An Easy Write

One of the best feelings is when you’re trying to write something and it just flows effortlessly. The words are practically fighting to get out of your head and typed up fast enough.

It’s as if you’ve rehearsed what you’re going to say to the point where writing it down feels as natural as blinking.

Now if you’re thinking carefully you’ll realize “blinking” was an intentionally odd choice of word here because sometimes we blink naturally and sometimes we force ourself to or to not blink. I think this is kind of how writing is. Sometimes it feels forced, but sometimes it just happens.

Mondays are oddly nice days for me, which I never thought I’d say, but this year I have pretty relaxing Mondays. I got a full 12 hours of sleep last night, which was very needed after the long (not in a good way) weekend I had, then I woke up and went to lunch with friends, had my one class where we talked about Beauty and the Beast, and since then have just been working on various things that needed to be done without the stress of a time crunch.

A good chunk of what I was working on had to do with applying for a study abroad opportunity next summer. It’s a nine-week program called “Leadership For Social Good” where we get 9 credit hours (which happen to be in my major concentration) for coursework around social entrepreneurship and leadership. We travel to Chez Republic, Austria, and Hungary and what I’m most looking forward to is the 6-week internship with a non-profit in Hungary. The program just really feels perfect for me and thus writing an essay today felt like no big deal – it was just typing out what I’ve been saying about why I want to go so badly! (I even stayed within the word limit on my first draft, which is a big deal for me because that never happens, so I guess I was more to the point than normal.)

I really do love that feeling of productive easy writing, so hopefully, this ease continues as I start working on other essays for the trip in terms of both applying for the program and for financial aid.

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From Fear to Greatness

Being a coach 100% makes me a better educator.

I understand the worry that comes along with the responsibility of teaching and training kids.

The wonder about if you’re good enough to be leading them. The confusion when you can’t put well to words what you want from them. The sadness that comes when you see a child that looks as if she is going to burst into tears over a comment you made when all you were doing was trying to give constructive feedback. The actual tears you see sometimes…

Then there is the ever-present challenge of keeping up with new times, new drills, and new standards of excellence. That moment when you learn a level has completely changed their expectations for an event and you get vexed beyond belief because for the past few years you’ve been leading the kids entering this level down an entirely different path. Then you try to throw in some new drills into your class and you’re thinking it’ll be great – just like how you saw it at that conference you attended!- but it never is. Instead, the kids try out your new drill and it just looks all wrong, so you try to make corrects but can’t tell if it’s even worth continuing with this new drill. Did I explain it poorly? Am I not remembering the technique right? Was it too advanced for their skill level? Did I push them too far too fast? Or do they just need to get in more repetitions? Well now we’ve used up all of our time on this event today and I don’t even know if I just wasted the last 45 minutes or am making progress in a great new area that we’ve not trained as effectively before.

Honestly, time is the worst. Do you spend a little time on every event today, or do the kids really need to focus on just one event they’re weak at? Do I even have this option? Is today’s schedule set in stone because there are too many different groups moving around or do I have flexibility with my time? How do we balance learning new skills while also practising their routines necessary for the next competition? When is there next competition anyway; are they really ready for it? Am I wasting time explaining so many directions? Should I be doing our normal warm-up for consistency and time effectiveness or mixing it up so different skills are worked? Does it take more time to set up these stations then they’re worth doing? How much time is left before we have to rotate? What happens when they come to this event with a different leader next time and the kids get confused with new directions and expectations? Are the kids progressing at a reasonable pace? Is anyone falling behind? Is anyone being held back?

So ya, I can empathize with teachers. I know all of those worries and concerns and feel them while maybe not daily, at least bi-weekly, but I’m often thinking about this work much more often than just while I’m in the gym. Half of the time I ride Marta I’m listening to potential gymnastics music or choreographing new routines based on the skills I know kids have/expect them to have come performance time.

While I understand and constantly am faced with these concerns, I also can respect the bigger picture. USA Gymnastics completely changed lower level vaulting progressions this year. It’s a pain in the butt because now we’re having to teach all of these new vaults to children and we feel less confident in how these new changes play into our personal philosophies. But at the same time, the changes are mostly good for the greater whole of trying to improve American gymnastics.

And fears of if you’re good enough to be a leader, while perhaps valid, are also in a way trivial. Whether you feel good enough or not, you’re what these kids got. So either step up or step down, either way, get out of the way because these kids are coming and have expectations of you. So make it up, make mistakes, make saves. Try something new, and give it adequate time in the experimenting phase before judging it’s worth as a drill or skill. When you’re stuck or need a second to catch your breath or even just help with setting up, let the kids lead- they’ll surprise you. Learn from those around you and don’t be afraid of a “double spot” or an extra hand to help out; we tell kids it’s okay if you need a little extra help getting a new skill, so it should be okay for us too.

