FINDING AN EDUCATION THAT “FITS”

Posted on March 27, 2012 by

When I arrived at Landmark School the wheels had clearly come off the bus. It was not pretty. As is typical with a lot of new students at Landmark my reading, spelling, and writing were well below grade level. Not only were my grades in shambles but my behavior was reflecting my poor academics. I was in trouble.

I would be lying if I told you I was excited about going to Landmark as a sixth grade boarding student. After a few days in the dorm, it hit me. I missed my friends at home; I missed my house, my dog, and most of all my parents. I cried myself to sleep for the next two weeks. My father would say, “The harder you work the quicker you can come home.” I worked my tail off at Landmark.

I would routinely spend hours each night doing homework, but I didn’t mind the work. For the first time, I could do it. I never stared at the page and wondered, “What am I doing?” I would plug away and churn out the reading and writing worksheets with a sense of accomplishment. I was no longer the kid with the blank look, the kid that prayed he wouldn’t get called on, the kid that sat in the back and hoped the teacher didn’t notice I was there.

I only spent a year and a half at Landmark. In the end, I was glad to return to my friends and family. It wasn’t until I was much older that I fully realized the success I experienced at Landmark. My teachers cared about me and helped me learn. They invested in me in a way no other school had or would for the rest of my academic days. The Landmark process, methods, routine, and community took a kid who was on a road to nowhere and made him a functioning student again. For the past 41 years Landmark has used the same successful strategies with thousands of students.

But it’s not always possible to attend a school like Landmark for 1, 2, or 3 years, get what you need, and reenter your old school system with new confidence and skills. Education reformers around the country are attempting a significant shift in the system and this is admirable.  To me, taking our education system to the next level should really be about establishing school cultures that make a variety of teaching and learning methods available to all students. One size cannot possibly fit all. The question remains, how do we provide a free and appropriate education to everyone and innovate a tight and adaptable safety net for all learners? Quite simply, how can we provide an education that “fits” each and every student?

Please post a comment and let me know what you think. What have you noticed in education that works? How can teachers reach all children and still do their jobs effectively?

Submitted by Will Goldthwait, Landmark School Trustee and Managing Director, RBS Global Banking & Markets

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WHY WE TEACH

Posted on March 6, 2012 by

John R. Wooden is undeniably one of the most accomplished and revered icons in the history of American sports. For those of us old enough to remember him, the former UCLA basketball coach who passed away in 2010 at the age of 99, is a shining example of success:

  • 10 NCAA Men’s Basketball Championships;
  • 16 Final Four appearances;
  • An 88-game winning streak (still a record today);
  • The first person to be inducted into the Basketball Hall of Fame as a player and coach;
  • The John R. Wooden Award (the Heisman Trophy of college basketball) is given annually to both the outstanding male and female players.

But despite all the accolades, John Wooden always saw himself first and foremost as a teacher. In his 27-years at UCLA, he continued to teach English classes to underclassmen. It was a profession the humble legend, who began his career as a high school teacher and coach, saw as sacred.

“Profound responsibilities come with teaching and coaching,” Wooden once said.  “You can do so much good–or harm. It’s why I believe that next to parenting, teaching and coaching are the two most important professions in the world.”

I was born and raised in Los Angeles and John Wooden was like a surrogate grandfather to me. Though I never met him, his lessons guided and inspired me.  I became (and still am) a follower of the coach’s Seven-Point Creed and his Pyramid of Success.

As I was recently re-reading Coach Wooden’s biography, They Call Me Coach, I was inspired to explore my own life as a teacher. In the end, I felt the motivation, after more than 10-years as an educator, to explore the question: Why do I teach? Here’s what I came up with:

  • I Teach Because of My Parents: Pietro and Rosina Rose both arrived in the United States from Italy as teenagers in the late 50s. They went straight into the labor force and while they both earned their G.E.D.’s, neither could afford to continue their education. This was not lost on their three children.  My parents made education the center of our lives. Applying yourself to your studies was imperative in our house. Teachers were to be respected and appreciated. Education was a path to being who you wanted to be. Years (and several college degrees) later, my brother, my sister (also a teacher) and I still hold these lessons close to our hearts.

