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Thank you, Donalyn (and the whole of Nerdy Book Club), for this terrific post on the reading of sad books (and for your list of sure-fire tear-jerkers!). You put it so well, there’s no reason to try and rewrite it. It does, as you say, all seem “to be in the heart of the beholder”:
“Like…many of my students over the years, I enjoy stories that make me cry—books that take me to heartbreaking places and bring me back again. As much as I love sad books, I often avoid reading them because I fear the overwhelming emotions that such books evoke. I am convinced this is why I didn’t read Phyllis Reynolds Naylor’s Shiloh until I was 45. There’s a dog on the cover—you have to know sadness sits inside, waiting for you. It should come with a Kleenex bookmark.
Last spring, one of my fifth-graders, Heavenly, spent all of recess sitting under a tree finishing the final chapters of Lynda Mullaly Hunt’s One for the Murphys. Strolling around the playground, I gave Heavenly a wide berth when I walked near her reading spot. I knew where Heavenly was in the story and I didn’t want to intrude.
When Heavenly finished the book, she found me on the playground. I could see as she walked toward me that her eyes brimmed with tears. Remembering the ending and my own emotional response—and seeing Heavenly’s forlorn face—I began to sniffle a bit, too.
Heavenly wrapped me in a limp hug and cried. While I patted her shoulder, Heavenly and I whispered back and forth about the book’s conclusion and our hopes for the main character, Carley Conners’ future.
“Mrs. Miller, why do you always recommend sad books to me?” Heavenly asked.
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Thank you to St. John’s for this great article on the potential negatives of multitasking. Multitasking is a great villain in many of our working, studying, and learning lives because it drapes itself in a cloak of usefulness, of productivity, when in fact it creates just the opposite: lowered efficiency, less productivity, poorer quality of work, and so on.
NPR has also recently come out with an article related to this issue: “We’re Not Taking Enough Lunch Breaks. Why That’s Bad For Business.” According to “We’re Not Taking…,” the pressure to not only multitask but to constantly be on-hand and on-the-clock is leading us as employees (and likely as students as well) to work longer yet less effective and less creative hours.
But studies have also found that the longer you stay at work, the more important it is to get outside of the office, even if it’s just for a few minutes, because creativity can take a hit when you don’t change environments.”
This might not seem to affect students quite as much given that elementary, middle, and high school students all have mandatory lunch breaks, but if you think your example of constantly being on the clock, of using lunchtime, dinnertime, breakfast time (all the time) as work time isn’t being seen and absorbed by your children, then you’re sorely mistaken.
As parents and teachers, we are the ones who lay the groundwork for our children; we’re the ones creating the rules and norms to be inherited by our young thinkers and students. So, if not for the sake of your own health and creativity, take a break for the sake of your kids’–take a break for the sake of their future, for your own happiness as well as theirs.
With the internet in our pockets these days, multitasking seems to be at an all-time high. I’m a big multitasker myself, especially when I’m at home. After work, I move a million miles a minute: washing dishes, packing breakfast and lunch for the next day, prepping dinner, and picking up around the house – all while checking email each time my phone beeps. I race through these tasks, often dropping food on the floor, and I wonder if doing so many things at once is helping me be any more efficient?
According to countless research studies, it’s true that multitasking decreases your quality of work and slows you down. For example, writing an email and talking on the phone both use the same part of the brain. So, these competing tasks decrease the brain’s efficiency; you would be better off hanging up the phone and then taking the extra time…
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Reblogged from Angelo State University’s Navigating Higher Ed blog:
Back when I was young and still played sports, a baseball coach told us our goal each day was to “practice like we mean it.” The idea, and it’s a cliché we’ve all heard before, is that championships might be won on the playing field but winning foundations are built in the weight room and at practice every day.
I’ve often thought we would be well-served to apply some athletic principles to academic activities.
Of course, it’s possible I just want to blow a whistle really loud during class and wear shorts to work.
The reality, though, is that hard work and intentionality transcend the activity in which you are engaged. There aren’t many jobs or hobbies where being lazy and haphazard helps you gain mastery. You might be the best athlete on the field or the smartest student in…
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Talking with kids about race-related issues can be very difficult. Today, it’s more important than ever to begin talking with them early on about race – but carefully, so as to not accidentally begin shaping old attitudes and assumptions in them. Here are just a few tips and suggestions for beginning such a conversation:
- Try asking your kids what they already know about figures like MLK or relevant news stories. Then let them lead the conversation. Don’t jump in early and don’t “correct” them unless their responses are blatantly hateful or prejudiced. It’s important that kids figure (some) things out for themselves and that you don’t make assumptions about what they know/don’t know or understand/don’t understand.
- Try watching an age-appropriate film with your kids that either touches on issues of race or that features leading actors who are racially different from them. (Examples: To Kill a Mockingbird or Remember the Titans, etc.)