Fears, nerves, and concerns can drive us to great things if we can accept their validity and then move on to push past them; sometimes it just takes time, creativity, and a little extra help every now and then.

 

Asynchronous Class

I had no classes today which was kind of great. Usually, I have one class, which is my English class, but today we had an “asynchronous class” instead. Basically, this is a fancy way of saying, instead of going to a specific room for an hour and ten minutes of “class” we just had an assignment posted (it wasn’t like a live video lecture or anything, just a normal homework assignment on the shorter side) that we need to have finished by midnight tomorrow.

I find the name “asynchronous class” a bit superfluous, but I very much appreciate the concept. Our professor when looking at her schedule for the semester knew that this was going to be a big week for us with three chapters of Shakespear reading, watching our next Disney movie, and finishing our first paper by Friday; therefore, she scheduled this asynchronous class as a way for us to be able to take ownership of managing our time. We could get our work done where ever and whenever we wanted to today. It was great!

Because of this schedule, it allowed me much more flexibility today and I didn’t have to waste time moving to and from a classroom, which was especially nice since I have a psych test I’ve also been studying for today. I’m glad that we have at least one other asynchronous class baked into the semester schedule because I’m sure it will also be at a much needed time. I applaud my professor for her forward thinking and teaching philosophy behind this.

I think more teachers should adopt the concept of an asynchronous class every now and then. It’s a good way to build student ownership into the class work when there is a busy week happening.

A Lil’Pupper

My family has always been known for doing things kind of spur of the moment. Like when I took a week-long trip to NYC with 30 minutes notice. Or when we just went for a weekend to stay in a cabin by a zip line place. Or when we planned a trip to Italy within a  month’s times.

Well, this weekend we started fostering a puppy. We had been talking about getting a dog for a while and actively looking for the last few weeks but we hadn’t originally planned on getting a puppy. Saturday morning we were at a dog park meeting another dog who didn’t work out because she was too aggressive towards other animals and we knew we didn’t have the skills to help re-socialize her. Then as we were getting ready to leave we saw a bunch of tents where a shelter had set up and had some pups out, so we took a look and as the story goes we fell in love with this pup and are now fostering her.

So needless to say it’s been a pretty random weekend full of going back and forth between home and school for me. Then add to that tap rehearsal and seeing a musical at the new performing art center near my house.  It’s just one of those times where you can’t really tell how productive you are or aren’t being and that’s just been my mood all weekend.

Sometimes it’s nice though to have random things happen in your life even if it does through off your original plans. I enjoy my family’s habit of making random decisions, and hopefully, this one works out well. So far the pupper has been behaving very well and it really sweet and smart which is a good sign.

Forwarding the Movement as an Outsider

I was asked to write this article/blog post over the summer for a fellow learner-centered practitioner, though I’ll admit I’m not really sure what happened with it; however, I was thinking about it today and figured I could at least post it on my own blog!

_______________________

I graduated in 2017 from a recently turned learner-centered environment where I was fortunate to be highly involved in the process of transforming the school, but unfortunately higher ed is not so learner-centered. That was one of the biggest shell shock moments for me about entering college: going from a normal day involving working with clients from the CDC, City of Sandy Springs, and Chick-Fil-A to name a few, to a normal day now becoming sitting in long lectures and taking multiple-choice tests that make up 80% of your grade. As a learner now out of the k-12 system and in a non-learner-centered environment, I sometimes find myself feeling like an outsider in the Education Transformation Movement; however, as time passes I have come to realize that there are ample ways to forward the movement even as an “outsider.”

Despite moving into a less learner-centered environment, I always knew that I wanted to stay involved with this movement to transform education. I didn’t want to go into education as a major though because I believe part of the problem with our current education system is that we’re still teaching new teachers how to teach in a traditional way. Therefore, I’m studying Business Administration with a concentration in Leading and Managing Human Capital. I believe that if we think of schools as an innovative business it will help with the paradigm shift. I hope to learn more about change theory, risk management, social entrepreneurship, 21st-century leadership, and more to then apply that knowledge to help consult with schools trying to transform to a more learner-centered model.

Apart from my studies, I believe any educator wanting to transform the education system has a responsibility to stay connected with the larger national conversations happening on this topic – myself included. Being in college, it is harder to find opportunities to create change in my personal learning environment, but through social media, conferences, and writing articles I can still help effect change in other learning environments around the country.