 

  • I Teach Because of my Own Teachers: I spent 12-years attending Catholic Schools. Apart from a modicum of guilt, the most important thing my Catholic education taught me was to love and have compassion for others, especially those less fortunate. Endless hours spent with selfless teachers (priests, nuns, and lay) continue to inspire me today. My high school years were spent under the tutelage of the Society of Jesus. Anyone who has had the honor and privilege of a Jesuit education will tell you that from day one, beyond everything you learn in the classroom, the desire to be a “man for others” is at the center of everything you do.

 

  • I Teach Because of Media: Following my high school years, I went on to college and studied media. I was good at it. I ended up with both a bachelor’s and a master’s degree in media-related fields and had a long and successful career in journalism and public relations. But one day I woke up. Despite the wonderful things media have brought us as a society, I began to focus on the variety of negative effects media have, especially on young people. The information age is depleting young people of their individuality and self-esteem. Our media-driven society has created a culture based on instant access to products, services, trends, and the mindless consumption of them all. A major reason I came to teaching is to help my students find themselves, their true selves, apart from the endless messages they receive to do the opposite.

 

  • I Teach Because of my Colleagues: I’ve worked in a lot of different places with a lot of different people, but no profession provides the camaraderie and sense of community that teaching does. Some of my best friends and my true inspirations in life are my fellow educators. There is nothing like going to work each day and spending it with people you love and admire.

 

  • I Teach Because of my Students: Working with young people is a calling.  Some days are more difficult than others, but when you reflect on it, there is nothing that is more fulfilling – for me, aside from being a parent, nothing even comes close. I get to spend the majority of my time helping to motivate and prepare young people to grow, evolve, and discover that they are themselves special. The rewards of this endeavor are constant. The more I give, the more I truly receive. Coach Wooden was fond of reminding us, “Happiness begins where selfishness ends.”

So, for whatever it’s worth, this is where I come from – sort of my own little foundation and blueprint for “why I teach.” But an ulterior motive for me to write this blog entry is to not only provide information, but to obtain it, as well! I have a simple request for any and all of you reading this: I want to hear your stories. I want to know “why YOU teach” and/or how teachers have impacted you. Ultimately, I’d love to build a little inspirational repository for educators and others to come to when they need motivation and encouragement.

Just below this entry there is a “Comments” link.  If you are a teacher, click it and tell us “why you teach.”  If you’re not an educator, click it and write us a little story about a teacher who inspired and influenced you. Take a few minutes to reflect — if it’s anything like my own reflection, those few minutes can make a huge difference.

Joe Rose in his classroom at Landmark SchoolSubmitted by Joe Rose, Teacher and Communications and Initiatives Coordinator, The Prep Program at Landmark School

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AT LEAST DO NO HARM…

Posted on February 28, 2012 by

Get it right at the start and you won’t have to worry about the finish. During his recent State of the Union Address the President spoke about mandating that students remain in school until they turn 18 or until they graduate. I am struck with equal parts of terror and rage. We must not abandon our young people – we need to have effective programs and support for all students BUT the time to begin the rescue needs to start much earlier.

Students who are fortunate enough to have a positive (or even a tolerable) school experience do not have to be “forced” into graduating – some support and guidance will help them achieve their goals. Students who have suffered through 10+ years of failed education – ineffective at best but more typically traumatic and damaging – should not be forced to endure two more years of the same, two additional years of this cruel and unusual punishment. If the public schools can’t do the job right at the beginning then I fear many of these students will suffer grave consequences. The teen suicide rate is already way too high and I genuinely fear that a mandate like this will make it worse.

This time and money would be far better invested in early detection of learning differences with effective support and instruction at the elementary level. Only in that way can we change the outcome. “A stitch in time saves nine.”

If a student is interested in the matter at hand they will be more eager to engage. Arts and electives should not be cut in favor of “pure academics”.  Vocational programs should be expanded. Not only do we have an ongoing shortage of skilled workers, but these are areas where some students will find their strengths and passion.

