New Zealand Exchange!

I’m so excited to announce that I have officially been nominated by Georgia Tech to study abroad in New Zealand next year!!! I will be on an exchange program with the Victoria University of Wellington from late February to early November of 2020.

Ever since I started getting interested in transformative education I kept hearing about how New Zealand has some pretty innovative practices on a countrywide systems/policy level. For this reason, I’ve been wanting to study abroad in New Zealand since before ever coming to college just to find out what exactly it means to have a supposedly innovative education policy. And I’m so excited to also get to take an actual education class or two while abroad since I don’t get that opportunity at a tech school.

In addition to education courses, I plan to really take advantage of going to a liberal arts school again by taking a pretty big variety of courses. I’ll take a few more of my major business courses, psych courses, econ, and a classics course and theater course.

I’m super excited to get this opportunity and can’t wait to experience all that New Zealand has to offer! I’d also love to visit some k-12 schools while I’m abroad if anyone has any connections!

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Brave Ballet Boys

I had to write a blog post about the #boysdancetoo movement storming social media this weekend. I’m a little late to this conversation and probably won’t provide any new insight on the topic, though perhaps there’s a chance I’ll bring attention to this issue to a new audience, and that chance was enough to get me writing.

Friday on Good Morning America co-host Lara Spencer laughed at Prince George for taking ballet classes which inspired dancers and other members of the arts community around the country to use this as an opportunity to voice the struggle of boys in dance.

It’s appalling to think in today’s society we still have people laughing at boys in dance or any arts programs. I don’t think Spencer even realized what she was implying by laughing at the idea of a boy in ballet class – she’s just been raised in a world that associates dancing with girls and thus the idea of anything else seemed funny to her and lots of others. It’s important to remember that not all bullies realize they’re bullying; sometimes the reason things hurt so bad is that the other person fundamentally doesn’t understand why they’re wrong.

I’ve been highly involved in the arts all my life and have guy friends and family members in the arts as well; so I am constantly hearing how hard it is for boys to participate in dance, theater, or even just a visual arts class at school, and it’s ridiculous. Ridiculous to think boys can’t do anything girls can do and visa a versa.

To participate in the arts takes discipline, persistence, vulnerability, craftsmanship, courage – what human would we not want to exhibit these traits? And yet boys around the world get bullied every day for showcasing their talents. I’ve witnessed first hand how demoralizing it can be for young boys to be told they are less of a man for following their passions, and it breaks my heart when more often than acceptable these boys drop the arts just to get away from the taunting.

Why does this bullying still persist? Because society continues to promote these ideas with every laugh and snide comment made towards boys in the arts.

In the past few days since this news report was aired, there has been a myriad of post on social media about inspiring male dancers and all the influential male figures who once took dance lessons as kids and how toxic this broadcast was to all young ploys starting a career in the arts. But what makes me most sad is that unless you already follow members of the arts community, you probably will never hear all the inspiring comments being made. So all those people around the country agreeing and laughing alongside of this broadcast will just continue to elongate this negative cycle of criticism, shaming, and bullying.

And it always comes back to the kids. Kids who listen and mimic what they hear. We need to spread positive rhetoric about boys in the arts, showcase their talents, and let the bullies know just how wrong they are. Boys in the arts are some of the bravest and strongest men I know.

This was especially evident when in response to the broadcast a few big-name dancers and choreographers gathered in NYC Monday morning to have a ballet class on the streets of Time Square in front of Good Morning America. There were hundreds on the streets – boys and girls alike – dancing down the pavement to show just how strong and connected of a community the dance world is. There were also comments made at this event about how this ballet class was not fueled by hatred; they were dancing to forgive and to take advantage of the opportunity to bring attention to the issue of boys in the arts being bullied.

I’m not a ballet dancer, so instead of dancing, I’m writing about this story because it truly is an issue that should present a challenge to our school systems. HMW encourage boys in the arts in our schools?

Internship Final Presentation

This summer I’ve been interning with Teach For Hungary while on my study abroad program focused on social entrepreneurship. The video above is my final presentation about my internship organization and what I worked on for the six weeks we were in Budapest.