I continue to stay involved with the national community primarily through Twitter and Slack conversations, attending conferences, blogging almost daily, and being Editor-in-Chief of Trailblazers, a student-driven magazine about the Education Transformation Movement. I believe as a young learner who graduated from a learner-centered environment, I, in particular, have a unique perspective that needs to be shared. A few years ago I stated in a blog post, “When teachers talk about learner-centered education people ask, ‘Where’s the evidence of this working?’ but when students talk about learner-centered education, we are the evidence. It is working.” – The Life of Pinya This quote has kind of served as my north star for the past few years. People want to know about the evidence, so I need to share my stories to prove just how much learner-centered education is bettering the lives of all kinds of students.

Since going to college, I have realized just how much more prepared I am for the world due to my k-12 experiences in a learner-centered environment. I have a deeper sense of self and can articulate my passions and goals in a comprehensive way. I have gotten feedback from professors about how impressed they were with my ability to send professional emails even as just a freshman. I have had the initiative to set up dozens of interviews with advisors to help me figure out my major. I sincerely believe I wouldn’t have had any of these important life skills if it wasn’t for my learner-centered high school; in my experience, traditional schools don’t spend a ton, if any, time on educating students about things like self-awareness, goal setting, professional communication, and taking initiative.

My life has been bettered immensely due to my participation in a learner-centered school and I hope one day that all students get the opportunity to learn under a more innovative model of education. I stay involved in the world of education for the future of those students – the ones who may not even know there are other options of schooling available. I’d love to see higher ed change their ways too, but for now I choose to focus my efforts on k-12 where I have the most background knowledge, even if I’m not in a k-12 environment. I hope other learners, of all ages, can come to realize that your environment doesn’t determine the level of participation you can have in the Education Transformation Movement. It’s always possible to effect change; start by sharing your story.

The Gift of Feedback

I truly value people who can give good feedback. It doesn’t necessarily have to be positive feedback, but just people who can balance between praise and critique and make suggestions without sounding like a know-it-all. People who know how to both point out specifics and provide examples of new directions to go in, but can also give general overall feedback on the piece as a whole.

I had a conversation with my bestie tonight about this and we both agreed that knowing how to give feedback well is one of the best skills you can find in a teammate. Yet at the same time, teaching “how” to give feedback never seems to me emphasized enough in school. There are some people that are just horrible at giving feedback. There are two spectrums of the people you don’t want to give you feedback: the know-it-alls who sound like snobs that can only give feedback “obviously you should’ve…” feedback, and then the people who don’t know how to critique at all so they just say everything is great even when you know it isn’t.

Personally, I wish there was more teaching on giving feedback. I learned through experience in the Innovation Diploma (ID) but sometimes it would be nice to get more feedback on how we’re giving feedback. It’s one of those things I really miss about high school/ID- more frequent practice of giving and receiving feedback.

Also, especially in college but I suppose for some high schools too, I wish more teachers facilitated first drafts and peer review. Sometimes you need that nudge to meet new people in your classes and some people need more guidance on how to give feedback if they never had that learning opportunity when they were younger.

I happened to be partnered with someone today in my English class who I found to be a particularly helpful feedback giver. There was great balance in the type and style in which he gave feedback which I truly appreciated. It will now make my second draft much easier to write.

Don’t Forget to be Awesome

Sometimes you have to remind people that they’re awesome. Furthermore, sometimes you have to remind people that they need to remind themselves that they’re awesome.

Today I made a girl yell out loud that she was awesome because who knows how the rest of her day was going but by the time she got to practice she was having some serious self-doubt going on. I don’t feel that self-doubt is something that just get’s better with age either because a similar situation came up with some Tech kids as we’ve begun our first week of school. There was a big conversation I more witnessed and listened than partook in literally after day 1 of school complete with yelling and tears that was essentially all about self-doubt with school, friends, and life in general.

It seems that mental health problems have started hitting kids younger and younger nowadays. I don’t know if the general pressures of life have really gotten that much more stressful or what it is, but I notice more and more kids of all ages doubting themselves daily. I know the feeling and admit it’s one thing to give advice and an entirely different thing to take even your own advice; there’s no simple fix so I’m not going to try to propose one at this point in time.

It’s just hard to see people constantly blaming themselves and not thinking they’re good enough. Since I’ve come to college it seems to just be a norm though, and now that I coach gymnastics more often, I’ve started noticing signs of self-doubt at even younger ages which is even harder to see.