Where education and children are concerned “one size” does not “fit all”.  Let us take a lesson from the Hippocratic Oath and “At least do no harm”.

Submitted by Stephanie Johnston, Landmark School Parent and Architect

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COLLABORATIVE LEARNING AND DEFYING THE MYTHS TRADITIONAL SUCCESS

Posted on February 21, 2012 by

Throughout the majority of our academic careers we are conditioned to equate good grades with success.  “Johnny studied hard.  Johnny earned an ‘A;’ therefore, Johnny will be successful.”  In academic environments, where teaching is predicated on homogeneous learning styles, this concept of success is troublesome for individuals with learning disabilities.  Students with learning disabilities are especially limited when other forms of teaching fail to be implemented.  Fortunately, traditional instruction is not the only avenue for pursuing knowledge.

It is important to realize that we are all operating within a massive human network and mutual communication is the key to unlocking understanding.  For scientists, this communication manifests itself in the iterative process of peer reviewing a colleague’s work.  For us, however, collaborative learning offers the opportunity to capitalize on our strengths and learn from our weaknesses.  After Landmark you will meet countless individuals, from all walks of life, who boast a wide range of competencies.  These people help shape your future which makes it imperative that they be success-driven.

In just the past year, I have been honored to learn alongside a Boston Marathon participant, and a twenty-three year old who contributes to the world renowned, Nature magazine.  Please note, that none of these individuals are pursing success in the traditional sense that we were taught through schooling.  Instead, they are pushing their physical and mental limits in hopes of gaining a better understanding of who they are and how their personal triumphs can be applied in the world.  By working alongside these types of people, we learn to apply ourselves in ways that promote our strengths and in doing so we can build our own road to success.  Make it a personal goal to gain understanding from these encounters by employing voracious curiosity to genuinely “learn outside the lines.”

Submitted by Spencer Smitherman, Landmark School ’08

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DYSLEXIA AND PROFESSIONAL SUCCESS

Posted on February 14, 2012 by

How does dyslexia contribute to your professional success?

Three years ago I started contemplating this question after reading about a study finding that 35% of American entrepreneurs have dyslexia. The study suggested that some adults with dyslexia develop coping strategies that are useful in the business environment, such as the ability to delegate and build teams. We have all seen lists of famous dyslexics, usually presented as people who managed to beat the odds and overcome their condition. But I have come to believe that many of us thrive in our chosen fields because of our dyslexia, not in spite of it.

Since November 2009, a group of adults with dyslexia have met periodically to explore this idea, and to help each other achieve more professional success.  My experiences with the Professionals with Dyslexia group, as well as conversations with other adults with dyslexia and dyslexia researchers show me that we really do have some advantages in the working world.

First, our brains are wired differently. Neurologically, many of us have very strong visual spatial skills, allowing us to thrive as architects, artists, engineers, and graphic designers. We also reason and solve problems in ways that differ from our non-dyslexic colleagues. Thinking less dogmatically, we focus on tangible and realistic outcomes instead of the process of achieving them. There is a link between dyslexia and creativity. As Dr. Sally Shaywitz explains, we are “out-of-the box thinkers.”

Our, often painful, educational experiences as struggling readers have provided us with valuable tools. We come to understand the importance of hard work and learn resilience at a young age.  As suggested in the entrepreneurship study, because we often had to obtain help from others to get by in school, we tend to be good delegators and team builders. From enduring the subtle (or not so subtle) messages that we were less intelligent and less worthy than our classmates, as adults we tend to be more understanding and accepting of others – an important quality in an increasingly multicultural and global society.

To me, our greatest advantage is that adults with dyslexia are better at coping with failure. We have been trained in it since we began formal education. To be less risk adverse and more able to learn from failures provides a real advantage, not just for entrepreneurs, but in any chosen profession.

So ask yourself, how does your dyslexia contribute to your professional success?

Submitted by Kent Sinclair.  Kent is a Partner at the national law firm Seyfarth Shaw LLP.  He is also the Vice President of the Massachusetts Branch of the International Dyslexia Association (MABIDA) and founder of the Professionals with Dyslexia group.

