intelligent than others, you can develop high emotional intelligence even if you aren't born with it.

Personality is the final piece of the puzzle. It's the stable "style" that defines each of us. Personality is the result of hard-wired preferences, such as the inclination toward introversion or extroversion. However, like IQ, personality can't be used to predict emotional intelligence. Also, like IQ, personality is stable over a lifetime and doesn't change. IQ, emotional intelligence, and personality each cover unique ground and help to explain what makes a person tick.

Your emotional intelligence is the foundation for a host of critical skills--it impacts most everything you do and say each day.

Of all the people we've studied at work, we've found that 90% of top performers are also high in emotional intelligence. On the flip side, just 20% of bottom performers are high in emotional intelligence. You can be a top performer without emotional intelligence, but the chances are slim.
The communication between your emotional and rational "brains" is the physical source of emotional intelligence. The pathway for emotional intelligence starts in the brain, at the spinal cord. Your primary senses enter here and must travel to the front of your brain before you can think rationally about your experience. However, first they travel through the limbic system, the place where emotions are generated. So, we have an emotional reaction to events before our rational mind is able to engage. Emotional intelligence requires effective communication between the rational and emotional centers of the brain.

Plasticity is the term neurologists use to describe the brain's ability to change. As you discover and practice new emotional intelligence skills, the billions of microscopic neurons lining the road between the rational and emotional centers of your brain branch off small "arms" (much like a tree) to reach out to the other cells. This chain reaction of growth ensures it's easier to kick a new behavior into action in the future.

As you train your brain by repeatedly practicing new emotionally intelligent behaviors, your brain builds the pathways needed to make them into habits. Before long, you begin responding to your surroundings with emotional intelligence without even having to think about it. And just as your brain reinforces the use of new behaviors, the connections supporting old, destructive behaviors will die off as you learn to limit your use of them.








Friday, May 1, 2015

Interdisciplinary Schools in Norway


This week's article summary is This School in Norway Abandoned Teaching Subjects 4o Years Ago.

Most of know that Finland is typically touted as having the best educational system (based on international PISA tests) while utilizing progressive, i.e., child-centered, instructional techniques.

A few weeks ago, there were a number of articles about how the Finnish Department of Education was considering eliminating standard subject courses, e.g., math, science, history--and replacing them with an interdisciplinary approach.

The article below highlights one middle school in Finland that has been doing this for years.

What's interesting is that the typical con of a more progressive and interdisciplinary program is that kids won't score well on traditional standardized tests, which in America and most other countries remain a significant part of college (and sadly even high, middle, and elementary school) admissions. Yet this trailblazing Finnish school has very high student standardized test results.

Many Finnish schools (and Finnish teachers) are anxious of moving away from traditional subject classes, yet kids in almost every country bemoan how boring and irrelevant to their lives subject-driven and organized high schools are.

I don't know if Trinity will ever go as far as the Finnish school below, yet as we determine how we can further empower kids in their learning and deepen their learning experiences, we can clearly implement some of the ideas below.

Joe

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Finland has announced that in their new national curriculum, they will emphasize phenomena-based project studies instead of traditional subjects.

The Ringstabekk school—with 425 students aged 13 to 16 years—has been doing this for 40 years with great success.

It all started in the 1970s when the teachers realized that their students were not truly engaged in what they learned at school. These educators were inspired by ideas of cross-curricular project work. 

Although the pedagogy of the school has been developing ever since, the basic idea of learning through multidisciplinary studies has endured.

The lower secondary school is organized in a way that supports this multidisciplinary learning. When teachers are hired at this school, they know very well that they will have to cooperate with other teachers—and that they will have to work in multidisciplinary teacher-teams.

Each teacher-team, consisting of 4-6 teachers, is responsible for the education and growth of 60-75 students. The teachers together craft the students’ schedules from week to week, and make their own plans based on the national curriculum. The school uses different cross-curricular methods, and is constantly refining methods like storyline, project-based learning, inquiry-based learning, simulations, etc. The teachers pick up ideas from each other and share their experiences ensuring that all students experience the same learning methods and multidisciplinary themes.

Students in the 8th grade, at age 13, will often study earthquakes, volcanos, and other forces of the earth—topics usually taught in natural science and geography courses. Instead of working with this subject in fixed lessons, teachers have to come up with different storylines that incorporate several different subjects. In one of the storylines, the students pretend that they are going to climb Mount Everest. In preparation, they have to study maps, weather, and climate. As the story moves forward, they are assigned different tasks from the teachers—such as suggesting the best route to the top of Mount Everest, making a list of the equipment they need, calculating the time they will use, making a budget, and applying for funding in English, which is a foreign language to these students. As they solve these tasks, the students have to find a lot of information and discuss their findings within the group.

The students at the Ringstabekk school work in small groups most of the time. This is based on the theory that most of our learning happens when we think, talk, and solve tasks together instead of on our own—and the idea of “learning by doing,” theories developed by Lev Vygotsky and John Dewey.
Another cross-curricular theme, often executed in the 10th grade, focuses on the environment and sustainability. Each group of students is given a unique area of their local municipality to work as consultants. They produce a report and perhaps some models on how one should develop their specific part of the local community—with special focus on transportation, energy, waste, etc. If they are to produce models, they have to work with ratios and other mathematics, as well as design. They will need to investigate different kinds of energy and corresponding pollution outputs—which is part of the natural sciences—and produce and present their report both written and orally. The first year this project was run, the teachers cooperated with a local consultant company that was doing these kind of jobs. The consultants and engineers were impressed when the students, aged 15, were able to inform them of a new technology that they were not aware of.

During cross-curricular work, the students don’t have a fixed weekly plan—one that segregates English to one lesson and science to another. They work on their task through the weeks, receiving guidance and instruction from their teachers.

The Ringstabekk school has to follow the national curriculum and national assessment-systems, so every student still gets individual grades for each traditional subject. They also complete the same national tests and exams as all other students in Norway. On these tests, they are performing on the top national level, indicating that multidisciplinary learning gives students the knowledge and skills they need. Not only that, but it also motivates students to learn for the sake of learning. Students become very engaged in what they do at school—sometimes they don’t want breaks, because they are eager to continue the work they have started.

Most parents are very satisfied with the school—they realize that it actually is preparing their kids for a future working-life, helping them develop necessary competencies both when it comes to skills and knowledge and also when it comes to personal growth. One teacher at the school puts it this way: ”We are not just developing calculators, we are developing human beings.”