I also did a quick reflection for myself by giving self-feedback on my overall presentation based on the “Like, Wish, Wonder” protocol:

Like:

– I only said “um” twice ; I got annoyed with myself as soon as I said it, but considering I didn’t rehearse this presentation much besides a self-run through the day of I was happy with only 2 “ums” because I believe it shows how I’m growing as a presenter to say it limitedly even without rehearsal

– My slide deck was so much better than expected and I even got compliments on it; this is a weakness of mine I’ve been trying to improve and I redid my entire presentation the morning of in an attempt to make the slides better so I was very happy it paid off.

Wish:

– I said “kind of” way too much; while I watched myself on saying “um” I need to improve on not just substituting other fillers even if less common ones

– I had pushed start on the timer; I can be long winded and I’m aware of this and working on being more concise. Pushing start on the timer would’ve helped me stay within the time limit.

Wonder

– How my presentation could have improved had I started working on it earlier and actually rehearsed. I’m not usually one to procrastinate, but while trying to take advantage of our last weekend trip and last week abroad, I found myself not as committed to this presentation as I normally am and I’m curious about the outcome because I think I actually made the correct decision even though I had expected to regret it.

– If in the future I restructure my presentation to spent more time on the takeaways in terms of the number of slides in order to emphasize the “why does this matter” over the “what did I do”

Traditional but Good?

I finished reading “Whatever it Takes” and I found it truly fascinating because it challenged a lot of my thoughts on the education system. It’s hard to argue that the Promise Academy isn’t a wonderful thing: it’s educating children in poverty and helping them get into college by staying on grade level. However, Canada’s primary measurement of success is entirely based on standardized testing. Kids are drilled for the test. There are early morning classes and afterschool classes and even Saturday classes all aimed at further test prep. The book talks about how test prep during the school day started to squeeze out time meant for things like the arts and projects and physical activities and the biggest supporter of these programs, the first middle school principal, Terri Grey, was eventually fired because her priorities didn’t align with preparing students for the test. 

This method of schooling goes against pretty much everything I’ve come to believe about education. I think assessment is important – this is how we get feedback and measure progress – but, the traditional methods of school assessment, such as grades and standardized tests, are no longer measuring the right outcomes of schooling. To truly be prepared for college and beyond in today’s world, a student needs more than the ability to memorize information and control anxiety and focus long enough to take a four-hour long test. Students need to be critical and creative thinkers that know how to solve complex problems on diverse teams. They need to know how to network, present, research, listen, empathize, and take agency just as a start. These skills are not measured on standardized tests, so if you only teach to the test, how do you develop all of these other skills? I don’t think it’s possible. As Grey hinted at, these are two very different education paradigms that would be paradoxical to co-exist. 

Sure, soft skills were mentioned from time to time in “Whatever it Takes.” It seemed certain teachers tried to incorporate soft skills in their classroom, but these were often minor lessons about being polite and talking and listening in a professional manner, and these are just the tip of the iceberg in terms of important soft skills to know. There was no mention of collaboration or giving presentations or complex problem-solving or anything to that caliber. 

Now I understand that, as a new charter school, Promise Academy had a duty to perform. They had to do well on standardized tests in order for the city to let them continue with their charter. Furthermore, while I don’t think standardized tests should be the ultimate measurement of success, I can’t deny that they do help measure basic knowledge (ignoring the elements of test anxiety and being distracted, etc). For the students in Harlem attending Promise Academy’s Middle School, the vast majority were below grade level. I can understand how it might be hard to think beyond, “We need these kids at grade level on these tests,” and going into testing bootcamp mode is one solution to this problem. It’s hard to spend time on projects and developing soft skills when there is the hugely apparent obstacle of kids lacking basic math and reading skills. I can empathize with this train of thinking, but I can’t accept that teaching to the test is the best method for preparing students for college and beyond even for kids who have “fallen behind.” But I also can’t deny that Canada was successful. His methods got underperforming kids up to standard and even off to college. 