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WHAT IF PEOPLE WITH DYSLEXIA INVENTED WRITING?

Posted on February 7, 2012 by

We are so accustomed to reading and writing that it’s hard to imagine that once no one was able to read. We may think of reading as being hardwired into our brains, but it’s not. Reading and writing is nothing more than an elaborate social convention used to transcribe speech, and this had to be invented. At one time in history the choice of notation was arbitrary, and the conventions evolved over time as people discovered ways of writing that were easier for scribes, and others that were more effective when read.

At first, the scholars, priests, and scribes who shaped the invention of writing were a relatively small and select group. Reading didn’t become common in Western cultures until the Industrial Revolution, when printed texts could be cheaply reproduced. Once reading material became commonly available, reading became useful enough to be widely taught. It was at this time that people noticed some individuals found it difficult to make use of the established conventions for reading. These people were described as handicapped, and thus, along with the printing press, a “disability” that didn’t exist earlier was invented, a disability we today call dyslexia.

We now know that people with dyslexia have neurological wiring that is different from typical readers. Dyslexia is estimated to occur in the general population at rates of at most 10% to 20%. Therefore, it is not unreasonable to assume that very few people with dyslexia were among the original scholars, priests, and scribes who first invented the conventions for writing. But, what if they were?

What if all of the people responsible for the creation of writing had dyslexia? What if writing evolved to match the capabilities of brains with dyslexia, instead of those who are typical readers? Would the system of speech notation these people would invent be completely different from the one we use today? What might writing invented by people with dyslexia look like?

Submitted by Matthew H. Schneps, Founding Director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics

About the Author
Schneps is a scientist with dyslexia, and the founding director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics, where he and his team conduct research on how dyslexia affects learning science.  (Disclaimer: Opinions expressed here are the personal views

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THE DYSLEXIA PARADOX

Posted on January 31, 2012 by

To date, the earliest that a reading disability/dyslexia (RD) can be reliably diagnosed is in second grade and most exhibit enduring reading impairments throughout adolescence and into adulthood. However, research has shown that intervention is most effective in kindergarten and first grade and that intensive instruction for “at risk’ beginning readers” can help many of them to achieve average reading ability. A paradox.

So, why are we waiting three years to offer our children the help they need?

In these three years, children with RD are often perceived as being ‘lazy’ or as those who ‘do not try enough’. Teachers, parents, and peers may misinterpret the child’s struggle to learn as negative attitude or poor behavior and decreased self-esteem is often a result. These negative experiences leave children with RD vulnerable to feelings of shame failure, inadequacy, helplessness, depression, and loneliness.

After three years of these experiences, would you still be self-motivated to learn and stay curious about the social, emotional, and academic world surrounding you?

Early identification of children “at risk” in kindergarten or even before then offers a chance to reduce the clinical, psychological and social implications of RD. Identifying children ‘at risk’ in kindergarten or even earlier is also essential for the development, implementation, and evaluation of early remediation programs. Identifying early predictors of RD will also help educators, parents, and scientists to find ways to support the academic and cognitive development of children with RD and may also lead to strategies that will reduce the severity of RD.

A modified approach to the way we teach children how to read must involve the identification of children “at risk” and the development of early preventive strategies. The identification of a child with RD in mid-elementary school is too late. By this stage, the delayed development of reading has already affected vocabulary skills and reading motivation. Children who are weak readers at the end of first grade often remain poor readers by the end of elementary school. Improved early identification of children at-risk may further lead to changes in educational policies. The ability to assign independent educational plans for children prior to reading onset will be essential for designing and implementing customized curriculums for children “at-risk”. Most importantly, this may prevent the psychological and social impact of RD and maximize the intellectual, social and emotional potential in our children.

Submitted by Nadine Gaab, PhD, Assistant Professor of Pediatrics, Harvard Medical School; Faculty Affiliate Program in Neuroscience, Harvard Medical School; Member of the Faculty of Education, Harvard Graduate School of Education

http://www.childrenshospital.org/research/gaablab

www.babymri.org

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