- If you live in an area that’s not terribly diverse, make an effort to take your kids to events that are more diverse (though don’t comment on this motive to your kids). It’s only important that they experience the fullness of their country’s rich diversity as well as the diversity of their own local community firsthand. Again, don’t be the one to begin the conversation. If you think your kids might have questions, wait for them to ask.
- Take advantage of upcoming holidays like President’s Day (Feb. 16th) and Black History Month to learn with your kids about racial diversity and discuss how all people — no matter their race — are human and have the same human needs and desires—loves, hurts, cares, and dreams.
- Check out different relevant TED Talks like “Chimamanda Adichie: The danger of a single story”
Entering a new grade or school, whether in elementary, high school, or college, can be absolutely nerve-wracking — from fears of not making friends to the basics of simply learning how to find your way to each physical classroom (I still have nightmares about not being able to find the right classroom). And each new level – transitioning from elementary to middle to high school to college – comes with its own unique stresses and concerns.
Elementary School: What if I fall behind? What if I don’t make friends?
High School: What if I bomb the SATs? What if I don’t get into college? What if I choose the wrong college?
College: What if I choose the wrong major? What if I drop-out? What if I don’t get into grad school? What if I don’t get a job? What if I can’t balance work and school and health/social life?
Well, the good news is that no one’s alone in these fears and anxieties. The even better news is that teachers at every level – teachers worth their salt, anyway – are well aware of these stresses and are eager to see their students push past them and into success. Below, we’ve compiled a short list of tips and advice for how to help overcome some of these fears for 2015.
Note: We draw from and reference the following sources, and highly encourage you to visit them and read the articles in full.
“A Professor’s Pointers for Success in College: 21 Easy-to-Follow Tips” by Ann Marie Gardinier Halstead, St. Lawrence University, with The Huffington Post
“Top 12 Time-Management Tips” by Lynn F. Jacobs and Jeremy S. Hyman, with US News
- Keep careful stock of your course syllabi, assignments, and attendance policies. This may seem obvious but, in both high school and college, these rules/expectations can vary significantly from teacher to teacher. It’s vital to making a good impression and to maintaining your own schedule that you keep aware of deadlines, required readings, attendance, and so forth. (For more, see Halstead)
- Don’t keep your head down. Especially in a new grade, classroom, and/or school, it can often seem like the best policy to lay low for a while till you know the ropes. However, this can actually be counterproductive to your ultimate goals of making friends, having good student-teacher relationships, and keeping on top of your work. If, instead of keeping your head down, you take the time to introduce yourself to others (student and teacher), raise your hand to answer and/or ask the occasional question, and just generally approach others with your daily concerns and joys, then you’ll quickly find yourself with a terrific group of friends and an impressed passel of teachers (no matter how new or introverted you are). By establishing these relationships right off the bat, you also set yourself up with a stronger safety net for making mistakes – people will be more understanding of you running (very) occasionally late, for example, if they already know your name and have a favorable impression of you. (For more, see Halstead)
- Pump up your writing skills. Whether it’s an essay, short story, book report, or email, make sure your writing is always a clear, respectful, and positive reflection of yourself. This means using a teacher’s full title when contacting them via email (e.g. Ms. Ryan for [most] elementary teachers, Dean Ryan for a college dean, Professor Ryan for a professor [this is often better, actually, than saying “Dr.” Ryan as not all professors are full doctors yet], Assistant Principal Ryan for – you get the idea); not using ALL CAPS in written communication; using clear, proper grammar and spelling in all written works (as much for clarity’s sake as for professionalism); and always including courtesy details such as full headings on all papers, page numbers, and so forth. For help with improving your writing skills, be sure to talk to your teachers and librarians; meet with tutors; read a lot; take up writing-heavy hobbies such as creative writing, blogging, or letter writing; and take full advantage of any Writing Center services your school provides. (For more, see Halstead)
- Know Thyself – Are you a morning person or a night owl? And no, I don’t mean: Are you weirdly peppy in the morning or do you prefer to stay out late partying? I mean: Do you get more done if you block time in the morning to do your homework or review your notes, or do you have an easier time completing your work if you do it first thing after school, or perhaps even in the later evening after dinner? Everyone has a different personal schedule that works best for them. Knowing your preferences (and being honest with yourself about them), will be a great step in the right direction of getting your work done well and on time. (For more, see Jacobs & Hyman)
- Be patient and make sure you take the time you need. Today, kids and young adults are learning to read and interact with new information in very different ways than their parents did as students, whether by following blogs, Twitter, 24-hour TV news, or online hubs like Vox and The Huffington Post. However, while all of these have their time, place, and value, they aren’t the same as sitting down to read a book or other piece of long-form writing. Because of this, many students today don’t recognize until it’s too late just how much time is actually necessary to read and study and write intelligently about long-form works. Sure they’ve read plenty of novels in the past, but leisure-reading isn’t the same animal (and we all know it!). So, make sure you give yourself plenty of time to get into your academic reading-and-writing groove, and don’t let other seemingly-complementary items (like film documentaries or extra seminars) unnecessarily (or stressfully) clutter up your schedule. (For more, see Jacobs & Hyman)