That in itself is still pretty remarkable and that’s exactly why this book has been challenging for me to read. It’s made me wonder: how can a school that to me is focusing on all the wrong things, also be doing so much good? And while struggling with this question for past few days, I think I’ve finally come to an answer: it’s because traditional schooling is not inherently bad. Traditional schools can still help kids learn, be a safe environment, be supportive, help kids get to college and be a place alum are proud to come home to. Traditional schooling isn’t all bad, it’s just that it needs an update – the core principals of our education system haven’t changed in the past century since it’s founding, but we live in a very different world now. 

Our world requires more of employees now, like the soft skills previously mentioned. We’ve learned that our students can do more now, like contribute on community projects no matter how young they are. Our colleges expect more now, like participation in the arts, extra projects, and sports. “Whatever it takes” has made me realize that most of the time when I’ve thought about learner-centered education, I’ve a – mostly been discussing high school students, and b – not given a lot of thought to educating underperforming students. But most of all, this book has reminded me why it can be so hard to convince skeptics of learner-centered education; it’s because some traditional schools are in fact doing good for society, but the thing is, now it’s time to be doing even more.

Touring Auschwitz

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This weekend we visited Krakow so we could take a day tour of Auschwitz.

Visiting a place with so much history and emotion associated with it, the common questions to ask are, “How was it? How are you feeling?” So I’ve been trying to ask and answer these question for myself.

How was it?

It was serial. It’s hard to imagine the horrors that took place in these camps.  In some ways, I’m still struggling to believe humans could commit such atrocities.

IMG_3853I’ve had a lot of conversations in the past about the true nature of human beings and it’s situations like this that bring me back to those debates. I don’t believe people are all good or all bad. But I think what’s harder to come to terms with is how wide this spectrum can be and how easily susceptible some people can be to believe things like the idea that some lives have no worth. I find this very hard to even try to empathize with, and yet, I want to believe people can’t be all bad. We did learn today that one of the children’s quarters was equipped with a sanitation room of sorts, so there was at least some small level of pity towards these kids of Polish civilians. Big picture though, it feels disrespectful to even try to justify such a small act as a sign of some level of humanity while looking at the dozens of unstable bunkers, cattle cars, and buildings designed for the sole intent of extermination.

IMG_3842.jpgWhat really made this experience serial and mind-boggling though was how nice it was while we were there. The weather was warm with a slight breeze and overcast in a not gloomy way. There was green everywhere; so many trees and well-kept grass. It was just so paradoxical to see ruins and ashes and discuss mass death while surrounded by so much nature and life.

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It was clean too. I suppose I expected this in terms of the paths being clear of trash and exhibits being neat and well restored. Though something about how much it truly felt like a museum seemed in a way very odd considering for the past few weeks we’ve continued to be reminded of just how not long ago these events occurred.

How are you feeling?

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Some may say it’s a weak word but first most I feel sad. Saddened with humanity and the knowledge that we can and have inflicted so much harm and cruelty in the world. And with this sadness comes confusion. Those lingering thoughts of, “How is this possible? How is this even conceivable?”

Though sad and confused I also find myself grateful. Grateful for the time and place in which I was born and the opportunities and privileges I have because of this. Grateful also for the chance to actually visit this place in person and connect with history in ways not possible otherwise.

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Furthermore, I find myself left with the thought that people are capable of so much. So much destruction but also so much compassion. It brings comfort hearing stories like that of Schindler who used his power of money and influence to save thousands of Jews; it’s a reminder that even in the face of corruption there can still be people to see past peer pressure and fear and proposed logic and instead fight for humanity.

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Which brings me to the most surprising and unexpected thing I’m feeling: inspired. I’m inspired by all the people who helped save lives. I’m inspired by the victims of these crimes who fought so hard for their survival. I’m inspired by the artist who captured these crimes on photos and notebooks to preserve the stories and memories of victims. I’m inspired by the survivors who worked to turn these camps into a memorial and museum so that history wasn’t left to go forgotten.