I wish more was being done to combat this. I can’t help but feel the best place to make a difference would be in schools where kids spend the majority of their day-to-day lives. Yet the opposite seems to be happening. We’re always pushing kids to be perfect; to get a “perfect score” specifically. There’s nothing wrong with striving for greatness, but no matter how many teachers try to say “it’s okay to fail because we learn from our mistakes,” at the end of the day I never truly see this mindset in practice. I don’t think we ever will as long as we have grades, standardized tests, and college applications so heavily based on all of the numbers. How often do we just teach kids to love themselves the way they are and that striving for greatness is a personal mission to be the greatest “you” you can be for the world, not a competitive mission to be the best singular thing compared to everyone else?

The competitive nature that comes along with the numbers is inevitable and detrimental. Wheather intentional or not, kids end up comparing and competing in terms of grades. It always happens and it only makes it that much worse when someone slips up. It doesn’t feel good to be “beaten,” and this competitive nature, whether it means vying for valedictorian or messing around with friends about the little participation grades, until the foundational systematic approach to schooling is altered I don’t imagine mental health in society improving anytime soon.

Watch a 10-year-old beat herself up over forgetting two poses in a 3-minute long routine she learned in less than three hours and tell me that mental health isn’t an issue amongst young learners.

Long Term Policy

These past few days have been a lot to handle. Gymnastics training in Tennessee, moving into my dorm, having a first assignment before classes started, and then today was our official first day of sophomore year at college.

I couldn’t blog with the horrible wifi at the camp this weekend, but I have lot’s to say on a later date about how much I learned at this training and how I was yet again hooked on gymnastics. However, today I thought I would post my first assignment which I was emailed about last night to be due at noon today. It’s for a public policy course that I’m probably dropping for a number of reasons. I signed up for the course because I thought having a policy course in my toolbox could be useful in the education world; however, the course was not as expected when I attended today and my lack of interest and already full workload lead me to think I should drop it since it’s just a free elective random class.

I realized that there is a reason I’m not a public policy major- I’m not very interested in it and could tell when I started getting distracted and overwhelmed in class. This also made me think about how while it may be nice to have a class like this, all about long-term policy decision making, it’s okay for me to not have everything in my toolkit and to let others bring those skills to the table.

Ironically my favorite part of the course was actually this first assignment which had stressed me out so much the last 24 hours. We were asked to write a creative narrative thinking about what the average day for a future student of Georgia Tech would look like in 2048. Besides being stressed about trying to finish, I enjoyed the process of future thinking about education and what changes might occur or will at least be protested. My vision I think is rather hopeful and positive compared to the more negative approach some of my peers seemed to believe in terms of how technology would affect our lives in the future. In fact, I think the hardest part of this assignment was trying to balance between dreaming about what I want the future to look like ideally and yet being realistic about the potential downfalls that could occur.

Without further ado, my first assignment of the year:

 

In the next thirty years, by 2048, the education system will have to go through an enormous change in order to keep up with the reality of life that kids in the 21st century are experiencing. Unfortunately, higher ed as a whole tends to struggle with change due to bureaucracy issues and traditionalist norms, but the world of k-12 education will have changed so immensely in the next thirty years that universities like Georgia Tech will have no choice but to change the ways they think about technology, culture, and core academics.

For a technical school, the growth of technology in the classroom seems to be a reasonable assumption to predict. From the use of self-driving cars to virtual reality entertainment, students will be accustomed to using technology is all aspects of life – for better or worse. Even in the classroom we will likely see changes in how students interact with technology. An average day will involve tablets synchronized with presentations for interactive lectures. First years already being apt at controlling power tools and CNC machines in makerspaces. Physical textbooks rare as e-books and online quiz and homework tools become more and more prevalent. We have already begun to see all of these changes with how students interact with current technology and there will only be more change as new technology is invented. There may even be virtual reality classes so students can be studying abroad while still taking a lab, and then who knows what’s next, but the role of technology will certainly become more prevalent in education.

As elements like the use of technology in the classroom begin to change, the culture of Georgia Tech is bound to shift. This shift will come in two-fold: the designer mindset and the value of the whole student. Already at Georgia Tech, we are seeing cultural shifts as more programs are established to give students opportunities to take on “wicked problems,” learn design thinking methodology and develop their own startups and businesses. This cultural belief that students can do great things today no matter their “expert level” and therefore, need real-world opportunities in order to grow as learners and leaders will continue to advance in the next thirty years with the growth of learner-centered education in the k-12 system. Already today, high school students are creating design thinking workshops for professionals, designing new prototypes for companies like Chick-fil-a, conducting empathy interviews and feedback for AT&T Foundry, running full businesses, and more. As high schoolers begin to expect more from their education, high ed will have to allow more spaces for this culture to grow beyond primary schooling. An average day at Tech will have college students learning skills like design thinking, no matter their major, which will encourage more mixed-major classes, capstone projects, and work studies for younger years.