IMG_3837.jpgSad, confused, grateful, contemplative, and inspired- that’s how I feel upon traveling back from Auschwitz. I was told this would be a life changing experience. I’m personally not a huge fan of the commonality with which some people use this phrase since the idea of “life-changing” seems so grand and should be special to a few truly life-altering moments, but I suppose there is some truth to this notion. This was an experience like no other and while maybe I didn’t have any big life-changing world view or change of passion or life direction or anything like that, I know I will have a newfound level of depth and consideration whenever I think about the Holocaust, nature of humans, and the power of power.

So I guess that’s how it was and how I’m feeling.

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Reflecting on 2.5 Years of Trailblazers

I’ve been slow to posting, but last week was a special one because we published our 5th issue of Trailblazers!!!

I’m still a little in shock to be quite honest. When we founded Trailblazers my senior year of high school, I’m not sure I fully believed we would still be running two and a half years later. Yet somehow we keep managing to pull through – even if we end up publishing a bit after our goal publish date…

It definitely hasn’t been easy though. Trying to manage any group that you only get to meet with a max of four times a year is hard enough, let alone considering the fact that the team you are working with are high schoolers who have to manage all sorts of other conflicts. I’d say a quarter of the year there was always at least one member who didn’t have access to technology, either from losing something, being grounded, or being in an area without service/in a different time zone. Imagine being on an online team where you didn’t have the ability to communicate online… It’s a bit challenging.

Not to mention, when working with high schoolers that means eventually students graduate, so there is a limited amount of time members stay on the team which puts us in a constant state of recruitment and onboarding. Each year we have new members we have to bring up to speed on our mission, values, and their specific roles and responsibilities which often includes a lot of training because these are roles most high schoolers haven’t taken on before.

The onboarding and training part of this journey has been particularly interesting to me as each year I try to get better at letting the high schoolers take more and more control the magazine. This semester I think got better with the team learning to schedule their own group meetings and make decisions without always needing me to direct the way through everything. I was always very pleasantly surprised when I would ask a question in our group chat to find out that the task had already been completed. There were still moments where I had to step in a bit – like in the final stretch weeks when senioritis and summer start to cloud work ethic – but we still got it done and that’s the key.

Recruitment has also been something Trailblazers continues to struggle with. I just finished my second year of college, which means at this point, there are fewer and fewer learners I consider myself to know well at the high school. Therefore, it no longer makes much sense for me to just go in and talk about joining the team or for me to reach out to individuals I think would be a good fit. So this has now become a new task for the high school team to take on and we’ve not yet found the best way to get new learners interested in joining our team.

I’m very aware of the struggles faced with Trailblazers, but that’s not to say I’m not extremely proud of where we are at. This year we published our 5th issue, created official branding, attended our first national education event as a team, got a production team application from a non-Innovation Diploma student, reached over 50 followers on social media, and had our first non-founding members graduate. It’s been a big year for Trailblazers, and I hope we continue to have big years and continue to learn from each semester about ways to improve as an organization and continue to be amazed by the stories and work of young learners.

Life Update: Living in Budapest

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It’s amazing how one person talking for an hour can be so inspiring sometimes; the thing is if you don’t reflect and act upon what you learned it can be so easy for those inspiring messages to get forgotten.

William Benko reminded me today of the importance of having habits and strategies for how we tackle life. I’ve been well aware of this concept for years now, and yet, as evidence of my lack of blogging in the past few years, I think I’ve allowed myself too much slack with what were once my daily habits. So at the very least, I felt it was time for a life update on my blog because I’ve been having some amazing experiences the past few weeks and haven’t done the best job capturing and reflecting on them.

DSC_0510.JPGIt’s been about 2 weeks since I arrived in Budapest, 4 weeks since studying abroad, and 5 weeks since beginning the Leadership for Social Good program. Since I’ve gotten to Budapest I’ve also been interning with Teach For Hungary. (Part of our program is that each participant is partnered with an NGO in Budapest who we intern with for the 6 weeks we are here.)

Teach For Hungary follows similarly with the Teach For All model where the basic concept is to get professionals committed to a two-year fellowship working within schools as teachers and mentors to kids specifically in rural/small town areas. Teach For Hungary is very much in start-up mode at the moment, being only about a year old, and one of my primary roles has been to help the team as they work on developing their hiring and onboarding process for new full-time staff members and later working on how to recruit and train fellows. 

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It’s been fascinating learning about the education system here in Hungary and so far I’ve also really enjoyed my work which has included a lot of strategic planning and brainstorming. Even the location I’m in, the Innovation Lab of Central European University, is just so fitting for me. I’ve been amazed by how much of my work in the gymnastics world has been applicable; for example, I’m currently working on the online test and accompanying assessment tool for the hiring process and I’ve been able to apply lessons I learned from creating the gymnastics assessment tool for evaluating gymnasts looking to enter one of our invite programs. I’ve also noticed my background in design thinking coming in extremely useful as I’ve been asked to give lots of feedback since I’m a fresh pair of eyes for documents like the onboarding information. Most of my meetings thus far have begun with a “Like, Wish, Wonder” feedback protocol, and I even looked up my old Innovation Diploma application earlier this week as an example of a “choose your own adventure” technical skills/thought process assessment. It’s always fun to connect the dots between your seemingly different worlds and I’m excited to see what other connections I make as I continue to work with Teach For Hungary.

IMG_7169.jpgIn addition to my internship, most mornings I’m in class, though I’m sure many people wouldn’t think of it as “class” per say. We have class Monday-Thursday from 10-12ish (sometimes we start earlier sometimes we end later), and our typical week consists of two guest speakers, a group presentation/facilitating class deep dive into any topic we’ve discussed thus far, and one activity/field trip to places like the historic baths and largest synagogue. Our guest speakers so far have been great! Each one has a story about their involvement with Hungarian NGOs and so far everyone has had such powerful messages I couldn’t possibly go into detail about all of them.

IMG_9513.JPEGOne guest speaker, in particular, was from an organization called Bator Tabor. This is one of the most well known NGOs in Hungary, and in fact, it is one of the top 3 NGOs in terms of gaining public funding through Hungary’s special 1% law; this law allows for taxpayers to donate 1% of their tax money to an NGO of their choice from the approved list. Bator Tabor is a campsite for children with serious illnesses. They have an incredibly well-developed program and volunteer training process. What was especially cool is that last weekend we actually got to visit the campsite for our own leadership retreat! I love everyone in this program and it was great to work together to accomplish odd challenges like lifting everyone over a rope between two trees, climbing a rock wall and swinging between hanging tires, and a more complex archery session than I’ve ever done (including learning to shoot backward and off of a wooden horse).

IMG_3136.jpgIMG_3126.jpgAnd in terms of giving a full update, this wouldn’t be complete without mentioning how beautiful Budapest is and how much I’ve loved exploring the city! My friends and I have had a number of random photo shoots and trips to hunt down the best-baked goods and ice cream. I even attempted to make paprika chicken (a Hungarian traditional meal) in our apartment and it turned out surprisingly good. I had never before considered how stressful grocery stores could be when you can’t read any labels and the store set up just doesn’t seem to make sense at all. And to top it off I finally feel pretty comfortable with the public transportation system which knock on wood is true since I’m about to head off to figure out where my bus stop is to take an overnight ride to Munich for the weekend!

Every day’s a new adventure, and I’m excited to see what new discoveries I make in the next four weeks! I have also found that the sense of adventure and exploration has reminded many of us that we need to spend more time being explorers in our own communities because there are bound to be hundreds of things we’ve yet to discover even in our own backyard.

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Understanding History’s Impact

It’s crazy when history comes to life. Traveling in Prague and Vienna the last few weeks has made me really think about on my world history classes from high school and realize just how real the stories we learn about are.

I don’t know how else to describe it other than a story coming to life. In America, it’s pretty standard to talk about the World Wars and communism and empires rising and falling, but to be honest, it always feels so “long ago, in a country far far away.” But it wasn’t that long ago, and in the grand scheme of things, it wasn’t that far away. That never seemed to really hit home for me before though.

It’s one thing to talk about Hitler, and it’s another to stand in the street below where he made his speech upon occupying Austria and hear from a native how Austria was actually fairly happy to be joint with Germany. Never before had I considered this perspective. Our tour guide described how after the first World War the Austrian-Hungarian Empire was divided up, and during this division, Austria lost a lot of their resources both agricultural and industrial, so the economy was really struggling. Thus the idea of Germany, a big country doing well for itself, taking over, sounded quite appealing to many Austrians. That’s not something we talk about in a classroom.