While we experience the push for designers in all departments, simultaneously there will be a growing cultural movement to better acknowledge the “whole student.” This movement is even more likely to evolve than the push for designers because of growing rates of student mental health disorders and pushback from families, schools, and individuals alike to consider more than academics when admitting students to colleges/universities. Students will outright demand changes in how Georgia Tech handles mental health if the school doesn’t naturally place a greater emphasis on the well being of health at school. While it’s certain something will change, it is not as clear as to how. The likely scenario is that people will request more therapist on campus and easier access to health help, though seeing as this solution has been tried in some capacity with not a great impact, perhaps more creative solutions will come about. For example, perhaps upon discerning what the primary causes of mental health problems are, the causes could be altered to lessen the problems rather than just trying to pacify the end resulting student with medicine and therapy. Either way, by 2048, student mental health will either be improved or there will be campus-wide protests.

In tandem with cultural shifts, the core academics at Georgia Tech will, in theory, become more flexible if the university truly wants to implement more time for the designer and whole student. Disappointingly though, changes in the academics are arguably the least likely thing to change for a student in 2048 at Georgia Tech. The school has been set in its rather traditional ways for decades and the core of any school is its academics which is why it is often the last thing to change. In a hopeful world, there will become more flexible learning plans for each individual student depending on the specific areas they want to go into. Furthermore, credits will be able to be gained in ways other than sitting in a classroom; perhaps your internship or a private project like writing a book could give a student credit even for core courses. The underlying concept here is that the notion of “core classes” will have a lesser role in the academic experience because there will either be less specifically required classes or more creative ways to gain credit for these classes in place of taking them. This will allow students more time to focus on their specific interests and goals for their future work. If the ways in which credits, and furthermore, degrees are earned changes, likely the assessment process will change as well. There are ample reasons that 0-100 grading systems should change from practical notions of how “real world” assessment looks to the underlying principles of how grades are increasingly destroying the mental health of students. There are multiple prototypes of how the assessment process may change which are already being tested in k-12 schools and programs, thus it is likely high ed will adopt these methods once further testing and research on the outcomes have been conducted. If these changes do occur in places such as Georgia Tech, which the push from k-12 environments makes seem reasonable, they will likely be some of the newest changes of 2048 or perhaps still yet to be adopted; this advancement in education will be the most highly disputed and considered far-fetched to traditionalist which will slow change.

This outlook on the 2048 version of Georgia Tech is rather hopeful. Based primarily on the changes already occurring in k-12 schools and the way families are already speaking up against traditional norms in higher education, changes in the role of technology, culture, and core academics are inevitable. The speed in which these changes occur is what is most debatable due to the nature of how slowly changes come about at the university level, especially in regards to core academics; though in terms of the 21st Century, change happens relatively rapidly nowadays let alone by 2048. In this optimistic view, the average day will have technology being used to enhance classes in more interactive ways, culture inspiring collaboration on solving wicked problems while paying strong attention to the value and mental wellbeing of every student, and more flexible core requirements and learning plans for all learners. However, on the flip side, the lack of congruency in these changes could inspire discontent and outrage amongst the community at large from students, to parents, to faculty and staff which would make an average day much more social protest heavy. The next generation of learners coming out of innovative k-12 environments will have new needs and new expectations of schooling which are on path to the changes listed above in technology, culture, and core academics. If Georgia Tech wishes to continue to be considered an innovative, world-renowned school in 2048, it will need to keep up with the rapid education changes happening already nationwide.

Changing the Prompt

I’ve been working today on writing an article for an organization about,“Why/how I continue to be involved with the learner-centered movement despite no longer going to a learner-centered school/being in college not k-12.”

I’ll end up posting the article here once I get some feedback and finish editing it, but for now, I’ll just say that I rather enjoyed writing it. Writing the article made me realize that I’ve managed to do a good bit this past year in terms of transformative education stuff even despite not being in a k-12 or learner-centered environment.

It’s been more challenging to stay involved in the movement, but it’s also meant that I’ve been growing more independent and learning to find opportunities on my own and make them happen.

I’ve often been very negative about the fact that I’m in such a traditional environment now, but perhaps in a weird way, it’s been helpful to others at least in the big picture of things. Now I just have another perspective to add to the table as somewhat of an “outsider” in the movement and yet still very much involved.

Sometimes it takes changing the prompt to realize the good in a not ideal situation.