Furthermore, in terms of the “long ago” aspect, I think American schooling really puts too much of an emphasis on the idea that these things happened in the past and doesn’t talk enough about how the past is actually influencing the present and future.

As someone who has always had some issues with history classes (Summary version of this rant for those who don’t know me or haven’t read past blogs about this: I like history, I often have issues with how it’s taught, and I’ve had several favorite teachers be history teachers so it’s not on them either just really about the curriculum and how we try to chunk so much information into so little time.), I think this is a key feature missing from lots of history classes. The “why” behind history classes, in my opinion, is because we need to learn about the past in order to understand the present and make educated decisions about the future. However, this “why” often is only skimmed on and instead I feel like history often just feels like a series of facts we are told we need to know just for the sake of knowing. It’s more than a series of facts and stories from the past though.

European countries are still in a post-communism era; it truly wasn’t that long ago. Almost everyone we’ve met here in Europe thus far grew up under communist rule. It took talking to people here and hearing about their stories of coming into freedom for this to really sink in for me that the past is very much still present.

I wonder how this ah-ha moment can be better baked into high school history classes because it makes history so much more valuable when you attach this missing link of the implications history has on today: knowing why we study history and understanding why are different.

Perhaps it comes with better intwining current events into class, but not in a separated “here is a random current event.” What if, when we learned about the past, there was a specific current event relating how what we are learning about the past is affecting the present. Or maybe the key is bringing in more guest speakers to help remember the past wasn’t so long ago. Or maybe a solution is more field trips. Not every class can just take a trip to Europe, but there are always local places related to history, or maybe it could be a Skype field trip experience to bring Europe into the classroom.

Those are just a few ideas, thought up without much time, collaboration, or empathy, so I am sure there are better ideas out there, but I hate to propose problems without anything resembling a potential new direction, so that’s my bug and those are my thoughts for next steps. I’d love to hear about how someone else is/plans to run with that train of thinking.

New Read, New Perspective

I’m only two chapters into Whatever it Takes by Paul Tough, and I’m already so intrigued by this story on education, poverty, and trying to change the life of kids living in Harlem.

Geoffrey Canada grew up in poverty in Harlem and successfully climbed to middle-class status and feels utterly grateful for how he got to where he is today. Thus, Canada began working to help other Harlem kids catch up on their academics, but after spending years working in an after-school program he started to become frustrated with just how many kids were still slipping through the cracks. Whatever it Takes details the journey Canada took to start the Harlem Children’s Zone with the goal being, “to transform every aspect of the environment that poor children were growing up in; to change the way their families raised them and the way their schools taught them as well as the character of the neighborhood that surrounded them” (Tough 19). This new approach Canada believed had the potential to change the way Americans viewed poverty and change the lives of poor children by the masses so they could “grow into fully functioning participants in mainstream American middle-class life” (Tough 4).

So why are poor people poor? Chapter two of Whatever it Takes presents a lot of research from different perspectives that attempt to answer this question. Honestly, it was fascinating to read about completely conflicting ideas society has concluded about poverty. Is it all about money, or what else might be a part of this story? Does government aid help or hinder? What resources are most key to success? How do parenting styles affect child development?

These various researchers did seem to agree on a few things: intelligence is highly valued in today’s society, intelligence and socioeconomic status are correlated, children intelligence is correlated with the intelligence levels of their parents, there are distinct parenting style differences between the middle class and poor.

The most interesting area of consideration to me was the concept of different parenting styles and the developmental effects they have on kids.

In particular, I enjoyed reading about Annette Lareau, sociologist and author of Unequal Childhoods, who was discussed as an example of someone focusing on the assets of all types of parenting; rather than looking at parenting styles with a conclusion of “this way is better.” Lareau’s theory is that middle-class parents treat kids like, “apprentice adult,” meaning that they are invited into conversations almost as equals and are encouraged to “ask questions and challenge assumptions and negotiate rules” (Tough 49). Additionally, middle-class children have very busy schedules with activities that the entire family will get involved in. Meanwhile, poor families had very different parenting styles. Children in poor families learn to entertain themselves in creative ways due to participating in far fewer extracurriculars, and kids learn to treat adults with respect; in Lareau’s study, she observed “much less freedom to talk back, question authority, or haggle over rules and consequences” in poor households (Tough 49).

Lareau concludes that the middle-class parenting style emphasis individualism at the expense of developing the family group which is developed more so in a poor family.

I fear my summarizing is far oversimplifying all of this information, but what really interested me in all of this is how recently I have observed the notion and stigma of “entitlement” becoming more common. Yet, Lareau seems to believe the middle-class parenting style is both creating this sense of entitlement while also developing the individual and skills that are currently preferred by modern American culture in the workplace: learning how to question, challenge, negotiate, multitask, and represent ones’ self.

So I guess my question is: Have we gone too far?

In my head I visualize the idea of skills gained from parenting styles as a parabola; for so long we have valued in the workplace the skills associated with middle-class parenting styles, thus my theory is, these parental tendencies were enhanced in an attempt to enhance the skills being developed by new generations of kids entering the workforce. However, like all things, you can almost always have too much. Have we too strongly favored the middle-class parenting values and now one of the outcomes – entitlement – has reached a tipping point where the parenting style is, in fact, creating undesirable outcomes?

Do we perhaps need to put a greater emphasis on fostering good family relations and respect as is found to be more commonly fostered in poor families? How do we do this? How is this cultural norm that is so deeply in rooted in our modern American culture shifted to be better balanced?

I don’t even know the true magnitude of this supposed entitlement problem I am proposing, but from my experience working with children in gymnastics, I know children behavior and belief of being “deserving” has seemed to have grown significantly in the past few years even. Meanwhile, families seem to almost always be “unique” or “broken” or “untraditional” or whatever you want to call it that boils down to the idea that families spend less time together. Seems like there could be a greater correlation there and that was just really fascinating to me.

I truly appreciate when required learning is fascinating enough to feel like you’re just learning because you want to be, and that’s so far what the entire summer program I’m on has felt like, so I am especially grateful and excited for the future learning to come in the next 6 weeks.

When You’re Lost

Sometimes the greatest things are found when you aren’t looking for them.

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It’s hard to believe it’s only been two full days since I arrived in Prague because it feels like we’ve already done so much and know the area pretty well. I’ve gotten pretty efficient at using the metro and tram to get around and we’ve gotten to that point now where we are wanting the “non-tourist experience.” And what I’ve realized is that some of our best discoveries and adventures so far have been the times we’ve gotten “lost.”

IMG_2596-1.JPGOne time we legitamently got lost by taking a wrong turn at some point on the way to the Charles Bridge (I’m still not fully sure where exactly we went wrong, but we got there eventually). We had a great time though trying to figure out our way back without the use of phones or communication. And then we went on a hunt for the Lennon Wall and found some weird status instead where we met some other people we were able to follow to where we actually wanted to be.

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Then today we intentionally got “lost.” We wanted to go to a new part of town rather than always going over by the bridge (the one area we felt comfortable that we knew), so we just decided to go down a random new road. This road ended up leading us to find beautiful buildings, including a theater, and we even found a little street market with food and crafts and live music which was awesome! Not to mention we had some great ice cream along the walk.

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It’s truly great to just be an explorer sometimes with no real mission or direction, just excitement for whatever might come up along the journey. Not to mention, getting lost really made us think quite a bit. We had to use spatial awareness and memory for figuring out our way back; critical thinking to make the best decisions when there was little info to rely on; communication and leadership to make sure the person with the best idea was truly heard; we even had to embrace our creativity and kid spirit when we found ourself in an interactive toy store.

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So much fun and learning happened while just wondering around and getting lost and trying to get unlost that it made me realize that some of my favorite learning moments have been when I “got lost.” Like when you lose yourself in a good book or lose track of time because your so absorbed in the prototype your building, or when you lose your bias/preconceptions about a character in a show. I wonder what school would look like if we embraced getting lost.